David Woo

David Woo
The University of Hong Kong | HKU · Faculty of Education

Doctor of Philosophy

About

26
Publications
9,522
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113
Citations
Citations since 2016
17 Research Items
112 Citations
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Introduction
David Woo worked at the Division of Information & Technology Studies, The University of Hong Kong. David does research in Teacher Education, Educational Technology and Educational Policy. His latest project is Developing a global framework of reference on digital literacy skills for indicator 4.4.2.

Publications

Publications (26)
Preprint
AI Natural Language Generation (NLG) is a process where computer systems generate human-comprehensible language texts from information. This study explores students’ writing quality with NLG tools that students use to generate content for their writing. We analyzed the language features of four short stories composed by students with NLG tools in a...
Preprint
Full-text available
AI Natural Language Generation (NLG) is a process where computer systems generate human-comprehensible language texts from information. This study explores students' writing quality with NLG tools that students use to generate content for their writing. We analyzed the language features of four short stories composed by students with NLG tools in a...
Preprint
Full-text available
AI Natural Language Generation (NLG) is a process where computer systems generate human-comprehensible language texts from information. It can become an integral part of a human's creative writing process. Importantly, youths can learn to apply NLG in mainstream education and become better prepared for AI-enhanced writing jobs and other writing end...
Preprint
Full-text available
The COVID-19 pandemic has changed conditions for schooling around the world and has hastened the use of digital technologies in education systems which focus on high-stakes examinations. The present study investigates what digital skills students need to take examinations using digital technologies, how schools might determine students' proficiency...
Preprint
Full-text available
The COVID-19 pandemic has changed conditions for schooling around the world and has hastened the use of digital technologies in education systems which focus on high-stakes examinations. The present study investigates what digital skills students need to take examinations using digital technologies, how schools might determine students' proficiency...
Preprint
Full-text available
Text generation is a function of artificial intelligence natural language processing. Youths can learn to apply text generation in mainstream education. To explore how students apply text generation to creative writing, we designed and implemented the 1st Human-AI Creative Writing Contest in a Hong Kong secondary school. In this contest, a student...
Conference Paper
Full-text available
Digital Literacy has become a pressing capability because of the infusion of digital technology in education systems due to the changes brought by COVID-19. Whether a student possesses digital literacy skills that are essential for online learning can be especially significant in an examination-oriented education system. In this qualitative study,...
Article
Full-text available
Educational leadership is essential to implement ICTs in schools but the leadership practice of ICT coordinators, a position role that supports teachers to implement ICTs, appears limited. The present study applies a distributed perspective to leadership and investigates aspects of ICT coordinator context that would facilitate leadership. 27 ICT co...
Chapter
Digital literacy (DL) skills are widely recognized as important for education, employment, and entrepreneurship around the world. They have been organized into frameworks to guide the design of digital literacy education, training, and assessment for a macro-level population. However, local contexts that vary in terms of digital technology practice...
Article
Full-text available
This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realize a role within a school context of ICT‐enabled, i...
Article
Full-text available
This paper explores the roles of ICT coordinators, using architectures for learning as the theoretical framework to identify 1) the structures and mechanisms utilized to decide the role of a coordinator, and 2) those organized for the coordinator to realize a role within a school context of ICT-enabled, instructional reform. Data on ICT coordinator...
Conference Paper
Full-text available
This paper explores how a school can design structures for ICT use, and the interrelationships between that design and impact on ICT use of a large number of learners and a wide range of stakeholders. The paper features four cases, each of which presents an initial design for an ICT facilitator role in a school, in terms of organizational unit memb...
Technical Report
Full-text available
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have buil...
Research Proposal
The UNESCO Institute of Statistics is seeking comments on a draft Digital Literacy Global Framework. You are invited to give your expert opinion as educators & digital literacy experts through an online consultation: http://gaml.cite.hku.hk
Conference Paper
Full-text available
This paper explores how a school organizational environment can be structured across multiple levels to facilitate decision-making and teacher professional learning opportunities, and the interrelationships between that structuring and the sustaining and spreading of information and communications technology (ICT) use in teaching and learning. The...
Article
Full-text available
The misalignment or contradiction between material and abstract resources within a school are structural barriers to systemic pedagogic innovation and effective teacher professional development. This article contributes a case study to the success stories of information and communication technology (ICT) integration in schools through alternative p...
Article
Full-text available
Education systems as units of analysis have been metaphorically likened to ecologies to model change. However, ecological models to date have been ineffective in modelling educational change that is multi-scale and occurs across multiple levels of an education system. Thus, this paper advances two innovative, ecological frameworks that improve on p...
Article
Full-text available
An international school may make organisational choices that divide the school by curriculum, grade-level, language and location. This article explores how a school’s organisational stratification impacts how the school supports changing teaching and learning practices through technology. The article draws from case data of technology integration s...
Conference Paper
Full-text available
This paper explores how schools design and position roles to facilitate teacher collaborative learning of educational technologies, and the possible necessary school-level conditions for these roles to support teachers for successful pedagogical impact. It features two embedded case studies of emergent educational technologist roles' in private int...
Article
Full-text available
span style="font-family: Times New Roman; font-size: small;"> As new technologies continue to shape society, there has been a greater need for communities of practice to facilitate changing teaching and learning practices through technology in schools. Legitimate peripheral participation through these communities of practice has become an essentia...
Conference Paper
Full-text available
This paper presents a multi-tiered framework for introducing and expanding a change in technology and pedagogy in schools. The framework entails working with different bodies of stakeholders in the grade-level, and also training or developing squads of ICT champions, experts-cum-enthusiasts. The framework can be scaled to include an increasing numb...
Thesis
Full-text available
This research project explored the professional identities of educational technology specialists in international schools in Hong Kong and Singapore. These specialists help teachers and other school stakeholders to use technology to best support student learning. As this role in schools is emergent and as most schools do not employ these people, th...
Conference Paper
Full-text available
This paper analyzes educators supporting knowledge building in an organic, nonprescriptive computer-supported social network. Community activity in the social network is examined, as is the community's discourse to determine how members support knowledge building. The findings suggest that while there was prolific activity on the social network, it...

Network

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Projects

Projects (3)
Archived project
UIS GAML commissioned the Centre for Information Technology in Education (CITE) at the University of Hong Kong for the project, Developing a global framework of reference on digital literacy skills for SDG indicator 4.4.2. The goal of this project is to propose a definition and a global competence framework of digital literacy skills for indicator 4.4.2, which can be used to guide the monitoring, assessment and further development of digital literacy in a way that is sensitive to different developmental contexts.
Project
Identify and explore school groups and decisions making mechanisms to which pedagogical technologists belong; identify and explore how pedagogical technologists facilitate ICT-enabled innovation during a school year through interaction mechanisms; to finish my PhD thesis in 2016!