香港深水埗圣公会基爱小学一间小学二年级课堂上，学生们举手热烈讨论：他们的电子宠物更需要餐券，还是最新的游戏卡？
Hands shot up in a Hong Kong Primary Two classroom as pupils debated what their digital pet needed more, meal vouchers or the latest game cards.
这位老师利用人工智能（AI）和网络工具创建了这个虚拟宠物，用于一堂关于储蓄和预算的课程。
Their teacher at SKH Kei Oi Primary School in Sham Shui Po had created the virtual pet using artificial intelligence (AI) and web tools for a lesson on saving and budgeting.
每当学生做出消费决定，屏幕上宠物的心情和存款就会随之变化，帮助学生体会乱花钱的后果。
With each spending decision, the pet’s mood and savings changed on screen, helping pupils discover the consequences of careless spending.
据香港教育大学6月发布的一项调查，这种课程在香港越来越普遍，约60%的中小学在教学或行政管理中使用AI。
Such lessons are becoming more common across Hong Kong, where about 60 per cent of primary and secondary schools use AI in teaching or administration, according to an Education University of Hong Kong survey released in June.
在政府数字教育蓝图和每所公营学校50万港元（约6.3733万美元）拨款的支持下，学校正在开发自家AI平台，或与业界合作，将技术调整以适应学生需求。
Supported by a government blueprint for digital education and a HK$500,000 (US$63,733) grant for each publicly funded school, schools are developing their own AI platforms or working with industry to adapt the technology to their students’ needs.
AI协助教师备课并克服学习障碍。但教师表示，评估学生借助AI完成的作业需要更多培训，校长则呼吁学校与业界加强合作，以支援有特殊教育需要的学生。
AI has helped teachers plan lessons and overcome barriers to learning. But teachers said assessing students’ AI-assisted work required more training, while principals called for closer collaboration between schools and industry to support pupils with special educational needs.
教育局于6月发布《数码教育发展蓝图》，要求教师每三年完成至少30小时数码培训，并指示学校将AI策略纳入年度发展计划。
The Education Bureau released its Blueprint for Digital Education Development in June, requiring teachers to complete at least 30 hours of digital training every three years and directing schools to incorporate AI strategies into their annual development plans.
教育局还通过2025年推出的「AI赋能学与教资助计划」，向每所公营中小学提供一次性50万港元拨款。这笔款项可用于购买或租赁AI软件、硬件和平台，以及资助培养学生AI素养的活动。
The bureau has also provided a one-off HK$500,000 grant to every publicly funded primary and secondary school through its AI for Empowering Learning and Teaching Funding Programme, launched in 2025. The money can be used to buy or lease AI software, hardware and platforms, and to fund activities that develop students’ AI literacy.
圣公会基爱小学同时采用了现成和定制开发的AI工具，最初重点应用于小学四至六年级的科学和英语科目。
SKH Kei Oi Primary School has adopted both off-the-shelf and custom-built AI tools, initially focusing on science and English for Primary Four to Six pupils.
现成的应用包括可将学生的英语作文转化为漫画的图像生成器，以及评估学生口语和写作能力的平台。
Ready-made applications include image generators that turn pupils’ English compositions into comics, as well as platforms that assess their speaking and writing skills.
校长司徒嘉英表示，在拥挤的市场中找到合适的产品并不容易，但学校的指导原则是将教学需求置于最新技术之上。当没有合适的产品时，学校会与业界合作开发自己的解决方案。
Principal Szeto Kar-ying said finding suitable products in a crowded market was not easy, but the school’s guiding principle was to put teaching needs ahead of the latest technology. When no suitable product is available, the school works with industry to develop its own solution.
在该局与数码港合办的一项计划支持下，学校与一家科技公司合作，创建了一个人工智能驱动的科学阅读平台，引导学生理解文本和概念。
With support from a programme run by the bureau and Cyberport, it partnered with a technology company to create an AI-driven science reading platform that guides pupils through texts and concepts.
司徒说：“资金首先投向符合课程需求、能够持续并扩大规模的项目。我们也鼓励教师在日常教学和课堂活动中尝试使用人工智能。”
“Funding goes first to projects that fit curriculum needs and can be sustained and scaled up. We also encourage our teachers to experiment with AI in everyday teaching and classroom activities,” Szeto said.
教师杜智燕设计的预算游戏——她的人文课小二班级在其中管理一只数字宠物的每月开支——就是教师自行开发人工智能教学工具的一个例子。
Teacher Cynthia Doo Chi-yin’s budgeting game, in which her Primary Two humanities class manages a digital pet’s monthly spending, is one example of teachers developing their own AI teaching tools.
她说：“我在课堂上和他们一起做出消费选择。他们很兴奋能亲身探索，并自己发现不理性的消费会带来后果，影响角色的情绪。”
“I make the spending choices together with them in class. They are excited to explore it first-hand and discover on their own that irrational spending has consequences, affecting the character’s mood,” she said.
虽然人工智能为课程设计开辟了新的可能性，但也使评估学生的能力变得更具挑战性。
While AI has opened up new possibilities for lesson design, it has also made assessing students’ abilities more challenging.
该校信息技术统筹陈旭表示：“如果我们只评估最终作品，学生很容易让人工智能替他们完成功课。评估应重视过程而非结果，并涵盖学生如何与人工智能协作，而不仅仅是测试他们的知识。”
“If we only assess the final product, students can easily get AI to do the work for them. Assessment should value the process over the result and cover how students collaborate with AI, not just test their knowledge,” said Chan Yuk, the school’s IT coordinator.
他说，这种方法增加了教师的工作量，学校需要提供培训和时间，而不是让教职员自行摸索。
He said this approach added to teachers’ workloads, and schools needed to provide training and time rather than leaving staff to work it out themselves.
香港大学教育学院及计算与数据科学学院讲座教授Dragan Gasevic表示，评估现在需要将重点从最终成果转移到其背后的过程上。
Dragan Gasevic, chair professor in the Faculty of Education and the School of Computing and Data Science at the University of Hong Kong, said assessments now needed to shift their focus from the final product to the process behind it.
“当短跑运动员比赛时，教练不仅仅记录终点时间。他们会逐步回放整场比赛，以找出可以提升表现的时刻，”他说。
“When a sprinter races, the coach does not just record the finishing time. They replay the whole race step by step to find the moments where performance could improve,” he said.
“我们需要能让教师和学生也回放这些步骤、识别学生与AI互动时弱点的工具。”他说，此类工具应由儿童和教师共同设计，让学生掌控自己的数据，并由学校培养辅导文化。
“We need tools that let teachers and students replay these steps too, and identify the points of weakness when students interact with AI.”Such tools should be co-designed with children and teachers, he said, with students given control over their own data and schools fostering a coaching culture.
Gasevic表示，学校需要区分专为教育设计的AI和通用AI。
Gasevic said schools needed to distinguish AI designed for education from general-purpose AI.
“真正的学习成效需要专门的自适应系统，而不仅仅是让ChatGPT或Gemini运行苏格拉底式对话。这些系统建立在AI教育领域超过50年的研究基础之上，需要能适应每个学生个体需求的组件，”他说。
“Real learning gains require specialised adaptive systems, not simply asking ChatGPT or Gemini to run a Socratic dialogue. These systems, built on more than 50 years of research in AI in education, need components that adapt to the individual needs of each student,” he said.
对于有特殊教育需要的学生，AI可以通过回应他们的情感需求，并提供除打字以外的替代方案（如图片和语音输入），帮助他们克服学习障碍。
For students with special educational needs, AI can help overcome learning barriers by responding to their emotional needs and offering alternatives to typing, such as pictures and voice input.
匡智晨曦学校为6至18岁智障儿童提供教育，已引入各类机器人作为学习伙伴。
Hong Chi Winifred Mary Cheung Morninghope School, which caters to children aged six to 18 with intellectual disabilities, has introduced various robots as learning companions.
校长朱佩雯表示，学校投资了智能设备和AI平台，让学生沉浸在技术中，帮助他们建立信心，在校外的日常生活中也能使用技术。
Principal Chu Pui-man said the school had invested in smart devices and AI platforms to immerse students in technology and help them become confident using it in daily life beyond school.
“我们买了两个人形机器人，学生可以学习为它们编程，它们曾带领全校师生做早操，”她说。
“We bought two humanoid robots that students can learn to programme, and they once led the whole school in morning exercise,” she said.
“我们在教室里放置了十多个陪伴机器人，也就是我们的AI学习伙伴，当学生感到不开心时，它们会与学生聊天并给予安慰。”该校还与一家科技公司合作，创建了一个AI虚拟形象，作为学生平板电脑上的助手。由于商业产品无法满足其所有学生的需求，学校维持了一个内部团队来开发校本平台。
“In our classrooms we keep more than 10 companion robots, our AI learning buddies, which chat with students when they feel unhappy and comfort them.”The school has also partnered with a technology company to create an AI avatar that serves as an assistant on students’ tablets. Because commercial products do not meet all its students’ needs, it maintains an in-house team to develop a school-based platform.
“我们的学生可能语速不快或表达不清晰，所以我们需要调整平台以适应他们的节奏，循序渐进地引导他们而不求快，并允许他们放大文字。我们还在平台上预设了问题选项，供无法打字的学生使用，”她说。
“Our students might not speak fast or clearly, so we need to adjust the platform to their pace, guide them step by step and not rush ahead, and allow them to enlarge the text. We also preset question choices on the platform for students who cannot type,” she said.
她补充道，AI还让学生能够通过图片或语音提问，而不必使用传统键盘。但定制和试用AI产品需要额外的时间和金钱。
She added that AI also allowed students to ask questions through images or speech rather than using a conventional keyboard. But customising and trialling AI products took additional time and money.
“我们希望看到特殊教育领域的跨校资源共享和集中采购，这样学校就不会各自以高价购买同一种产品，”她说。
“We hope to see cross-school resource sharing and centralised procurement for special education, so schools do not each end up buying the same thing at a high price,” she said.
“如果科技行业能推荐经过充分测试的产品，并解释为什么它们适合我们的学生，我们就能节省自行搜寻和定制的时间。”将产品与学校匹配的任务部分落在了香港教育城身上，这是一个政府资助的教育门户网站。
“If the tech industry could recommend well-tested products and explain why they suit our students, we could save time searching and customising on our own.”The task of matching products to schools falls partly to Hong Kong Education City (EdCity), the government-funded education portal.
香港教育城于2000年成立，旨在推动教育数字化，近年来随着AI应用的增长，已从主要作为数字内容资源库，演变为一个连接科技公司与学校的平台。
Launched in 2000 to promote the digitalisation of education, EdCity has evolved in recent years from primarily a repository of digital content into a platform connecting technology companies with schools as AI use grows.
其执行总监林峰博士表示，学校可以借鉴来自世界各地的AI解决方案。对于主流学校而言，挑战在于如何选择合适的方案。
Its executive director, Dr Tenny Lam Fung, said schools could draw on AI solutions from around the world. For mainstream schools, the challenge lay in choosing the right ones.
“主流学校有很多选择。问题在于选哪一个、怎么用、以及如何获得清晰的反馈。我们提供了一个平台‘EdMarket’，供学校和公司分享成功案例，帮助学校做出选择，”他说。
“Mainstream schools have many choices. The question is which one to pick, how to use it, and how to get clear feedback. We provide a platform, EdMarket, for schools and companies to share their successful cases and help schools choose,” he said.
对于特殊学校而言，这一挑战是双向的：学校可供选择的合适产品较少，而企业难以触达合适的课堂。
For special schools, the challenge worked both ways: schools had fewer suitable products to choose from, while companies struggled to reach the right classrooms.
“特殊需要学生有许多不同的学习需求，单一解决方案很难满足所有需求。因此，特殊学校面临的挑战是如何为每个应用场景找到合适的解决方案，”他说。
“Students with special needs have many different learning needs, and it is very hard for one solution to meet them all. So the challenge for special schools is how to find the right solution for each application context,” he said.
他补充说，香港教育城已加大对特殊学校的支持力度，包括与香港教育大学合办“人工智能教育论坛”，让特殊教育研究人员展示研究成果。
He added that EdCity had stepped up support for special schools, including through an AI in Education Forum co-organised with the Education University of Hong Kong, at which special education researchers present their work.
林先生将《数码教育蓝图》描述为确立整体方向的重要里程碑，但表示选择解决方案属于学校和教育局的执行层面事项。
Lam described the digital education blueprint as an important milestone in setting the overall direction but said choosing solutions was a matter of implementation for schools and the Education Bureau.
“蓝图列出了框架、原则和政策，不会深入细节说明如何选择解决方案。这属于执行层面，也是我们发挥作用的地方，”他说。
“The blueprint sets out the framework, principles and policies. It will not go into detail on how to choose solutions. That is where execution comes in, and that is the role we play,” he said.
“在执行过程中，事物必须随着技术更新不断演进。但一些原则将保持不变：以人为本、科技向善、负责任地使用科技。”
“In execution, things must keep evolving as technology updates. But some principles will remain unchanged: people first, technology for good and using technology responsibly.”