Reflection of class on Jan. 18^th

  I recommended this chapter to Mrs. Tao in class when I just finished reading first part: “technology as a tool for consumption” because what the author wrote is just a part of present situation of Chinese teachers in using technology now.

  Every year Chinese educational department invests lots of money on infrastructure constructing in primary and junior schools that provides multimedia equipment for each classroom and high-speed Internet access for each school. In addition, they are building the cloud platform for course resource from grades 1 to 9. You know in China, education from grades 1 to 9 is free but others not.

  Although Chinese educational department did so hard on promoting external environment and class resource for teachers, but actually most Chinese teachers think it’s not benefit for their teaching because they have to take more time on learning those new technologies and adjust contents of online resource to their own needs. They think they can teach a good class just with a chalk, a black board and a textbook. Some teachers also just use multimedia equipment to present a PowerPoint without any other interactive contents. You can rarely see effective communication in Chinese classrooms.

  So what make these Chinese teachers like this? Why they can’t implement technologies authentically in classroom? Why they feel frustrated when someone encourage them to incorporate technologies into routine teaching to promote efficiency?

  Just like the author said, “most teachers continue to serve as the authority of knowledge and transfer their knowledge to students” and technology is just a tool to help them achieve this, they don’t want to pay more attention on tools because they are not important for teaching in their views. They don’t develop correct relationships with technology and students that they are still preferring teacher-centered classroom because they don’t want to lose so called authority in classroom. In addition, actually they are not confident about students’ capability in creative learning with new technology and their possessiveness in collaborative work.

  How to change their solid minds about education and relationship between students, technology and them is still a big deal for Chinese educators.