What is the relationship between modern educational technology and cultural change in school education?

Educational technology is divided into a broad and a narrow sense, and in the broad sense, educational technology refers to the sum of all technical means and methods used by human beings in educational activities. It is divided into two categories: tangible (physical form) and intangible (intelligent form). Physical form of technology refers to the solidification and embodied in the tangible object of scientific knowledge, which includes from the blackboard, chalk and other traditional teaching aids to electronic computers, satellite communications, etc. can be used for education of all equipment, facilities, equipment, etc., and the corresponding software; Intelligent form of technology refers to those who are in the form of an abstract expression of the form of the function of the role of the scientific knowledge of the educational practice, such as systematic approach.

With the rapid development of information technology, multimedia and network in the members of the community gradually popularized, but also make the content of educational technology is richer. We call the educational technology represented by multimedia and network as modern educational technology.

We believe that modern educational technology can change the culture of education mainly based on the following points:

1. Modern educational technology is an intermediary structure

From the point of view of cognition, the process of human cognition is a continuous cycle from practice ----- perceptual awareness ----- rational awareness ------ practice. However, in practice, people from perceptual awareness to rational understanding or from rational understanding to practice is not a direct process, is there an intermediary link in the middle? Exactly. Research results in recent years have shown that: knowledge of educational technology is an intermediate link between people's understanding of education and the transformation of educational practice, is a bridge between education, teaching theory or experience and education, teaching practice.

From a practical point of view, the objective world will not naturally satisfy people, human beings in order to survive, determined to change the world by their own actions. However, the objective law is not subject to human will, it walks its own path, so human purpose will encounter difficulties. The former is lawful and the latter is purposeful. In practice what is lawful is not necessarily purposeful, and what is purposeful is not necessarily lawful. To harmonize the two, a mediating structure is needed, and in the educational process, the practice of educational technology is such a mediating structure.

2, modern educational technology has changed the form of distribution of information resources

The wide application of modern information technology has changed the form of distribution of information resources in society, thus changing the shape of education. Teaching in the network environment has shaken the authority of the teacher, and students can get more, faster and more vivid information than textbooks from the network. Students can utilize multiple sources of information, with the teacher functioning as only one of the sources. As it is said in political economy, when the distribution of the means of production changes, the relations of production change. Advanced teaching methods make learning topics that used to be difficult very easy and are bound to be welcomed by students. Students are demanding more from the way they are taught in schools, and they are beginning to get tired of the traditional boring way of teaching. Teachers are required to adopt more efficient, flexible, interesting and diverse teaching methods. This challenges the role of the teacher, prompting the teacher to change from the transmitter of knowledge to the designer, organizer, and facilitator of students' learning activities.

3, modern educational technology makes multi-directional interaction possible

From BBS to BLOG (blog) and then to the podcast era for audio and video communication to bring new opportunities for the dissemination of diversified communication subjects, the emergence of new communication terminals, convenient for the audience at the same time, but it also means that the new channels of communication and dissemination mode of education will constitute an impact on the field.

With the maturity of broadband technology, network video is destined to play an increasingly important role in the field of network communication. Both NASA and America Online have developed sophisticated Web video tools. America Online says that some 5 million people across the United States have watched its one-day live concerts on the same day via Web video tools. In addition, media companies have begun to get involved in this area, from search giants including GOOGLE and Yahoo, which have begun to test video search tools, to traditional print and broadcast organizations to understand what kind of online video content is needed by online audiences. Currently, software giant Microsoft is also keeping a close eye on the field, which it uses as a powerful tool to structure its community. So far, Microsoft has created a Web site with 19 video channels offering more than 500 video clips on such topics as impromptu speeches, the Windows operating system, and MSN services.

In China, the three major Chinese portals were engaged in a fierce news battle on the day of the recent Shenzhou VI liftoff, judging by recent coverage of the event. However, a website's trick of "live web video" not only allowed the website to gain the most eyeballs in the news war, but also made the "MYSEE Live", which is behind the streaming technology, enter the media's field of vision. Undoubtedly, the network video is penetrating into various fields, and is also from young to mature. The synchronized transmission of text, pictures, audio and video has been realized. In such a technical environment, real interactive learning becomes possible.

When novel teaching modes based on new concepts and new technologies appear and are tried out by people (such attempts rely on from within and from outside) to use them, people's original educational culture - the dominant culture is still at work, and so those teaching modes facilitated by the new concepts and new technologies are regarded as the "second culture" in education. "second culture" in education. When the conditions are ripe and people adopt the new model more and more, from habit to habit, from habit to nature, this second culture becomes part of the mainstream culture of the people, and the culture of school education is changed.

Two, the status quo analysis

Five years, the province's basic education information technology environment has been the rapid development of

Hardware environment has improved, the province has nearly 200,000 sets of computers, especially high school computers per pupil ratio has reached 12:1; built all kinds of campus network more than 1400; satellite ground receiving station more than 2800. There are also a number of multi-functional classrooms, electronic classroom, electronic reading room and so on. Yangquan City, Jinzhong City, built a metropolitan area network, Datong City, Taiyuan City, is also being built, Jishan County and Changzhi County to achieve the county's "classroom".

l Education and teaching resources are constantly enriched. Provincial Department of Education each year to the province's primary and secondary schools recommended

Electronic audio-visual digital resources basically cover all disciplines, about 2,300 varieties. 93 years the province introduced a policy of charging fees for e-learning teaching materials, over the past 12 years, our preliminary statistics, the province's primary and secondary schools for the purchase of software funds about 600 million; city and county MANs to buy the integration of the resources and the school's own development of the resources is also a lot. There are also many resources purchased by city and county MANs and developed by the schools themselves. China Education Television also provides free educational teaching resources to primary and secondary schools in rural townships and villages every day.

lThe computer knowledge and skills of the teaching force have been gradually popularized, and the ability to apply them is constantly being improved

One is that the Department of Education has organized extensive training for all teachers in computer competence at the primary and intermediate levels; the second is that professional training for teachers in the subject of Information Technology has reached 3,532 teachers; and the third is that localities and schools have organized and carried out training in computer knowledge and competence at different levels and with different requirements. training.

l Primary and secondary schools have a certain foundation for subject research. During the "Tenth Five-Year Plan" period, the provincial-level modern educational technology schools have undertaken 27 special projects on the Ministry of Education's key topic of "Theory and Practice of Learning and Teaching in a Modern Information Technology-based Environment"; 15 projects on the Central Pavilion; and six sub-topics of the National Association for Educational Technology's key topic of "Research on Development of Educational Technology in the Process of Informatization". 6 sub-topics of the National Association for Educational Technology's national key topic "Research on the Development of Educational Technology in the Process of Informatization"; 48 sub-topics of the key topic of the "Tenth Five-Year Plan" of Educational Science of the province, "Research on the Objectives, Ways and Countermeasures of Promoting Informatization of Basic Education in the Province". These topics of research, from theory to practice, have laid a good foundation for the organization and implementation of the 13150 project.

(Quoted from the speech of Zhu Wenhuan, director of the 13150 Project in Shanxi Province in May 2005)

In such a situation, the following phenomenon still exists in some areas or schools:

Firstly, the emphasis on "electricity" is light on "teaching". "

Because of the separation of science and technology, the narrow understanding of educational technology, for a long time, the teaching and research institutions and e-learning institutions are independent of each other, and do not cross each other, on the one hand, the institution re-establishment, resulting in a great waste of funds, equipment, personnel, leading to the uselessness of educational science, that educational science is empty, not as practical as educational technology. Some e-learning workers for a long time always ignored the subject of education, teaching and learning activities, in-depth study and research, always think that this is the subject of the teacher's business, e-learning workers task is only to maintain and keep the e-learning equipment, the result is that the e-learning workers downgraded to the school in the "equipment maintenance workers" and "warehouse custodian," and even in the school can not be prepared to enter the series of teachers can only be counted as "auxiliary staff". On the other hand, as far as our personnel in the field of educational technology research and practice are concerned, the lack of quality and training in education, psychology and philosophy has become a bottleneck in the scientific and healthy development of educational technology. As they are committed to promoting electrified education, they tend to use the means and methods of electrified education to find problems, as if the means of electrified education is the solution to all the problems, thus falling into the situation of putting the cart before the horse in scientific research instead of the normal procedure of "choosing the solution to the problem according to the problem". As a result, it has never been able to establish its own position in the development of educational practice and educational theory system. This is an important reason why electrochemical education can not penetrate into the classroom.

Second, the emphasis on "hard" light "soft"

We have already mentioned that the structure of technology unique to human society consists of two aspects: on the one hand, it is the system of tools external to the human being; on the other hand, it is the human being's skill in using tools. The two-way development of these internal and external aspects, which are coordinated and transformed with each other, drives human technology forward at an accelerated rate, and leads to the two-way development of social modernization and the modernization of human beings themselves.

In the past, tools were an extension of the human body, while computers are an extension of the human brain. An important feature that distinguishes computers from previous tools of material production is the emergence of "software" in the tool. Software is the knowledge form of technology, is the externalization of human thought process, is a special symbol system, it is executable program. The emergence of "software" is an extremely profound historical change in the function of the human symbol system! The human brain in the intellectual operation of the act of symbolization, "software", so that it can be instructed to automatically execute the operation of the machine program, which in the previous technology has never been, its function is to greatly enhance the human information processing ability, reduce the burden of mental labor, but also can be more and more high level of the software program to replace the hardware equipment, many of the technical performance, reduce the hardware equipment requirements. Requirements. The relationship between hardware and software in tools is just like the relationship between human physiological structure and psychological structure, the former is innate and difficult to change, the latter is acquired and easy to change. In today's rapid development of information technology, the development of software to replace the function of hardware is a big trend, which can not only effectively avoid the rapid replacement of hardware equipment caused by the rapid replacement of a large number of difficult to deal with the "high-level garbage", the more important issue is that the value of the knowledge itself is rapidly growing in value, which is precisely the new characteristics of the knowledge economy era and the secret of the place! Contemporary information industry development is an important law: the software industry leads the hardware industry, and the development of the software industry depends on the software user groups in the field of future behavior of research, prediction and experimentation. Following this law, in order to improve the effectiveness of investment in educational technology in schools, it is necessary to start from the goals and functions of modernization of school education, holistic design and step-by-step implementation. This obviously requires an organic combination of technologists and educational experts, especially to study the future behavior and future needs of students and teachers in multimedia and network environments. The full play of computer functions, not only depends on the hardware and software with the best, but also depends on the user's ability to master the hardware and software, obviously, in the rapid development of education informatization in the process of correcting the heavy hardware does not focus on the software of the bias, the correct treatment of investment in educational technology in software, hardware and teacher training in proportion to the relationship between this is not only to ensure that the province of education informatization of the health of the high-speed development of a major policy This is not only a major policy to ensure the healthy and rapid development of education informatization in our province, but also an important academic issue that needs to be explored from the theoretical depth of educational technology.

Third, the emphasis on "machine" and "network".

With the expansion of contemporary information technology to the field of education, with the application of multimedia computers in the teaching process is more and more common, the construction of campus network has been mentioned as an important agenda. From the experience of the development of education informatization in today's developed countries in the world, from the development of a single computer to the network, is the inevitable trend of the development of school education informatization. The so-called networking is by no means just the networking of computers, but the networking of human intelligence! What exactly does the emergence of the Internet mean? This in itself is an extremely profound philosophical anthropological problem. In the past, we often say that the computer is a tool for thinking, is an extension of the human brain, but the capacity and function of a single computer is after all limited, and can not be compared with the human brain, which contains a huge potential, and the International Internet through the interconnection of computers around the world, the whole of mankind's wisdom to the global coverage of the giant complex network system, which is really called the extension of the human brain, not only extend the individual brain and thinking activities, but also create the human brain, the brain and thinking activity, but also the human brain. This is truly called the extension of the human brain, which not only extends the individual brain and thinking activities, but also creates an externalized brain of all mankind that is developing rapidly every moment! In the not-too-distant future, people all over the world will be able to take the best courses, study any subject, and be taught by the best teachers in the world, all from the comfort of their own homes". Such an ideal as soon as possible into reality, which is today's educational technology workers have a major historical mission. Network is only a form of information technology in education, rich educational resources and convenient access to the content and substance of information technology in education, in this sense, the integration of educational resources, more important than the construction of the campus network itself is also more difficult. This should also cause the province's education technology sector to pay enough attention.

Fourthly, teaching is emphasized over learning.

The relationship between teaching and learning is a major fundamental theoretical issue in contemporary educational philosophy. Looking back at the course of the twentieth century Western educational research and experimentation, we can clearly see an extremely important turn: from the study of teaching to the study of learning, and has made a series of breakthroughs in the study of the law of student learning. Especially important: the combination of the information-based social environment and research results on students' learning patterns is creating a variety of high-level, personalized, efficient and effective new learning modes, and how to adapt to and master this new learning environment and learning modes as soon as possible has become one of the fiercest competitions on the world stage.

The thematic learning website is a platform for students to learn independently in a network environment. The Shanxi Provincial E-learning Center has organized four technical training sessions for the province's backbone schools, but most of the schools have not acted, especially in the vast rural areas, which is an important task during the 11th Five-Year Plan period.

Fifth, the emphasis on science and technology rather than humanities

The prospects for the development of modern educational technology is too optimistic, the possible negative consequences and negative impact of the lack of a more profound understanding and research.

Modern educational technology from the nature of the discipline, is by no means purely natural science and technical disciplines, but education, technology, art three fields of organic combination of the unified whole. Today, modern educational technology is stepping into a new stage of multimedia and network as the main body, not only greatly increased scientific and technological content, and the rapid expansion of the humanities background, which is an extremely serious challenge to the quality of modern educational technology workers, most people see the former, but often do not see the latter . Thus, in the selection of personnel, often only pay attention to the examination of its technical level, while ignoring its humanistic cultivation, this short-sighted view of employing people, if not corrected as soon as possible, the future development of the discipline of educational technology will bring extremely serious harm. Because if we look at technology from the broad perspective of social modernization, the impact of technology on the process of human civilization is a "double-edged sword", can benefit mankind can also harm mankind, especially in the field of education in order to cultivate people's object, the application of technology must be cautious and prudent, can not be blindly optimistic, we should be fully estimated to the modern education technology may have a negative impact on education, and to take practical measures to prevent. Nowadays, educational technology is rising from the means of education to the core of educational reform, and will lead the trend of modernization of education, in such an important field, if you only know the technology and lack of humanistic education, at best, can only become a craftsman, it is not possible to become an educator, especially in the market economy of the impact of the temptation of the lack of humanistic education, craftsmen are very easy to become short-sighted utilitarian, which is obviously not able to adapt to modern educational technology workers undertake the historical mission. Educational technology workers bear the historical mission.

Sixth, technology over design

In the process of using educational technology, teachers often appear to use media for the sake of using media, rather than choosing according to the teaching objectives, teaching content and students' characteristics. There are also teachers who use educational technology in cases where it would have been simple to use conventional methods, and as a result, they make it complicated instead, or in cases where they need to cultivate students' imagination, teachers provide students with specific graphic images, which violates the laws of education and creates educational and teaching problems rather than solving them, and runs counter to the goals of educational technology. The continuous popularization of educational technology and the complexity of educational problems require that educational technology is not intended to use technology in education, it is intended to speak of technology in education and teaching practice, with the aim of solving educational and teaching problems to promote students' learning and development. Any single component of technology can not always be the solution to the actual education, teaching and learning problems, therefore, from the broad meaning of technology, to design an overall problem-solving program is necessary for educational technology to achieve its purpose.

Three Suggestions for Action

Now we are discussing how to use modern educational technology to promote changes in the culture of school education,

1. Creating a Working Environment for Teachers to Acquire and Apply Modern Educational Technology

On April 4, 2005, the Ministry of Education issued a circular deciding to launch the implementation of the National Program for Building the Capacity of Elementary and Middle School Teachers in Educational Technology across the country. The purpose of the program is to carry out the 2003-2007 Education Revitalization Action Plan approved by the State Council, to coordinate with the reform of the basic education curriculum and the implementation of the Modern Distance Education Program for Rural Primary and Secondary Schools, and to improve the level of educational technology competence of primary and secondary school teachers.

The purpose of the National Educational Technology Competence Building Program for Primary and Secondary School Teachers is to: take the Standards for Educational Technology Competence of Primary and Secondary School Teachers (for Trial Implementation) as the basis, comprehensively improve the ability of teachers to apply educational technology, and promote the effective use of technology in teaching for the purpose of establishing a system of training and examination certification for teachers in educational technology, and organizing and carrying out training in educational technology with the effective integration of information technology and teaching of academic subjects as the main content, and comprehensively improve the educational technology training for the majority of teachers. The aim is to establish an educational technology training and examination certification system for teachers, organize and carry out educational technology training with the main content of effective integration of information technology and subject teaching, and comprehensively improve the ability of teachers to implement quality education.

The program was organized and implemented in accordance with the principles of "overall planning, step-by-step implementation, combination of learning and use, and focus on effectiveness". Beginning in 2005, the organization of some provinces (autonomous regions and municipalities directly under the Central Government) first pilot. On the basis of the experience gained, the program will be rolled out nationwide from 2006. By the end of 2007, the provinces (autonomous regions and municipalities directly under the Central Government), through the adoption of a variety of ways and means, so that the vast majority of primary and secondary school teachers generally receive no less than 50 hours of training in the application of educational technology, and to participate in the national unified organization of the level of educational technology competence examination certification. Schools of all levels and types in our province should seize this opportunity to comprehensively improve the ability level of teachers in our province to use educational technology. For example, actively create conditions for school-based training in the network environment. School-based training is an important means to promote teacher specialization and change the educational culture of schools. The use of educational technology in the network environment is both the purpose of school-based training and the methods and means of school-based training. The combination of the two is school-based training in the network environment. Since the most important feature of the network is interaction, this is an effective form of support for school-based training. Moreover, school-based training in the network environment, is conducive to overcoming the hegemony of the discourse of the powerful groups, the virtual environment, teachers are more able to speak the truth, can really participate actively as the main body of training, can be discussed at any time, anywhere, and the results of exchanges can be allowed to let other people **** enjoy.

2, the pursuit of modern educational technology in the context of the teaching state of writing while talking

From the current domestic application of information technology education in practice, there are many one-sided, a talk about computer-aided education seems to be the development of courseware. In fact, courseware is only a component of the information technology education system, courseware is essentially a component of the goal-specific structured teaching system, the teaching process is a powerful learning management system, but also need to use a variety of information tools and a large number of information resources as support. The biggest disadvantage of courseware is the pre-determined, structured, the prevalence of courseware makes the teacher in front of the blackboard that kind of comfortable and lively lecturing is no longer available, the teacher and the students that kind of direct, at any time of communication is not available, the teacher that kind of continuity, articulation and orderly teaching art is not available, and so on. Not only did not make the modern educational technology to effectively support the teaching reform, not conducive to the creative play of teachers, but also make teachers on the use of modern educational technology and teaching the effectiveness of doubt.

In fact, the use of teaching resources do not necessarily have to be integrated into the classroom, educational technology can be like the traditional teaching aids, wall charts, with the use of time to pick up and use, do not need to be put aside. Modern educational technology used in the classroom is the best state is still able to write while talking in the new environment, at present, there has been a breakthrough in this regard. One is similar to the Z+Z intelligent education platform software, which is characterized by drawing diagrams and writing symbols very easily, but writing text is not convenient. Another is the electronic whiteboard.

Electronic whiteboard it is the improvement and development of the teaching system, so the original system of computers and projectors are still indispensable, but also because of the emergence of electronic whiteboards, this system should be said to be today's most perfect, the most creative, the most superb expression of the teaching system.

So what exactly are the functions of a whiteboard? If simply put, it is a display that can be remotely manipulated, a variety of text, charts, figures can be displayed on the board, but also directly on the board to operate the computer. It can also be said that it is a new type of "blackboard", you can write and draw on it at will, but also according to the need to have been written and drawn immediately erase.

With this whiteboard, the teacher seems to have returned to the past in front of the blackboard in the lively state of the lecture, the teacher has become the core of the teaching, from now on no longer need to speak on it, a moment and then to run down to operate the computer, but easily and freely directly on the whiteboard operation of the computer, in accordance with the pre-programmed courseware, at any time you want to let the students to understand the contents of the whiteboard is very clear, and want students to remember what or want to emphasize that the whiteboard is very clear. Want students to remember what or want to emphasize what, you can write on the whiteboard at will, scratch or in the existing text to be marked. Teacher improvisation in the course of lectures, can also be left on the whiteboard, which ensures the continuity of lectures, but also make the rhythm of lectures. Especially because most of the contents of the teacher has been pre-produced courseware, lectures on demand out on the line, which gives teachers enough time to give full play to their own art of lecturing, but also for the key points, difficult problems repeatedly explained and repeated, but also at any time to the students to ask questions or to answer the students' questions and so on. Thus, the teaching is not only lively and vivid, but also to solve the key problems, and thus improve the students' interest in learning.

In front of the whiteboard, students are the biggest beneficiaries, first of all, in the process of teacher lectures, the content has been taught, students ask questions teachers can comfortably operate the computer, the content of the lecture out, re-explained to the students, and even students can also be operated on the whiteboard, to achieve the effect of interaction between teaching and learning to deepen the understanding of the students to clarify the problem, and students listening to the class can be Relieve the past need to take notes of the pain, that is to say, students can listen to the class without taking notes, as long as the heart to listen to the lecture on the line, after the class all the contents of the teacher, including teachers emphasize the key points, the temporary writing of the paddling of things, or the teacher's play, etc., as long as the board have been can be stored on the disk, the students recorded a copy of the is.

3, to establish the development of educational science and technology combined with the direction of development

With the use of natural areas compared to the technology in the field of human life activities directly related to the step into the field, its pace to be much slower and more cautious. When technology enters the extremely complex human field of education, it encounters more intense debates and obstacles than in any other field! Education does not belong to the activity of production of material materials, but to the reproduction and re-creation of human beings themselves; the object of education is not an object but a human being, not only a living, vital human being, but also a human being who has a mind, self-consciousness, and the ability to carry out activities on his or her own; and the more important feature of educational activities is that the teacher, as an educator, in the process of educational activities does not directly change the student's bodily (material) state, and does not even not have direct physical (material) contact with students, but only through language, words, expressions, gestures, etc. to influence students' thoughts and feelings, change students' internal cognitive structure, emotional and volitional structure, and promote and influence the development of students' physical and mental structure, and the structure of social and practical activities through these psychological structures. Therefore, the technical tools that initially appeared in educational activities were not extensions of human limbs, but material means of transmitting information to students such as books, blackboards and chalk. The historical fact that the rapidly developing industrial technologies of modern times, which have made extremely brilliant achievements in the sphere of material production, have had little impact on the educational sphere of mankind's own production, and that audio-visual technologies developed at the beginning of this century were rapidly introduced into the process of pedagogical education only after their debut in the mass media is in itself a thought-provoking fact. It reveals that the development of educational technology should follow not only the law of technological development, but also the law of educational development.

In recent years, we have been emphasizing the integration of information technology and subject teaching, however, the actual effect is that the use of information technology is often outside the course objectives. The reason for this is a lack of understanding of the true meaning of "integration". In fact, the real meaning of "integration" and the broad definition of educational technology is completely consistent, integration refers not only to the physical form of modern educational technology ---- information technology (including media technology), but also refers to the intelligent form of modern educational technology ---- educational science. "The so-called integration of information technology and curriculum refers to the organic combination of information technology and subject teaching through the curriculum, fundamentally changing the traditional concepts of teaching and learning as well as the corresponding learning objectives, methods and evaluation means." Which organic means the use of intelligent forms of technology, refers to those in the abstract form of expression, in the form of functional role in the practice of education of scientific knowledge, such as the system approach, the principles of system design and so on. And these are often the scope of education science research, so it is necessary to combine education science and education technology, from the system, resources (including human and material resources) on the integration.

4. Emphasis on the research related to the paradigm of educational technology and teachers' professional growth

There is a remarkable phenomenon in the daily teaching life that those teachers who grow fast professionally also perform better in the use of modern educational technology. On the other hand, those teachers who are slower to grow professionally tend to use them mainly for playing games and chatting, even if their schools are equipped with computers for free. They seldom use these means to promote their professional development. In other words, the ability of modern educational technology to promote changes in the culture of school education is also closely related to the paradigm of teachers' professional growth.

There have been some remarkable results in the research on teachers' professional growth paradigm. Based on the findings of relevant studies at home and abroad and our study of the professional growth of nearly 1,000 teachers, we believe that the following four main factors influence teachers' professional growth: (1) sense of responsibility, achievement and efficacy; (2) mindset (whether one can find problems in oneself rather than blame the objective); (3) whether one regularly conducts teaching and research with peers; (4) whether one's work is challenging (working at the edge of competence). Some of these characteristics are innate, while others are developed through changes in the external environment. At present, emphasis should be placed on exploring effective paradigms for teachers' professional growth through school-based training.

In short, through the above aspects of the measures, so that the modern educational technology really become the teacher's daily way of teaching behavior, so as to promote the change of the school's educational culture.