Analyze what kind of changes and impact modern information technology has brought to education

Children's knowledge is broader, eyes wide open, but more difficult to manage

The revelation of the meritocracy

In fact, computers in the field of education for more than a decade trekking, not always a tragedy.

In the mid-1980s, educators at Apple Inc. in the U.S., in their market forecasts for educational technology, were eager to study and understand the question: What will happen to teachers' and students' teaching and learning activities when modern educational technology centered on computers is as convenient as using books and paper? So they selected some classes in several schools to conduct experiments, and provided each student and teacher participating in the experiment with two computers, one in the school and one at home, and began an educational reform experiment known as the "appleclassroom of tomorrow" (appleclassroon of tomorrow). The study lasted 10 years. The study lasted for 10 years and accumulated a wealth of first-hand information, with many exciting results, especially in terms of improving the effectiveness of education.

The pilot study, which essentially explored and created a learning environment and educational model for the information age, was first welcomed by students. At the end of the first school year, students' attention and learning attitudes improved significantly, and they began to change from passive knowledge acceptance to active exploration and personalized independent learning. Although it took some time and effort to master the educational technology, their interest, ability and efficiency in learning increased as they gradually became proficient in applying the new technology to learn and study various knowledge and skills with the guidance and help of teachers. One fourth-grade teacher summed it up when she wrote, "Students are not bored working on the computer; they actually ask for more work, and I have rarely seen students ask for extra work in my past teaching experiences." In the past, it was often feared that students working on computers all day would become isolated due to a lack of peer interaction. Experiments have shown the opposite: independent learning with new technologies promotes more interaction and collaboration among students than traditional classroom instruction. This new model of education has led to profound changes in teachers' attitudes and behaviors, fundamentally altering traditional teacher-student relationships and interactions. Teachers feel that they are acting more as administrators and guides than as lecturers. Efforts to integrate modern educational technologies into the classroom have led them to revisit the basic norms of education and to reflect on a range of new features of the teaching profession in the information society of the future. The new technologies liberate teachers from the repetitive nature of educational activities and allow them to devote their creativity to more challenging and personalized student-teacher interactions and explorations. This is clearly an important way forward to radically improve educational effectiveness. As one teacher put it: "The new technologies have kept my passion as a teacher alive, but I am not the same as I used to be, now I am guiding my students, who are in charge of their own education, creating their own knowledge and using their own creativity to research and express information to others."