The Value Orientation of Teaching Reform in the Era of Smart Education

Based on the influence of the era of smart education on education and teaching, this article discusses the humanistic, social, cultural, and practical rationality of teaching reform in the era of smart education from the development trend of the integration of teaching reforms and information technology. Grasping the theoretical basis of teaching reform under the background of the new era will play a proper guiding role in the practice of teaching reform

Feasibility Study of Collaborative Education Model in Higher Education under the Background of “Internet+”

This study investigates the application of the collaborative education model in higher education within the “Internet+” context. It examines how rapid advancements in information technology have reshaped higher education, fostering the collaborative education model. The study combines literature review and empirical research to analyze the model’s core elements, implementation strategies, and impact on higher education. It delves into the transformations in teaching, learning, and management due to “Internet+”, and defines the collaborative education model’s concept, principles, and significance. Key elements like instructional design, student participation, and teacher roles are explored, highlighting interdisciplinary integration, teamwork, and teacher transformation. The study discusses implementation strategies such as planning, technological support, and faculty training. Empirical research, including case studies, interviews, and observations, assesses the model’s effectiveness. The paper concludes by summarizing findings, acknowledging limitations, and suggesting future research directions for enhancing the collaborative education model in higher education

Philosophical aspects of application of information and communication technologies in contemporary continuous education of adults

The widespread use of Information and Communication Technologies (ICTs) in education has raised a number of philosophical questions regarding their role, impact and ethical implications. As technology becomes more integrated into our lives, it is increasingly important to understand the philosophical underpinnings that shape our relationship with it. In the field of education, the use of ICTs has the potential to transform teaching and learning, but also raises concerns about issues such as access, equity, privacy, and control. Philosophical inquiry into the use of ICTs in education can help to illuminate the values and assumptions that underpin different approaches, and can provide a critical lens for evaluating the benefits and drawbacks of different technological interventions. This essay will explore some of the key philosophical questions surrounding the use of ICTs in education, and will consider the implications of different philosophical approaches for the design and implementation of educational technology

Digital technologies for education in China: National ambitions meet local realities

China has been a pioneer in including information and communication technologies for educational purposes (ICT4E) in national educational policies. Having recognized the role technology can play in education in the late 1990s, the country has by now emerged as an international leader in propagating the benefits of ICT4E. At the levels of the school and individual learner, however, ICT4E still play a subordinated role. This mismatch between political ambitions and educational realities can largely be attributed to contradictions within the Chinese education system, which attempts to reconcile diverging political, social, and pedagogical objectives.The paper will begin by introducing the reader to these contradictions, to then briefly outline what ICT4E entail in general, and how they are relevant in China. The subsequent sections will describe the goals, initiatives, and policies related to ICT4E in China particularly since 2012/2013 – the time when Xi Jinping took over as head of party and state; identify actors and their interests; shed light on implementation, experiments, and outcomes; and conclude by discussing the global implications of Chinese ICT4E initiatives

Factors Influencing Behavioral Intention Towards MOOC Platform of Jingdezhen Vocational University of Art Students Majoring in Art and Design in Jiangxi Province, China

The objective of this investigation was to analyze the behavioral intention of students at the Jingdezhen Vocational University of Art who majoring in art and design majors to use the MOOC platform. It was carried out by the researchers using quantitative research techniques. Based on the Theory of Reason and Action (TRA), the Technology Acceptance Model (TAM), and the Unified Theory of Technology Acceptance and Use (UTAUT), this study develops a conceptual framework. Seven potential variables were chosen to assess the validity of the research tool using project-goal consistency and passed the internal consistency test: self-efficacy, perceived ease of use, perceived usefulness, attitude, performance expectancy, subjective norm, and behavioral intention. The reliability was evaluated by Cronbach α coefficient through the pilot test. In addition, the sampling strategy was multi-stage sampling. In the course of the study, a face-to-face questionnaire was distributed to 500 professional undergraduates majoring in art and design with MOOC platform experience at the School of Ceramic Art and Design and the School of Digital Art of Jingdezhen Art Vocational University. As statistical analysis tools, confirmatory factor analysis and structural equation modeling were applied in this research to advance the influence on data, matrix accuracy, basic variables, hypothetical support, and path coefficients. The results revealed that all the hypotheses are suggested, and the subjective norm was the most influential factor that affected art and design majors' behavioral intention to use the MOOC platform