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New Ways to Teach and Learn in China and Finland

Crossing Boundaries with Technology

Hannele Niemi and Jiyou Jia

This publication will introduce how two different countries promote high quality learning with technology in very different educational systems. The book opens inspiring scenarios how new technological tools and services can be used for promoting students’ learning in schools and higher education, enhancing collaboration in educational communities and supporting teachers’ professional development. The publication focuses on three major themes: Students as knowledge and art creators in playful learning systems, personalized learning supported by mobiles and intelligent tutoring systems with games and new web-based tools identifying learning difficulties, and technology in digitalized learning environments. The book is based on systematic research work in universities.

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An E-learning Project for Language Instruction in China (Baoping Li / Xiaoqing Li / Lulu Sun)


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Baoping Li, Xiaoqing Li & Lulu Sun

Faculty of Education, Beijing Normal University

An E-learning Project for Language Instruction in China

Abstract This paper introduces an e-learning project focused on technology-enhanced language learning in primary and secondary schools in China. Over the course of 16 years, effective teaching and learning patterns using e-learning methods in the subjects of Chinese and English were established and applied to more than 400 schools all over China. The aim of the pedagogical model has been to build an e-learning environment using laptops or tablets as the basis for learning. This does not only help students to use the language in authentic circumstances but also to create, present, and share their work and thoughts in a convenient way. In the classroom, learning resources are abundant and curated; the quantity of students’ work is large, and their expression is profound. In addition, an online social network for thousands of teachers from different treatment schools was created. Through this network, teachers can accept remote training, design the curriculum cooperatively, and observe and evaluate other teacher’s classes in real time. Original materials such as learning resource platforms with evolutionary mechanisms, known as ‘Learning Cells’, and ‘Apps’ (Applications), for various learning activities on mobile devices were developed and provided to teachers and students. Sufficient evidence demonstrated that both the students’ native language and foreign language levels are improved along with their ICT (Information and Communication Technology) skills. The teachers’ TPACK...

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