S.

Garrison 1 1

Country Case Study: Interview Report

EDTC 645 Integration of Technology: Global Perspectives
Dr. LeAnn Derby
University of Maryland University College
Steven Garrison
April 9, 2019
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Introduction

Technology has become a driving force in today’s society. 21 st century learning has

shaped the world to incorporate technology into education. While the United States is

integrating educational technology in the classroom, there are challenges be faced. In order

to properly ensure the success of technology integration, it is important to analyze and

research other countries with the same initiatives. Throughout this country case study, I

have been researching educational technology policies in China. I have discovered similar

challenges between the United States and China consisting of uneven distribution of

technology, professional development implementations, and curriculum integration.

Throughout this interview and research process, I have been able to gain a better

understanding of the challenges and progressions faced in China.

Interview Questions and Reasoning

The following interview questions were developed to assist with better understanding

China’s educational policies:

1. How long have you been in the education field?

Rationale: This question was developed in order to gain background knowledge on the

interviewee and their expertise in the teaching field. The answer would also provide

background knowledge in their experience in China’s educational policies.

2. What is your current teaching position?

Rationale: This question was developed in order to gain a better understanding of the

interviewee’s educational background specialty. In the United States, educational technology

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integration varies based on grade level. Knowing this would assist in gaining knowledge on

how technology is integrated in the curriculum in K-12 schools.

3. How is technology integrated into your school's curriculum?

Rationale: This question was developed in order to gain a better understanding of how

technology is used in a Chinese school. The interviewees feedback will assist in interpreting

what kinds of technologies are available, how does the technology enhance classroom

instruction, and how does China’s educational technology integration compare with that of

the United States.

4. Does your school utilize any technology standards?

Rationale: “China Association for Educational Technology (CAET) is the largest civil organization

for educational technology in China and promotes the development of the field of educational

technology.” (Gua & Zhang, 2014) Based on previous research, I am aware that China

developed their own standards for educational technology, however, this question will provide

clarity to what extent these standards are implemented.

5. How do educators go about learning the technology? How frequently are Professional

Development sessions?

Rationale: This question was developed in order to gain a better understanding of how

professional development is implemented in Chinese schools. I am very interested in

learning about how educators go about learning technology and any implications or

challenges that they may face.

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6. Does your school offer 1:1 technology for the students?

Rationale: Based on previous research, I have learned that there is a digital divide in China

between the urban and rural regions. The interviewees feedback would provide more clarity

on the digital divide and accessibility of the available technologies.

7. Do students have equal accessibility to the technologies at home as they do in

school?

Rationale: This question was developed in order to gain a better understanding of how

Chinese students’ study lives compares to their classroom experiences.

8. What kinds of technology is offered at your school?

Rationale: This question was developed in order to gain a better understanding of how

educational technology is used in Chinese schools and provides clarity on what the

implementation looks like.

9. What is the level of expectation as it relates to technology use and implementation?

Rationale: This question emphasizes how educational technology is integrated into the

curriculum. Based on the interviewees’ response, I will be able to better understand how

educational technology is used and the essential role it plays in education.

Interview Strategies

Contact and Approach Date Sent Feedback

1. Mr. Brandon Dante 2/25/2019

2/22/2019
Former college classmate and acquaintance. Agreed to assist me
Educator currently teaching in Shanghai, on the interview,
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China. however, never

replied once
Method of Contact: Facebook Messenger interview questions
were sent.

2. Ms. Dominique Duarte 3/3/2019

Former college classmate and acquaintance. Agreed to assist me

Educator currently teaching in Shanghai, on the interview,
China. 2/22/2019 however, never
replied once
Method of Contact: Facebook Messenger
interview questions
and email sent to
were sent.
DominiqueDuarte08@yahoo.com

3. Mr. Bryan Ellison

2/23/2019
Educator currently teaching in Beijing, China.
Agreed to assist me
Method of Contact: International School on the interview,
2/23/2019
Teachers PLN via Facebook: however, never
replied once
https://www.facebook.com/groups/179404 interview questions
9220918893/
were sent.

4. Mrs. Lanny Meng

Educator currently teaching in Shanghai, 3/9/2019

China.
Agreed to assist me
Method of Contact: International School on the interview,
3/6/2019
Teachers PLN via Facebook: however, never
replied once
https://www.facebook.com/groups/179404 interview questions
9220918893/ were sent.
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5. Ms. Mikayla Carroll

Educator currently teaching in Beijing, China.

Method of Contact: International School 3/16/2019 N/A

Teachers PLN via Facebook:

https://www.facebook.com/groups/179404
9220918893/

Interviewees

Although multiple attempts were made contact educators in China, I was

unsuccessful in receiving any responses from my interview request. Despite this obstacle,

through my research, I was able to find 2 scholarly articles that included previous interviews

on the implementation of educational technology in China. These articles along with my

previous research provided further clarity on China’s educational technology integrat ion.

One article, “Technology Training in Chinese Language Teacher Education: Content,

Concept, and Context” analyzes the complications of technology training from a variety of

Chinese training programs. In this article, 56 participants who are attendees, instructors, or

organizers of training programs were surveyed about their involvement in professional

development. This was followed-up by an interview by 10 Chinese educators providing their

feedback on their experiences. The interview consisted of 11 questions; all technology related.

“We grouped them under three categories— content, concept, and context—which address the

challenges and effectiveness of technology training for Chinese teachers.” (Xiao-Desai, Wong, &

Wu, 2014) The article was designed to assist in the effectiveness of professional development

and educational technology integration.

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The other scholarly article chosen for my research is, “The Global Education Census

Report” provided by Cambridge Assessment International Education. This scholarly article

examines the use of technology in the 2019 classroom. Though this article is not entirely

centered around education in China, it does provide a global snapshot of educational

technology, how it is mostly used, and common challenges faced while implementing it.

Utilizing such an article will assist me in understanding how the implementation of China’s

educational technology compares to the United States’.

Overview

Based on the information I have accumulated from the published interviews and

scholarly articles; I’ve gained a more distinct outlook on the implementation of educational

technology in China. I had previously known about China’s issue with the digital divide as it

relates to technology integration. However, after reading the interviews, I gained a broader

perspective not only on the challenges students face, but some that educators face as well.

When inquiring about the technology implementation in the school’s curriculum, I had

previously learned that like the United States, China has its own technology standards called,

“China Association for Educational Technology” (Gua & Zhang, 2014). Nonetheless, I was unsure

on the extent of its integration in the curriculum. Based on my findings, aside from integrating

technology, China utilizes a blended learning approach in education. “Spain and China also

record widespread use of blackboards and chalk, at 64% and 57% respectively, while students

are least likely to reference these tools in Indonesia (7%) and
 Saudi Arabia (10%).” (The 2018
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Cambridge International Global Education Census, 2018). The fact that China use these

resources supports the that the focus of technology integration in the curriculum is to enhance

the learning process.

Though China uses a blended learning approach, I found their technology use very

interesting. In one of my interview questions, I wondered if China had 1:1 technology

accessibility. Knowing this is one of the many challenges I face as an educator in the United

States, I was interested in learning if China had a similar issue. “Chinese respondents lead the

world on tablet use, with one in two students using these versus the one in five global

average.” (The 2018 Cambridge International Global Education Census, 2018) It’s interesting in

learning that China is leading the world in tablet use, despite the digital divide between the

urban and rural regions.

One important question I inquired was on how educators are taught the technology and

role of professional development. In the scholarly article, “Technology Training in Chinese

Language Teacher Education: Content, Concept, and Context”, it states that one of the major

challenges faced in professional development is obtaining the appropriate information needed

to completely utilize the technologies. “The extraordinary amount and range of technology

information available online or elsewhere is itself one of the major problems in the field; both

pre-service and experienced teachers have trouble finding and organizing what is useful for

them (Garrett, 2009).” Though this may present itself as a challenge, majority of the

interviewees did state that the technology they learn about is made readily available to them at

their schools. In addition, majority also stated that the training workshops they attend strongly

helps them in incorporating technology in the classroom.

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Though educational technology integration is a valuable asset in the classroom, it is just

as important that students have access to the resources outside of the classroom. With the rise

of technology in society, access to specific technological resources are becoming more

available. “Two-thirds of students (65%) do their homework on a laptop, but almost all students

(98%) still use pen and paper.” (The 2018 Cambridge International Global Education Census,

2018) Though, I was unable to find a direct answer to this question of equal technology

accessibility outside of school, with China adaptation of mobile technologies in instruction, it is

very likely majority of students have access to the educational resources in their homes.

Conclusion

Based on my research of China, I have learned that like the United States, China also

faces challenges in the implementation of educational technology. The uneven distribution of

technology seems to be more of a global issue. However, it was surprising to learn that China

leads the educational world in tablet use, while the United States leads it in the use of desktop

computers. Also, the professional development issue is one the United States does not face

alone. Nonetheless, based on the information gathered I admire the fact that all technological

resources are already made available after the trainings. In closing, this experience has really

broadened my perspective the educational challenges and progression that take place in China.
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References:

Xiao-Desai, Y., Wong, K. F., & Wu, X. (n.d.). Technology Training in Chinese Language Teacher
Education: Content, Concept, and Context. National Council of Less Commonly Taught
Languages,1-46. Retrieved April 9, 2019, from http://www.ncolctl.org/files/Technology-
Training.pdf

The 2018 Cambridge International Global Education Census. (n.d.). Retrieved April 9, 2019,
from https://www.cambridgeinternational.org/about-us/edcensus/

Guo, & Zhang. (2014, November 30). The Development of Educational Technology Policies (1996-
2012): Lessons from China and the USA. Retrieved March 4, 2019, from
https://eric.ed.gov/?q=Educational technology in China&id=EJ1067804