The Impact of the Internet Era on Teachers

After listening to Miao Zhuang’s class, I feel that the Internet has a very important role in promoting teachers’ teaching. Try the Internet and change the traditional teaching mode. The only way for teachers to adapt to the Internet era, especially the mobile Internet era, is to change themselves in all aspects: from updating the concept of teaching to reconstructing their abilities, from reforming the classroom teaching model to refreshing the way teachers and students interact. Teachers can try to use social networks, online platforms, and mobile tools to build a platform for education and teaching, and establish a professional development circle centered on personal growth goals through a hybrid professional development channel.

It is encouraging to see that a number of school teachers are actively making such attempts. For example, the university has partnered with to combine the micro-courseware teaching model, in which students learn key teaching knowledge online and record the process data of learning throughout, which in turn generates guidance for teachers’ offline teaching and helps them to optimize their teaching. As a new way of learning, microlearning achieves the functions of application, analysis, evaluation and innovation, increasing the interaction between students and teachers, and the classroom becomes a place where interactive, experiential and inquiry learning methods are applied to promote knowledge understanding and application. Students attend classes and lectures online at home, and discuss, answer questions, and do homework in the classroom.

Embrace the Internet and break through traditional teaching concepts. Internet education has changed the traditional education model, and teachers need an inclusive mindset and a proper understanding of Internet education in the face of something new. “Internet era”: teachers are required to be able to master information technology, achieve integration of technology and curriculum, and assist in lecturing. The “Internet + era”: teachers are required to seamlessly “weave” technology into their teaching and use the dynamic data analysis in the teaching process to achieve teaching optimization. In the future, students will be able to engage in “unwitting” inquiry-based learning through a wide range of wearable devices.

So how do you teach and do research? In the past – single-loop education: first you found the problem in teaching, then you corrected it. Now – double-loop education: increased interaction between teachers and students, teachers collecting student learning data in the background to improve teaching and learning, and predicting growth trends. Example: data collection for micro-lessons. For example, through data collection, we know the number of students learning each day in this micro-lesson, the accuracy rate of students doing the questions, and build a detailed statistical model to give teachers Teachers are provided with a graph of the learning performance of the entire class and each student, showing the real-time status of learning based on the number of questions answered, accuracy rate, and other indicators. Teachers use research tools to predict, intervene, and optimize instruction based on data interpreted through analytical tools.

With the deeper integration of technology and education, contemporary teachers are facing the transformation of education, and educators need to recognize the direction of educational change in the face of the disruption of the educational model. “Things are not born without cause, and they are not transformed without change. The one who changes is also the axiom of the world.” Even the ancients had such a wise perception, we should accept the challenges of the times, be brave to change, and be good at using technology to experience and create.

To provide effective learning paths for teachers’ lifelong learning. In the era of “Internet + education”, teachers are provided with a vast knowledge base, online courses, open universities and other multi-channel learning channels to recharge themselves. At the same time, it creates a common platform for teachers to communicate with each other, and the vast amount of resources covers all, breaking the silo of teachers’ content.

Whether it is teaching methods, demonstration teaching videos of first-line master teachers, expert lectures, or excellent teaching designs, courseware materials, etc. can be retrieved one by one in the massive resources of informatization, as long as you want to improve, as long as you need, you can get the desired information with one click.

Provide strong support for teachers’ teaching. Before the lesson, cloud computing and big data make teaching more tailored to the needs of the students. Students’ learning is recorded throughout the whole process, and the learning report is automatically generated, so teachers can clearly access students’ learning situation and make timely and targeted feedback. During the lesson, colorful teaching tools, such as pictures, sounds, animations and videos, enrich the traditional single mode. After the lesson, teachers can assign classroom exercises in a more targeted way based on students’ classroom learning data. The generation of teaching aids such as real-time checking and intelligent correction also becomes a strong support for teachers, helping them to check the completion status of students’ homework in time and give timely feedback.

It provides more room for teachers’ personalized development. The only way to be remembered by students is to teach the classroom with your own characteristics, and in the era of “Internet + Education”, teachers can integrate their own personal characteristics into the classroom to a great extent. For example, teachers can record their own pre-class videos; they can insert creative audio and video works in their own classrooms; they can design cool professional courseware; they can design creative classroom voting activities through information technology, and so on. These are the spring brought to teachers by “Internet+Education”, which not only provides more resources and opportunities for teachers to cultivate their own interests, but also respects teachers’ differences, encourages their personalized development, and allows them to participate more extensively and deeply in curriculum development, so that the teaching results are permeated with more individuality.

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