The Appeals,Dilemmas,and Pathways of Enabling Rural Teachers’Professional Development Through Emerging Technologies

With the rapid advancements in technology,especially in digitalization and intelligence,numerous modern technologies have poured into rural schools,effectively improving their informatization conditions.Nevertheless,these technologies remain detached from rural teachers,failing to significantly enhance the quality of education and teaching in rural areas.Rural education is a crucial aspect of ensuring balanced development in education.The question of how to enhance rural teachers’technological application abilities and fully leverage the positive role of technology in rural education and teaching has become a significant topic of current research on rural education issues.To better address this question,this study conducted a thorough examination of the specific appeals of rural teachers in the process of technology enablement.It was discovered that rural teachers generally face dilemmas such as insufficient technological application abilities,difficulties in obtaining quality teaching resources,and the lack of continuous technical support and update mechanisms.Based on these findings,specific pathways such as strengthening rural teacher training,optimizing the allocation of educational resources,and establishing mechanisms for continuous technical support and updates are proposed to aid in the high-quality development of rural education.

Exploration of University English Teachers’Acceptance and Willingness to Use Learning Management System Data Analysis Tools

This study investigates university English teachers’acceptance and willingness to use learning management system(LMS)data analysis tools in their teaching practices.The research employs a mixed-method approach,combining quantitative surveys and qualitative interviews to understand teachers’perceptions and attitudes,and the factors influencing their adoption of LMS data analysis tools.The findings reveal that perceived usefulness,perceived ease of use,technical literacy,organizational support,and data privacy concerns significantly impact teachers’willingness to use these tools.Based on these insights,the study offers practical recommendations for educational institutions to enhance the effective adoption of LMS data analysis tools in English language teaching.

A Study on the Improvement of Mental Health Status of Teachers’ Occupational Stress and Chronic Anxiety under Aerobic Exercise Alternative Activities

The purpose of this study is to observe the occupational stress and chronic anxiety of college teachers and to carry out alternate activities of aerobic exercise to improve their mental health,the participants are 214 teachers from three universities in Yunnan Province,China.The results show that before the experiment,the overall situation of college teachers’occupational stress and chronic anxiety is at a high level,while after the experiment,the occupational stress and chronic anxiety of college teachers are significantly relieved.In terms of gender,male teachers have higher occupational stress and chronic anxiety than female teachers before the experiment,and both have a good alleviating effect after the experiment.In terms of length of teaching,teachers with teaching experience of 1–5 years before the experiment have the highest levels of occupational stress and chronic anxiety,followed by teachers with 6–10 years,and finally teachers with more than 10 years.After the experiment,the occupational stress and chronic anxiety of teachers in the three length of teaching groups are significantly reduced to the medium level.In terms of professional titles,the teachers with the titles of teaching assistant and lecturer before the experiment have higher occupational stress and chronic anxiety than those with the titles of associate professor and professor.After the experiment,both of them are significantly reduced to the medium level.Therefore,the impact of aerobic exercise alternate activities on college teachers has a positive improvement effect,which can effectively promote the mental health of college teachers and alleviate the negative situation at work.

A Study of New Ways of Professional Development of Rural Teachers Supported by Information Technology

Teacher professional development has been put forward since the 1980s. After nearly 30 years of theoretical research and practical exploration, it has become a common concern of many countries in the world. It is the mainstream discourse of teacher education reform. As a special group of teachers in our country, the professional development of rural teachers is directly related to the improvement of the quality of education in rural schools. In this paper, information technology was briefly analyzed, and the problems in the professional development of teachers in rural schools were discussed;finally, strategies of rural school teachers' professional development supported by information technology were put forward.

Reflections on the Professional Development of Rural Teachers Supported by Information Technology

The rapid development of information technology has brought vitality to rural education, rural teachers should not only seriously deal with it, but also face greater impact and challenges. According to the basic quality structure and main influencing factors of teachers' professional development, questionnaires and interview outlines were designed for 650 rural teachers in ethnic minority areas of Southeast Chongqing to investigate the current situation of rural teachers' professional knowledge and the status of teachers' professional development support system in this study, and then countermeasures were proposed for the current problems, with a view to providing theoretical reference for the development and implementation of modern education.

A Probe into the Application Ability of College English Teachers’ Educational Information Technology in the Information Age

With the arrival of the age of large information data, the education also gradually tends to educate the information, which has forced the demand of the teachers’ educational information technology application ability of the major universities and universities to be higher and higher. Therefore, in order to meet the needs of the development of higher education in the information age and to meet the needs of the college English teaching innovation, this paper will explore the application ability of the educational information technology of the college English teachers from various angles.

Study on Implementing Social Media With Teaching in Course of Technology and Innovation for Teachers for Undergraduates of the Faculty of Education, Naresuan University

The objectives of this research were （1） to study on students＇ achievement after implementing social media with teaching in course of Technology and Innovation for Teachers; （2） to study on students＇ opinions on implementing social media with teaching in the course for undergraduates; and （3） to study on behavior of 38 students in Thai Language major, Faculty of Education, towards implementing social media with teaching in the course for undergraduates who attended the course in academic year 2014. The data was collected by using a learning achievement test before and after implementing social media in the course and a questionnaire for students concerning their opinions regarding implementing social media with the course. The data was analyzed by finding percentage, mean, standard deviation （SD）, t-test dependent, and behavioral observation. The result showed that （I） the post-study achievement of 38 students was significantly higher than pre-study achievement with a statistical significance of .05; （2） the students ＂mostly agreed＂ on implementing social media with the course （μ = 4.40, σ = .37）. After considering in each aspect, it was found that the three aspects that reached highest score respectively were overall image of implementing social media in classes （μ= 4.74, σ = .45）. Followed by those that reached the same score, which were, ＂implementing social media allowed students to exchange experience, knowledge, and attitudes between each other more＂ with （μ = 4.66, σ = .48）, ＂implementing social media allowed students and teachers to exchange experience, knowledge, and attitudes with teachers more＂ with （μ = 4.66, σ = .48）, ＂allowed students to work with each other or do more self-study＂ with （μ = 4.66, σ = .48）, ＂allowed students to study by themselves＂ with （μ = 4.66,σ = .48）, and ＂implementing social media in classes allowed students to submit assignment, and receive suggestions for improvement at all times＂ with （μ = 4.66, σ = .48）. The third was ＂implementing social media in classes allowed more methods for students to communicate with teachers＂ with （μ = 4.53, σ = .51）; and （3） behaviors of implementing social media with the course showed that （a） in terms of promoting knowledge, social media helped promoting knowledge between friends and between students and teachers in various concepts, which was the part that linked to practicing living together in society with others; （b） in terms of communication, students had a change to participate in more socialization by debating or asking questions via Facebook; （c） in terms of strengthening motivation, students were enthusiastic to learn and used the Facebook group for communication; （d） in terms of adjusting an opened-learning environment, this promoted the behavior that students would study and learn anywhere outside of classrooms,which helped learners to always learn not just in their classes; moreover, this would form the behavior of being able to work anywhere anytime, improve, and adjust their works by having records of the changes as well; and （e） in terms of supporting and promoting two-way communication, students were able to communicate and exchange information more than just in class and they were also encouraged to compete by producing portfolios and present them on Facebook and YouTube.

In-Service Teachers’Perceptions of Technology Integration in English as a Foreign Language Classrooms in China:A Multiple-Case Study

Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom.Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model(TAM)and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’perceptions of effective technology integration and the challenges they encountered.Findings This study suggests that(1)perceived usefulness and(2)teacher value beliefs are two important factors that influence in-service teachers’technology integration.Additional factors are(3)subjective norm,(4)facilitating conditions of the environment,and(5)cultural values.Originality/Value This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China.This study also provides insights into these teachers’perceptions and practices of technology integration.Finally,insights gleaned from this study will guide school-level,local,and national educational policy groups on optimally supporting in-service teachers’future technology integration.

U.S.Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology:Bringing Heteroglossic and Global Approaches to TESOL Teacher Education

Purpose This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches.Design/Approach/Methods The researchers drew upon the theoretical framework of multilingual digital storytelling(MDST),which emphasizes the intercultural awareness attributes of multilingual learners(MLs)and takes a heteroglossic perspective in linguistic pedagogy.This qualitative case study examined the experiences of 11 U.S.-based preservice teachers(PSTs)and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course.Findings The findings showed that PSTs and MLs enhanced their appreciation for educational technology,multilingualism,and intercultural awareness.Although the project aimed to decenter English as a hegemonic language,both PSTs and MLs maintained traditional discourses that privileged English over MLs’home language and targeted literacy correctness in written English only,moving away from the heterogeneous goals of the course project.PSTs and MLs also faced challenges in navigating technological tools,which negatively affected their perception of the project.Originality/Value This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

Impact of Gender and Working Environment on the Level of State Anxiety among Primary and Middle school Teachers in China

State anxiety has become serious among primary and middle school teachers in China. By using stratified random sampling, we selected 2790 primary and middle school teachers as participants. They were from seven regions of China, among them 2278 were valid subjects. Constructed on the basis of anxiety content, the Teachers’ State Anxiety Questionnaire (TSAQ) was used in the investigation. The result of the survey shows that primary and middle school teachers are generally affected by state anxiety;further analysis indicates that the prevalence of state anxiety is relatively higher among male teachers, teachers from key middle schools, teachers working more than 10 hours a day, and teachers loaded with additional task as head teachers. This is directly connected with China’s national situation, teaching envi-ronment, discrepancies in teachers themselves, and their own ability of self-regulation.

Characteristics of anxiety among primary and middle school teachers: a Content-based approach to state anxiety

Anxiety has become one of the major psychological problems which harass people in modern times;this problem is particularly obvious with primary and middle school teachers. Based on the contents of anxiety, the self-compiled Teachers’ State Anxiety Questionnaire (TSAQ) was used to investigate the effective of 1930 subjects in seven regions of China through stratified random sampling methodology. The results show that that the sense of anxiety for satisfaction and control is higher in male teachers;and the sense of teachers’ anxiety for satisfaction and conflict is severe in the key middle school;and the sense of conflict anxiety in the married teachers is the highest;the anxiety in all are high in teachers with poor physical health and main teacher as well as the teachers with poor economic situation in their family. The feasibility of measures to improve the teachers’ state anxiety in primary and middle school should be considered to enhance the level of teachers’ mental health, work efficiency and quality of life.

Influence of Teachers’Occupational Stress on Anxiety by Using Cross-Media Teaching Method

This paper is to study the conditions of teachers’occupational stress and anxiety by using cross-media teaching method,and reveals the influence relationship between them.To this end,a questionnaire survey of 228 teachers using cross-media teaching method from 3 schools in Guangdong Province(China)was conducted.The conclu-sions are as follows:Teachers who use cross-media teaching method have high levels of occupational stress and anxiety,lack of leadership and administrative support,overloaded work,state anxiety and trait anxiety are all at a high level.Under general characteristics differences,gender does not constitute a factor causing occupational stress and anxiety of the teachers using cross-media teaching.With the increase in the use of cross-media teach-ing,teachers feel gradually increase of occupational stress and trait anxiety in more work tasks,and occupational stress and state anxiety shows ups and downs due to lack of school policy support.From the relationship between occupational stress and anxiety,occupational stress and sub-variables without leadership and administrative sup-port,overloaded work,relationships with colleagues,and relationships with parents are all positively correlates with anxiety and have significant positive effects.Thereinto,whether the influence of occupational stress sub-vari-able on anxiety,or the state anxiety and trait anxiety of the anxiety sub-variables,overloaded work and lack of leadership and administrative support have always been the key factors that cause anxiety.Therefore,if the school or the relevant organization provides appropriate support and assistance to cross-media teaching,or appropri-ately reduce heavy tasks of teachers in cross-media teaching,so as to relieve occupational press and anxiety of the teachers,create good teaching quality,and promote the development of teaching technology.

A Case Study on Anxiety of University English Teachers as Visiting Scholars in Their Collaborative Learning

The study is to explore the test anxiety of three university English teachers in their collaborative learning community when they do their visiting scholar program.The research questions are about the representations of test anxiety of the college English teacher collaborative learning community as visiting scholars,and the interaction between anxiety and their collaborative learning.The main data collection includes deep interview,field observation,online chatting,etc.The research finds that at the three stages of their learning,the participant shows various representations of test anxiety from cognitive,affective and behavioral perspectives,and collaborative learning community facilitates the participant have better execution in learning,more pressure released and much cognitive enhancement achieved.In contrast,lack of collaborative learning environment in her working university and the specific anxiety for marriage in female participant are two additional findings in the study,which may prove the positive effect of collaborative learning on anxiety from another point of view.

On Reducing the College Students' Oral Anxiety by Teacher feedback——A Case Study of Guizhou University

With closer contact with the other countries,China needs a communication bridge—English,to help us adapt to this international world.So there is no doubt about the importance of oral English.There are still a lot of difficulties to improve language learner’s spoken English.In this thesis,the author use observation,questionnaire and interview to prove that teacher feedback is capable to on reducing language learner’s anxiety and improve their oral English ability.

Foreign Language Enjoyment and Anxiety: The effect of teacher and learner variables (Ⅰ)

Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether -and to what extent -foreign language enjoyment (FLE) and FL classroom anxiety (FLCA) are linked to a range of learner-internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school students learning various FLs. Levels of FLE were linked to higher scores on attitudes towards the FL, the FL teacher, FL use in class, proportion of time spent on speaking, relative standing and stage of development. Lower levels FLCA were linked to higher scores on attitudes towards the FL, relative standing and stage of development. FLCA thus seems less related to teacher and teacher practices than FLE. The pedagogical implication is that teachers should strive to boost FLE rather than worry too much about students' FLCA.

Analysis of the application of Chinese medicine nursing technology in obstetrics

Objective:To analyze the application value of traditional Chinese medicine(TCM)nursing technology in obstetrics.Methods:204 patients with obstetrics were enrolled in the study and entered into the Chinese medicine group and thereference group according to the random number(n=102).The reference group received routine care,and the Chinesemedicine group received Chinese medicine nursing.The anxiety and depression scores of the two groups of patientsand the patient's nursing satisfaction status were compared.Results:There was no difference in the scores betweenthe pre-treatment groups.The value of the reduction in anxiety and depression scores in the TCM group wassignificantly higher than that in the reference group.The numerical comparison was statistically significant(P<0.05).The comprehensive nursing satisfaction rate of patients in the Chinese medicine group was 99.02%,and the comprehensivenursing satisfaction rate of the reference group was 80.39%.The numerical comparison was statistically significant(P<0.05).Conclusion:The application of TCM nursing technology in obstetrics helps to improve the negativeemotions of patients and improve the overall satisfaction rate of patients.The value of nursing intervention is higher

An Analysis of the Lack of Modern Educational Technology in the Teaching of Secondary Vocational English Subjects and its Teaching Strategies--Take Pingli Vocational Education Center as an Example

The report of the Educational sector in China advocates modern education technology,and now a new round of curriculum reform has thoroughly revised the curriculum standards of middle school students in various subjects,and penetrated modern educational technology into the teaching of various subjects.In recent years,the education department has raised the importance of vocational education,changed the concept of education for teachers and students,vocational education is in the fastest-growing period,the majority of secondary vocational education students has greatly improved,the curriculum is colorful.We should make good use of all kinds of the up-to-dated educational technologies in various subjects.However,in the process of education,the basic level of secondary vocational students is relatively poor phenomenon slowly appeared,which is a common problem in secondary vocational education,so we should strengthen the modern education technology in English subjects of the value of education.English,like our mother tongue,has a wealth of humanistic knowledge and spiritual connotation.Many English teachers in secondary vocational school simply teach basic English knowledge aspects and English grammars.It only lets the most vocational students to learn only the most basic English textbook knowledge,and then English teachers find many bad aspects,such as:students do not understand foreign culture;Therefore,secondary vocational English teachers in the English classroom to penetrate modern education technology,is the most important measure.So,as an English teacher,how to modernize secondary school students in classroom teaching?This article mainly talks about the teaching of secondary English subjects lack modern education technology and its teaching strategies.

Thoughts on the Professional Growth of University Teachers in Digital Era

The development of information and technology has changed education namely teaching and learning.This paper analyzed the main characteristic of university teachers’professional growth in digital era by theoretically analyzing the impact on education of information and technology.In the new era,teachers should assume more abundant roles,such as lecturer in the classroom environment,model of students’life,mentor/instructor,teaching evaluator,resource developer,planner,leader and manager,etc.Teachers in the digital era should own the qualities of“foundation”,“growth”,and“expansion”.On this basis,several suggestions for promotion of teachers’professional growth have been given.It is necessary to explore the way of professional growth for university teachers in the IT age by constructing a UGIT collaborative“front and behind continued”teacher cultivation mechanism;exploring a practice-oriented,precise,scientific and demand-driven cultivation model;and strengthening the training of teachers’IT application ability.

智能时代教育场域的技术焦虑与认知误区——基于梅洛-庞蒂具身认知观的当下省察

人工智能的迅猛发展极大地改变了教育生态和教学秩序,由此也引发了教育场域下史无前例的“技术焦虑”。通过追根溯源对“技术焦虑”的成因加以解析,发现其中的大部分焦虑情绪都是由教育主体的认知误区导致的,而法国现象学家梅洛-庞蒂的“具身认知观”为梳理这一认知误区提供了极好的理论依据。“具身认知观”在人类的自我认知上呈现了一种全新的思维模式,并对传统认知观的外在逻辑主义立场采取质疑态度,进而将人类教育的本质是什么以及人工智能和人类智能的本质区别一一呈现出来,从根本上对智能时代教育场域下的“技术焦虑”做出认知矫正,并依此寻求纾解路径。

基于虚拟现实技术的正念训练对化疗期卵巢癌患者负性情绪及疲乏的影响

目的 :研究基于虚拟现实技术与正念相融合的训练方式对化疗期卵巢癌患者负性情绪及疲乏程度的影响,以期提升化疗期卵巢癌患者负性情绪管理水平,降低其疲乏程度。方法 :通过虚拟现实技术,设计并开发了正念训练的软件。便利选取2022年8月至2023年1月在北京市某三级医院妇科住院治疗的25例化疗期卵巢癌患者作为研究对象,实施为期1周的基于虚拟现实技术的正念训练,对患者进行基于虚拟现实技术的正念训练使用接受度评价,比较干预前后患者焦虑、抑郁、疲乏情况。结果 :基于虚拟现实技术的正念训练方式包含个性化课程、智能监测、情绪追踪、趣味游戏4个功能模块。25例患者使用接受度评分为(164.68±9.28)分,属于高度适应性。使用基于虚拟现实技术的正念训练后,化疗期卵巢癌患者焦虑、抑郁得分及癌因性疲乏总分降低了(P<0.05)。结论 :化疗期卵巢癌患者对基于虚拟现实技术的正念训练接受度较高,应用该方式可改善化疗期卵巢癌患者的负性情绪及疲乏程度,值得推广使用。