1. Eastern Connecticut State University A COMPARATIVE EDUCATION STUDY IN EDUCATIONAL TECHNOLOGY China vs. United States 9/4/2015 Scott Pierson

2. 9/4/2015 Scott Pierson Eastern Connecticut State University China vs. United States Two country comparison from an educational technology perspective Growing number of Chinese students in the United States History Demographics Education system Comparisons vs. United States

3. 9/4/2015 Scott Pierson Eastern Connecticut State University History Any country that forgets it’s past is more apt to repeat it. For centuries China was a leading civilization In 19 th and early 20 th centuries they experienced civil upheaval After WWII, Chairman Mao Zedong established autocratic socialist system After 1978, Deng Xioping and other leaders focused on market- oriented economic development Since early 1990s, China increased global outreach Source: The World Factbook: East & Southeast Asia - China

4. 9/4/2015 Scott Pierson Eastern Connecticut State University China United States 9.596 mil sq. km (4 th ) 1.35 billion (1 st ) 50.6% urban population @22.3% school age  @ 300 mil between 0-18 Population growth 0.46%  Increase 6.2 million per year 389 mil internet users (1 st )  28.8% 9.827 mil sq km (3 rd ) 316.7 million (4 th ) 82% urban population @24.55% school age  @ 77.8 mil between 0-18 Population growth 0.9%  Increase 2.85 million per year 245 mil internet users (2 nd )  77.4% Demographics Source: The World Factbook: East & Southeast Asia - ChinaSource: The World Factbook: North America – United States

5. 9/4/2015 Scott Pierson Eastern Connecticut State University China United States Ethnic  91.5% - Han Chinese  8.5% - Zhuang, Manchu, Hui, Miao, Uighur, Tujia, Yi, Mongol, Tibetan, Buyi, Dong, Yao, Korean, and other nationalities Ethnic  79.96% - White  12.85% - Black  4.43% - Asian  0.97% - Native Amer./Alaskan  0.18% - Pacific Island/Hawaiian  1.61% - 2+ other races *Note: 15.1% of population considered to be of Hispanic descent. Diversity Source: The World Factbook: East & Southeast Asia - ChinaSource: The World Factbook: North America – United States

6. 9/4/2015 Scott Pierson Eastern Connecticut State University China United States Languages  Mandarin Chinese  Cantonese  Shanghainese  Fuzhou  Hokkien-Taiwanese  Xiang  Gan  Hakka dialects  Minority languages Languages  82.1% - English  10.7% - Spanish  3.8% - Indo-European  2.7% - Asian & Pacific Island  0.7% - Other Diversity Source: The World Factbook: East & Southeast Asia - ChinaSource: The World Factbook: North America – United States

7. 9/4/2015 Scott Pierson Eastern Connecticut State University China United States Religions  94-96% - Taoist & Buddhist  3-4% - Christian  1-2% - Muslim Religion  51.3% - Protestant religions  23.9% - Roman Catholic  1.7% - Mormon  1.6% - Other Christian  1.7% - Jewish  0.7% - Buddhist  0.6% - Muslim  2.5% - Other or unspecified  12.1% - Unaffiliated  4% - None Diversity Source: The World Factbook: East & Southeast Asia - ChinaSource: The World Factbook: North America – United States

8. 9/4/2015 Scott Pierson Eastern Connecticut State University Chinese Education System Governmental efforts to eliminate illiteracy  In 1949:  20% of school age children in school  80% of all adults were illiterate  Today:  98.58% of school age children in school  less than 5% of young and middle-aged are illiterate  Ten years ago few institutions offered an MBA program  In 2003, 62 schools offered MBAs to 30,000 students  EMBA & MPA (Employed Master of Business Administration & Master of Public Administration) programs are also offered. Source: Ministry of Education of the People’s Republic of China

9. 9/4/2015 Scott Pierson Eastern Connecticut State University Chinese Education System Governmental efforts to eliminate illiteracy (cont’d)  International cooperation has increased year by year  Since 1979, 582,000 students have studied in 103 countries  106,000 of those returned after they finished their studies  In 2003, 86000 students from 170 countries studied in China  China increased investment in Education  Since 1998, education funds by Central Gov’t has increased 1% each year.  Government established cost-sharing, scholarships, and other subsidy programs for non-compulsory education  Government Plan: By 2020, 31% to complete high school; 13.5% to complete junior college; less than 3% illiterate Source: Ministry of Education of the People’s Republic of China

10. 9/4/2015 Scott Pierson Eastern Connecticut State University Educational Technology in China 1920s to 1930s – slide, film, phonograph (Kang, 1998) 1970s – formal educational technology developed  Dubbed “Electrifying Education” 1982 – first computing in a secondary school (Liu, 2010) 1986 – State Education Commission decided to integrate computers into school curricula (Liu, 2010) 1995 – Science and Technology courses become more popular than previous favorites: social science and humanities (Wan, 2012)

11. 9/4/2015 Scott Pierson Eastern Connecticut State University Educational Technology in China 2012 – Despite growth in support and popularity, technology is limited in some areas due to limited computer resources and unreliable internet access (Wan, 2012) 2014 – Research project to determine English teachers’ awareness of using ICT in primary school of Shenzhen, China (Li, Hoque, Othman, & Razak, 2014)  Data collected from 172 English teachers in primary schools  Over 80% strongly agreed that ICT policies implemented in schools really helped their teaching

12. 9/4/2015 Scott Pierson Eastern Connecticut State University Perspectives from U.S. and Chinese Middle Level Teachers Study focused on middle grade teachers from U.S. and China (#1 and #2 in internet usage) (Spires, Morris, & Jhang, 2012) Purpose was to get perspectives on integrating new literacies and technologies into their teaching 291 respondent teachers  193 from North Carolina  98 from Shanghai and 5 Chinese provinces

13. 9/4/2015 Scott Pierson Eastern Connecticut State University Perspectives from U.S. and Chinese Middle Level Teachers A 2007 study reported that 93% of American children use internet. (Lenhart & Madden, 2007)  94% who have access at home use the internet for homework  71% use the internet as their primary source for information  24% reporting using standard library materials for same task 2011 Tweet from China’s Business Value Magazine: (Jimmy, 2012)  91.4% of children in China use internet

14. 9/4/2015 Scott Pierson Eastern Connecticut State University United States China Critical thinking & problem solving1 Communication & collaboration2 Initiative & self-direction3 Productivity & accountability4 Leadership & responsibility5 Flexibility & adaptability6 Information & communication technology7 Social & cross-cultural 8 Information literacy9 Creativity & innovation10 Media literacy11 Critical thinking & problem solving1 Communication & collaborationT2 Initiative & self-direction5 Productivity & accountability T2 Leadership & responsibility7 Flexibility & adaptability6 Information & communication technology10 Social & cross-cultural T8 Information literacyT8 Creativity & innovation4 Media literacy11 21 st Century Skills (Ranking)

15. 9/4/2015 Scott Pierson Eastern Connecticut State University Here’s one answer! ePals has an “award- winning products include: the ePals Global Community ® ; In2Books ®, a common core eMentoring program that builds reading, writing and critical thinking skills…”

16. 9/4/2015 Scott Pierson Eastern Connecticut State University United States China PowerPoint Presentations 3.33 Digital Cameras 2.46 Computerized Gaming 2.22 Mobile Devices 1.79 Video Editing Software 1.58 Blogs 1.46 Podcasts 1.40 Wikis 1.36 Video Conferencing 1.26 PowerPoint Presentations 2.07 Digital Cameras 1.36 Computerized Gaming 1.54 Mobile Devices 2.23 Video Editing Software 1.51 Blogs 1.34 Podcasts 1.76 Wikis 1.14 Video Conferencing 1.29 Teachers’ Technology Use in Class

17. 9/4/2015 Scott Pierson Eastern Connecticut State University If they only knew…. If the teachers only knew the educational fun they could add to their classroom by skyping with another classroom. The site is easy to use and requires very little equipment. Really, just a laptop with a camera. Students could learn to collaborate and get a little cross-cultural experience!

18. 9/4/2015 Scott Pierson Eastern Connecticut State University United States China Lack of Hardware 3.32 Lack of access to useful sites 3.20 Lack of IT Support 2.81 Lack of Prof. Development 2.70 Lack of Connectivity 2.59 Lack of School Vision & 2.35 Leadership Lack of Hardware 3.17 Lack of access to useful sites 2.49 Lack of IT Support 3.19 Lack of Prof. Development 3.11 Lack of Connectivity 3.20 Lack of School Vision & 2.61 Leadership Teachers’ Hindrance to Technology Integration

19. 9/4/2015 Scott Pierson Eastern Connecticut State University United States China Educate and support us. Listen to us. We want to engage our students. Align assessments and standards with 21 st Century skills with teaching and learning expectations. Help us find useful websites. Improve our teaching conditions. We want more student-centered education. We feel tensions between cultural traditions and 21 st Century skills. Themes

20. 9/4/2015 Scott Pierson Eastern Connecticut State University References Central Intelligence Agency. (n.d.). The World Factbook - China. Retrieved from Central Intelligence Agency Website: https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html Central Intelligence Agency. (n.d.). The World Factbook - United States. Retrieved from The Central Intelligence Agency Website: https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html Jimmy. (2012, May 30). A Quarter of Chinese Children Under 7 Already Online. Retrieved from Tea Leaf Nation: http://www.tealeafnation.com/2012/05/a-quarter-of-chinese-children-under-7-already-online/ Kang, L. (1998, June 22). On Characteristics of Educational Technology in China. International Journal of Instructional Media, pp. 295-300. Lenhart, A., & Madden, M. (2007). Teens, Privacy & Online Social Networks. Washington DC: Pew Internet. Li, L., Hoque, K., Othman, A., & Razak, A. (2014). English teacher's awareness of using ICT in primary school of Schenzhen city in China. International Journal of Learning & Development, 4(1), 17-27. Retrieved from http://0-eds.b.ebscohost.com.www.consuls.org/ehost/pdfviewer/pdfviewer?sid=5c4d7340-748d-4354-9d76- 7952821326cf%40sessionmgr198&vid=4&hid=107 Liu, R.-D. (2010). Psychological research in educational technology in China. British Journal of Educational Technology, 41(4), 593-606. Retrieved from http://0- eds.b.ebscohost.com.www.consuls.org/ehost/pdfviewer/pdfviewer?sid=5c4d7340-748d-4354-9d76- 7952821326cf%40sessionmgr198&vid=4&hid=107 Ministry of Education. (2009, July 23). Compulsory Education Law of the People’s Republic of China. Retrieved from Ministry of Education of the People's Republic of China: http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_2803/200907/49979.html Spires, H., Morris, G., & Zhang, J. (2012). New Literacies and Emerging Technologies: Perspectives from U.S. and Chinese Middle Level Teachers. Research in Middle Level Education, 35(10), 1-11. Retrieved from http://eric.ed.gov/?q=educational+technology+in+china+and+us&ft=on&id=EJ974949 Wan, G. (2012, October). The Educational Development in China: Perspectives from the West. New Horizons in Education, 60(2), 1-20. Retrieved from http://0- eds.b.ebscohost.com.www.consuls.org/ehost/pdfviewer/pdfviewer?sid=5c4d7340-748d-4354-9d76- 7952821326cf%40sessionmgr198&vid=4&hid=107