北京师范大学智慧学习研究院-中小学数字教育调查：城乡案例研究

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Contents

SchoolCaseStudyReport-BeijingFirstNormalAffiliatedPrimarySchool 2

GeneralInformationabouttheSchool 3

TechnologyUsesandImpacts 4

FactorsandConditionsforSuccess 11

References 16

SchoolCaseStudyReport-XitianGezhuangMiddleSchoolinMiyunDistrict 17

GeneralInformationabouttheSchool 18

TechnologyUsesandImpacts 19

FactorsandConditionsforSuccess 25

References 29

SchoolCaseStudyReport-TheFourthPrimarySchoolinMiyunDistrict 31

GeneralInformationabouttheSchool 32

TechnologyUsesandImpacts 33

FactorsandConditionsforSuccess 40

SchoolCaseStudyReport-TheExperimentalHighSchoolAttachedtoBeijing

NormalUniversity(ESBNU)

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GeneralInformationabouttheSchool 46

TechnologyUsesandImpacts 47

FactorsandConditionsforSuccess 55

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SchoolCaseStudyReport-BeijingFirstNormalAffiliatedPrimary

School

Schoolname

BeijingFirstNormalAffiliatedPrimarySchool

Localresearchers

BaopingLi/WengXin/YifanLu

Researchercontactdetails

Email:luyf@

Telephone:+86

Interviewees

Typeofinterviewee

Information

Schoolleadership

TeacherX(F),vice-principalTeacherY(F),leaderofEnglisheducationalresearchgroup

Technologycoordinator

TeacherZ(M),ITCoordinator

Teachers

Numberofteachersinterviewed:4

Subjectstheyteach:

TeacherA(F):Chinese;

TeacherB(F):Art;

TeacherC(F):Math;

TeacherD(M):Math;

Yearsofteaching:

TeacherA(F):6years;

TeacherB(F):29years;

TeacherC(F):10years;

TeacherD(M):5years;

Students

Numberofstudentsinterviewed:

5students

Grades/Yearsofthestudents:

StudentA:5thGrade(M)

StudentB:6thGrade(F)

StudentC:6thGrade(F)

StudentD:6thGrade(F)

StudentE:6thGrade(F)

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GeneralInformationabouttheSchool

Schooladdress

DongchengDistrict,Beijing,China

Contactinformation

N/A

Basicinformationabouttheschool

PublicorPrivate?

Public

Whenwastheschoolestablished?

1957

Visionoftheschool

Thevisionoftheschoolistocreateconfident,mindful,responsible,andhappyindividualsthatcontribute.

Numberofstudents(Female/Male)

1897

Numberofteachers(Female/Male)

Around135

Howmanynon-teachingstaff?(F/M)

/

Averageclasssize

37

Communitycontextoftheschool

Geography

BeijingFirstNormalAffiliatedPrimarySchoolisinDongchengDistrict,whichisintheeasternpartofdowntownBeijing,China,coveringanareaof41.84squarekilometers.TheareahasthehighestconcentrationofculturalrelicsinBeijingwithatotalof164culturalrelicprotectionunits,amongwhich,37arestate-level,69aremunicipality-level,and58aredistrict-level(DongchengDistrictPeople’sGovernmentofBeijingMunicipality,2021).

TheschoolisinTiantansubdistrict,famousfortheTempleofHeaven,oneofthe17subdistrictsofDongchengdistrict,andistothesouthoftheTempleofHeavenwithariverseparatingthetwo.

People/demographics

Asof2020,DongchengDistricthadatotalof709,000residents,comprising285,543householdswithfemaleresidents(364,916)justoutnumberingmale(343,913).Thefigureforagegroup0-14yearsis98,290representing13.9%ofthewholepopulationinthedistrict(DongchengDistrictPeople’sGovernmentofBeijingMunicipality,2020).

The17sub-districtsunderthejurisdictionofDongchengDistricthavepermanentpopulationsasfollows:

>100,0001subdistrict

50,000-100,0003subdistricts

10,000-50,00012subdistricts

<10,0001subdistrict

TheTiantansubdistrictwheretheschoolislocatedhasapermanentpopulationof27,429(DongchengDistrictPeople’sGovernmentofBeijingMunicipality,2020).

Duetoitsgeographiclocationwithintheculturalrelicprotectionunits,thepopulationofDongchengDistrictenjoystraditionalChineseculture.

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Economyandindustry

In2020,theGDPofDongchengDistrictreached295.47billionyuan.Thetopthreecontributingindustrieswerethefinancialsector(30.7%),informationtransmission,softwareandinformationtechnologyservices(11.0%),andscientificresearchandtechnologyservices(10.9%),showingthatthefinancialsectorandtechnologyplayvitalrolesinDongchengDistrict.Asof2020,DongchengDistrictcitizensearnedanannualpercapitaincomeof83,501yuanandannualpercapitaexpenditurewas46,190yuan(DongchengDistrictPeople’sGovernmentofBeijingMunicipality,2020).

Thestudents’parentsconsistoffactoryworkers,entrepreneurs,andunemployedresidentswithbasiclivingallowances.DongchengDistrictPeople’sGovernmentisdedicatedtoimprovingthewellbeingofpeopleinDongchengDistrict.AccordingtotheinterviewofleadersfromBeijingFirstNormalAffiliatedPrimarySchool,thecommunityneartheschoolwasashantytown3yearsagoandiscurrentlyunderreconstructionwithlarge-scaleconstructionsitesnearby.Theeconomywillimproveandindustrywillbediversifiedafterthereconstruction.

TechnologyUsesandImpacts

Teachers

Instructions

TheteachersatBeijingFirstNormalAffiliatedPrimarySchoolusedtheirknowledgeofthesubjectmatter,teaching,andtechnologytofacilitateexperiencesthatadvancedstudentlearninginbothface-to-faceandvirtualenvironments.Forexample,teachersinitiatedtheDigitalStorytellingProject

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class.ThekeytechnologiesforthisclassweretheHonghe

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electronicwhiteboard,Honghepads,anddotmatrixdigitalpens

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.TheHongheelectronicwhiteboardenablesteacherstomaintaininteractiveclasseswithitseducationtoolskit.Honghepadsanddot-matrixdigitalpensareusedbythestudents;thepadstoreadPPTsandothermaterials,andforshootingvideos;thepensforwriting.TheDigitalStorytellingProjectclassfacilitatesstudentstodefinetheirresearchquestionsinreallife,findsolutionsingroupsandpresentresultsinclass.

TeacherD(M)sharedhisexperienceofusingtheHongheelectronicwhiteboard(Figure1),Honghepads(Figure2),anddotmatrixdigitalpens(Figure3),inteachinghowtocalculatetheareaofapolygon.Hedividedtheclassinto6groupsand

1DigitalStorytellingProjectrequiresstudentstobedividedintoseveralgroups.Eachgroupchoosesoneresearchtopic,recordstheresearchprocess,andfinallymakesastoryvideoandpresentsitinclass.

2Hongheisatechcompanythatprovidesvariousinteractiveeducationproducts,suchasinteractivewhiteboardsandpads.Moreinformationcanberetrievedfromitswebsite:

/

.

3Thedot-matrixdigitalpenisanewwritingtoolthatwritesonspecialpapers.Thesepapersareprintedwithalayerofaninvisibledotmatrixpattern.Whenadigitalpenwritesonthesepapers,thehigh-speedcameraatthefrontofthedigitalpencapturesthemovementtrackofthepentip.Meanwhile,thepressuresensorsendsthepressuredatabacktothedataprocessor,andfinallytransmitstheinformationthroughBluetoothorUSBcable.Thepencanbeusedtocollectstudents'dataandalsohelpstudentssharetheirworkinreal-time.

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encouragedeachgrouptochooseareal-lifesituation.Forexample,whendesigningparkingspacesforparkinglots,whatkindofshape(parallelogramsorrectangles)couldbestutilizethespace?Ifwehavearectangularplotwhereweintendtoplantaflowergardenintheparallelogramformedwithverticesatthemidpointsofthelengthandwidthoftheplot,howcanwecalculatetheareaofthegarden?ThesewerejusttwoexamplesfromteacherD.Studentswereencouragedtochoosetheirresearchquestions,measure,andrecorddatathroughouttheprocessusingHonghepadsanddot-matrixdigitalpens.Workingingroups,studentsdiscussedanddevelopedascriptforadigitalstory,allocatedtherespectiverolesforeachgroupmember,andfinallyeachgroupshowedtheirvideoontheHongheelectronicwhiteboardandansweredquestionsfromteacherDandclassmates.Duringthediscussion,studentsstrengthenedtheirunderstandingoftheareaofapolygonandpracticedsoftskills.Thewholeprocessisstudent-centered,TeacherDwasmoreintheroleofguidingandsupporting.Heexplainedthelogicandflowschemeofthedigitalstorytellingactivityatthebeginninganddividedtheclassintogroups,providingsupportwhennecessary.

Figure1:Hongheelectronicwhiteboard

Figure2:Honghepad

Figure3:Dotmatrixdigital

pens

TeachersattheschoolutilizedinnovativeHongheelectronicwhiteboards,HonghepadsanddotmatrixdigitalpenstohelpstudentsoftheDigitalStorytellingProjectclasstoenhancetheircriticalthinking,creativityandcuriosity.Studentswereabletousethesetechnologiesanddevicestohelpfurtherexploretheirresearchquestions.Theprojectwascarriedoutintheformofgrouplearning,thewholelearningprocesswasrecorded,andwiththehelpoftechnology,thematerialswereeditedintoadigitalstory.

Theteachersfoundthatusingthesetechnologieshadseveraladvantagesanddisadvantages.DigitalStorytellingisavisualstorytellingmethodthatcombinestheelementsofastorywithmultimediatools(pictures,sound,video,animation,andwebpages).DigitalStorytellingProjectclassisaninnovative,studentcentric,educationalmethodthatbreakstheconventionalclassroommodelwhereteachersteachandstudentslisten,sothatteachingisnolongerjustimpartingknowledge,butalsounderstanding.Theprocessofmakingandapplyingdigitalstoriesexercises

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students'knowledgeandskillsandcomprehensivelydevelopstheiroverallliteracy.Thewhiteboardhasafunctionthatenablesteacherstorandomlychooseastudenttoansweraquestion,whichexcitesstudentsandmakesthemconcentrateinclass.Asanincentive,studentswhoansweraquestioncorrectlycangainextrapointswhicharedisplayedonthewhiteboard.Overall,theDigitalStorytellingProjectclasscanimprovestudents'academicperformance,helpstudentsunderstandtheapplicationofknowledge,andpromoteapositiveemotionalchangeofattitudetowardslearningandovercomingdifficulties.However,teachersalsomentionedthisprojectwasverytime-consumingconsideringthesizeoftheclass,anditwouldbesimplyimpossibleforthemtousethisinstructionmethodineverylesson.

Inclusivelearningexperiences

InclusivityisimportanttotheteachersatBeijingFirstNormalAffiliatedPrimarySchool,andthediverselearningneedsofthestudentsweremetbythecustomizedandpersonalizedlearningactivitiesoftheDigitalStorytellingProjectclass.Toillustrate,allfourteachers(bothmaleandfemale)allowedthestudentstochoosetheirresearchtopics.Thenthestudentsweredividedintomixedgendergroupswheretheydiscussedandnegotiatedroleallocation,andclarifiedwhichteammemberswereresponsibleforwhichtasks.Forexample,someareresponsibleforcollectinginformationfromtheInternetorbooks,orpreparingscissorsandcoloredpaper,whileothersareresponsibleforfilmingandrecordingtheresearchprocess,explainingtheresearchprocessbyhand,oreditingandmakingvideos.Allstudentsuseddigitaldevices(Honghepadsanddot-matrixdigitalpens)torecorddiscussionspromptly.

Asallteachers(bothmaleandfemale)mentioned,studentswhoaregoodatusingtechnologycanplayaleadingroleinclass.Forthosestudentswhoarenotacquaintedwithtechnology,teachersspentextratimetrainingstudentsinadvance,andalsoinvitedITteacherstoexplaintheuseoftechnologytoensurethatallstudentshadnodifficultiesinusingthewhiteboard,pad,anddotmatrixdigitalpens.Accordingtotheteachers,thereisnosignificantdifferencebetweenboysandgirlsregardingtheacceptanceandlearningspeedofthewhiteboard,pad,anddotmatrixdigitalpens.

Digitalliteracy

TheteachersatBeijingFirstNormalAffiliatedPrimarySchoolexhibitknowledge,skills,andworkprocessesrepresentativeofaninnovativeprofessionalinaglobalanddigitalsociety.Allfourteachers(bothmaleandfemale)recognizedthepositiveeffectsoftheDigitalStorytellingProjectclassonstudents’learning.TheyactivelyexplorednewwaysofteachingwiththeHongheelectronicwhiteboard,Honghepads,anddotmatrixdigitalpens.

Furthermore,teachersatBeijingFirstNormalAffiliatedPrimarySchool

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collectedstudentdataandadjustedtheirteachingaccordingly.Forexample,teacherscangetdiagnosticreportsfromtheHongheproducts.TheHonghepadshaveanassessmenttoolthatgoesbeyondmultiple-choiceresponses.Studentscanrespondtoquestionsandassignmentsbytyping,drawing,orsubmittingimagestoshowtheiranswers.AkeyfeatureoftheHonghepadisthatitoffersreal-timeinterventionsoteachersknowexactlywhattheirstudentsneedandcantakeimmediateaction.Byreadingthesereports,teacherscangainacompletepictureofteachingandlearningandmodifyteachingplansaccordingly.ApartfromtheHongheproducts,teacherscanalsogetdatafromthedot-matrixdigitalpens.Byanalyzingthedatafromthepens,teacherscanunderstandthestudents’learningprocessandadjustteachingasrequired.

Professionalgrowth

Bypromotinganddemonstratingtheeffectiveuseoftechnology,theteachersatBeijingFirstNormalAffiliatedPrimarySchoolcontinuouslyimprovetheirprofessionalpracticeintheirschoolandprofessionalcommunity.Toillustrate,teachersthemselvesholdvibrantworkshops,oftenwatchandevaluateeachother’slessons,andschoolsofteninviteteachersfromuniversitiesandtechpeoplefromHonghetodelivertrainingprogramstoteachers.Additionally,teachershaveabundantopportunitiestoattendteachingandresearchactivitiesorganizedbytheschool,thegradegroup,andalsobythemunicipalgovernment.

Therearevariousworkshopswithtitlessuchasdatastory,co-teaching,smartclassroom,data-driven,andminicourse.Theseworkshopsarecategorizedmainlybyresearchinterestsandlearningmodalities.Intheworkshop,teacherssharetheirexperiencesusingtechnologies.Forexample,teacherD(M)istheownerofthedatastoryworkshop,heorganizestheofflineworkshoponceamonthand,atthesametime,thetheoreticallearningisconstantlyavailableonline.Theonlyconcernisteachersdon'thaveenoughtimeforteachingandresearch.TeacherD(M)said,“Everytimewegainnewexperiencewithtechnologies,wewillsharewithourgradegroupandthewholeschool,andtrytoencouragemoreteacherstoparticipateinourprojects”.

Togetsupportfortheiruseofthesetechnologies,theteachersatBeijingFirstNormalAffiliatedPrimarySchooloftencollaboratewithHongheanduniversities.Forexample,techpeoplefromHonghecometotheschoolandtrainteachers,butoftenthetrainingprovidedbycommercialcompanies(e.g.Honghe)isgeneral,andnottargetedatfixingtheirteachingandlearningpainpoints.Therefore,theschoolisnowworkingwithBeijingNormalUniversitytodevelopateachingandlearningsystemwhereteacherscanpreparetestsanduploadthemontotheplatform.Studentscangoonline,clickandcompletetests.Inthebackgroundthesystemwillrecordalldataandtrackthethinkingprocessofstudents,providingstudentsandteacherswithdiagnosticreports.Studentscanself-check,teacherscanfollowthestudents’thinkingprocessandseewhichknowledgepointsneedfurtherwork.Thiscanfacilitateteacherstomodifytheirteachingmethod.

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Students

Technologyoperationsandconcepts

Generally,thestudentsatBeijingFirstNormalAffiliatedPrimarySchooldemonstratedabasicunderstandingoftechnologyintheirlearningexperiences.Theycanapplydigitaltoolstogatherandusetheinformationtohelptheirlearning,andtheycanalsousedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingatadistance,tosupportindividuallearningandworkingandcontributetothelearningofothers.TheywerefamiliarwiththeuseoftheHonghewhiteboard,Honghepad,anddotmatrixdigitalpens,andtheywereabletorecordmicro-lectureswithdigitaldevicesandnavigatevideoeditingandphotoshopsoftware.Themicro-lectureservesasakindofinstructionalcontentthatisformattedforonlineandmobilelearning.Studentshavealsodemonstratedabasicunderstandingofmicro-lectures(short-recordaudioorvideopresentationonasingle,tightlydefinedtopic)intheirlearningexperiences.Theyareencouragedtoproducemicro-lecturevideosbasedontheirunderstandingofatopicandestablishaself-directedmodeloflearning.

Thestudentsinterviewed(fourboysandonegirl)feltthattheywereequippedwithsufficientabilitiestousetechnologyfortheirstudiesandlearning,buttobeproficientintechnology,theystillneedmoretimetopracticeandhavemoresystematictraining.Intermsoftheamountoftimegiventothemtousetechnology,theystatedthatit’stherightamountoftime,thelearningprocessisnottakingtoomuchtimenoraffectingtheirnormallearningroutines.

Thestudentsfeelthatmicro-lectures,Honghewhiteboard,Honghepad,dotmatrixdigitalpens,andvideoeditingandphotoshopsoftwareusageatschoolarerelevanttotheirfutureprojectsandwork.Forexample,studentAstatedthattheskillsofeditingvideos,pictures,andtheabilitytoexplaincertaintopicslogicallywhichheacquiredfrommakingmicro-lectureswouldbebeneficialforhisfutureprojectsandwork.

CreativeandCriticalLearningthroughtechnology

Thestudentsintervieweddemonstratedcreativethinking,knowledgeconstruction,andinnovativeproductdevelopmentskillswhendesigningdigitalstorytellingprojects.Studentswereformedintogroupsandconductedashortresearchprojectabout“savingwater”.TheywereaskedtogatherinformationfromdifferentsourcesandrecordinformationinagraphicorganizerorExcel.Studentswereformedintogroupsandresearchedthesametopic.StudentDstated"Atfirst,ourgroupdidsomeresearchaboutwaterconservationandgatheredinformationaboutthistopictogether.WefoundsomedatafrombothourbooksandtheInternet,andweusedExceltomakeapiechartandabarchartoutofthedata.Topresentourwork,wemadeaPPTtogether,weshowedtheinformationwefoundandpresentedourchartsontheHonghewhiteboardsothateverybodyelseintheclassroomcouldalsoseeit,

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andweevendrewapicturetogetheraboutsavingwatertoshowourclassmatesthatwaterisreallyimportanttous."Project-basedlearningprovidesstudentswithafirst-handlearningexperiencetonavigateandexploretechnologytools.Studentsreportedthattheyfeltmorefunandenjoymentandgainedasenseofsatisfactionwhentheysuccessfullypresentedtheirgroupworktotheirclassmates.Multimediadisplayenabledthemtoexpresstheirideasmorefreelyandmoreinnovatively.Afterstudentspresentedtheirproject,teachershandedouttheHonghepadstothestudentsandprovidedalistofquestionsforstudentstoanswer.Studentscanalsousethisopportunitytoraisequestionsanddiscusswiththeirpeersandteachers.

Anothersubjectdiscussedintheinterviewwasgame-basedlearningwherestudentswereinstructedtoplayatablet-basedmathematicsgamecalledWuzzitTroublewhichisplayedontheHonghepadbyinteractinganddraggingthingsontheinterface.“Wuzzits”arevariouslycoloredcreaturesthathavebeentrappedincagesinacastle.ThegoalofthegameistofreetheWuzzitsbyobtainingallthekeys.Playersmustrotateoneormoresmallcogstomovethelargegearwheel,whichthencausesthekeystomove,andfinally,obtainthekeys.Duringgameplay,noproblem-solvingsupportorfeedbackisgivenintheinterface.Teacherscaffoldingwasprovidedduringtheprocess,andtheinterviewssuggestedthattheintegrationofteacherscaffoldingintodigitalgame-basedlearningcanhaveanimportanteffectonstudents’learninganddevelopmentinmathematicsinprimaryeducation.Studentsreportedthatthisnewformoflearningthroughgameplayingelevatedtheirinterestinmathematicsandincreasedtheirwillingnesstolearn.Notably,thewaythegameisdesignedpositivelyaffectstheiremotions,anddespitedifficulties,stimulatesthemtothinkindependentlyandexplore.

Figure4:TheWuzzitTroublegameinterface

Communicationandcollaboration

Technologytoolsenabledstudentstoworkcollaborativelywiththeirclassmates

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throughvariousformsandchannels.Forinstance,studentCstatedthathewouldusehismobilephonetosharethemicro-lectureshemadewithhisclassmatessoeveryonecouldhaveaccessandtheycouldsharetheirideas,insights,raisequestionsandhaveadiscussionifrequired.

Anotherexampleregardingcommunicationandcollaborationisthegroupprojectcalled“DigitalStorytelling”.Studentswereformedintogroupsandaskedtochoosefromseveralparksandmaptheparktheylikedthemost.StudentB’sgroupchosetomapthenewUniversalStudioinBeijing.Theywereaskedtousedirectionalmarkerstomeasuredistances,drawpicturestoshowthelayoutoftheparkandusemultimediatechnologytopresentthegroup’swork.Thefinalproductoftheirworkwasafulldisplayofalltheelementsoftheparkorganizedclearlyandlogically.Duringtheprocess,theyneededtotalkconstantlytoeachother,givefeedbackabouteachother’swork,andadjusttheirworkplan.Intermsofthepresentationoftheproject,theyalsoneededtocomeupwithaplantoassigndifferenttaskssothateachofthemcouldhavearoletoplayduringthepresentation.

StudentsareencouragedtousePPTsorotherkindsofmultimediatopresenttheirprojectsandideas,usingtheHonghewhiteboardtoshowtheirgroupworktotherestofthestudents.Inthemeantime,studentsalsohaveaccesstoHonghepads,andtheygettodecidewhetherornottousethepadstopresenttheirideas.

Figure5:DigitalStorytellingPresentation

Impactonlearning

Generally,thestudentsatBeijingFirstNormalAffiliatedPrimarySchoolreportedthattechnologyhadapositiveimpactontheirlearningexperiences.ThestudentsexpressedthatbyusingtheHonghepad,Honghewhiteboard,andopeneducationalresourcestheyhaveprogressedacademicallyandincreasedtheirenjoymentoflearning.Studentsreportedthattheyaremotivatedbytheincreased

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efficiencyofclasssinceteachersnolongerneedtohandwriteeverythingontheblackboard,savingalotoftimeforbothteachersandstudents,andincreasingtheeducationalproductivity.Teacherscanfocusbetterontheneedsofindividualstudents.Studentsalsofeelthattheirpresentationandoralskillshaveimprovedduringtheprocessofrecordingmicro-lecturesanddigitalstorytellingandit'sfunforthemtoexchangeideasandinsightsthroughthistechnology.Theirimaginationandcreativityhavealsobeenincreasedduringthislearningprocess.

However,studentsalsoencountereddifficultiesandchallengeswhenlearningnewtechnologytools.Forinstance,StudentCstatedthathecouldonlyuseoneofthefeaturesofthePhotoshopsoftwareatfirst,andhemetsomedifficultiesineditingandformattingthepictures.Hecouldn'tcropthesizeofthepicturesintotheformhewanted,andhecouldn'tfindtherightwaytobalancethetoneandcolorofthepictures.Whenstudentsarejuststartingtolearntointeractwithanewtechnologyorsoftware,theynaturallyexperiencesomechallengesorissues,butteachers,classmates,orparentscanalwaysstepinandhelpthemresolvetheissues.

FactorsandConditionsforSuccess

Technology

Hardware/software/infrastructure

TosuccessfullyimplementtheDigitalStorytellingProject,BeijingFirstNormalAffiliatedPrimarySchoolhadtoensurethehardware,software,andinfrastructureenvironmentneededforeffectivetechnologyintegration.Theschoolisequippedwithahigh-speedWi-Ficonnection.EachclassroomhasaHongheelectronicwhiteboard,someHonghepads,anddotmatrixdigitalpens.TheITcoordinatorisinchargeofinstallingthecommonlyusedappsintothehardware,e.g.,pads.Themainselectioncriteriaarethattheyareeasytouse,easilyintegratedintotheexistingtechenvironment,andincommonuse.

Thereareseveralchallengesthattheschoolhasfacedinsourcingapps.Forone,manyappsaretoogeneralandteachershaveadditionalrequirementswhichcarryextracost.Compatibilityisanotherissue.AteachermayfindanAppleappwhichissuitableforaclass,howeversincetheschoolusestheHuaweisystem,theappissimplyjustnotcompatible.

Costsandfinancing

Therearevariouscostsassociatedwithtechnologyintegrationintheschool,includingWi-Ficonnection,maintenancecost,electricitycost,etc.Thefinancingarrangementstopayforthesecostsaremainlyfromthemunicipalityanddistrictgovernments’financialsupport.Theschoolfirstreportsthebudgetplantothegovernment,andfundsarethengiventotheschoolafterapproval.Usuallynewtech

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productshaveathree-yearwarranty,sothemaintenancecostofnewproductsiscoveredbywarranty.However,