{'fraction_non_alphanumeric': 0.019973368841544607, 'fraction_numerical': 0.005992010652463382, 'mean_word_length': 5.739910313901345, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Do We Need More Technology?: Chinese Teachers' Experiences and Opinions on Technology Usages in Distance Education

During the Covid-19 pandemic, thousands of Chinese teachers went on teaching online. What are their thoughts and experiences after teaching online? What is the implication for implementing online teaching worldwide? This study explored 42 Chinese middle school and high school teachers' online teaching experience during the Covid-19 outbreak. The result shows a conflict between Chinese teachers' needs for educational technology and the available technology. On the one hand, teachers expressed the need to effectively "manage students" during online teaching and to communicate with students emotionally. The simple 3G network and "one-size fit all" software and apps are ineffective for their instruction. On the other hand, while more updated technology like 5G network and virtual reality might provide answers for the teachers, those technology is not available to the teachers. Such results have implications for future technology development, such as 5G technology and virtual reality that can effectively facilitate instant and emotional communications for future online teaching. After the online teaching experiences, Chinese teachers showed generally optimistic attitudes towards applying updated technology in schools. The study also implies that teacher education and teacher training should focus on changing teachers' philosophy of education and educational technology.