Join us to learn more about the course and meet with Prof. Chou:  Information Session Thursday, Jan. 24, 2008 5:30-6:30 p.m. Opus Hall, Room 202 University of St. Thomas - Minneapolis Campus Directions to our Minneapolis campus - http://www.stthomas.edu/campusmaps/mpls.asp

MISSION STATEMENT OF THE SCHOOL OF EDUCATION

Inspired by Catholic intellectual tradition, the mission of the School of Education is to educate practitioners to be morally responsible leaders who think critically, act wisely and work skillfully to advance the common good.

EDUCATION & TECHNOLOGY IN MODERN CHINESE SOCIETY

Through school site visits, lectures, presentations, and informal dialogue, along with relevant readings, this course will explore how educational beliefs and technology contribute to China’s rapidly changing society and growing economy.  We will examine several key developments in technology that are shaping the educational system.  The potential for information technology and the Internet to transform learning for K-12 and higher education will also be explored. Participants will deepen their understanding of Chinese educational systems, historic reform, and underlying philosophies that contribute to China’s educational policy. Students will engage in deep discussion through case studies on successful curriculum integration with technology and its impact on society. The abundant human capital from hundreds of universities every year has been the driving force of China’s new “great leap” forward. Students will visit several Chinese universities and K-12 schools that have provided exemplary cases on China’s educational system.

ADVENTURE & ENJOYMENT

Of course, we also see the sights; the Great Wall, Forbidden City, Temple of Heaven, Terracotta Warriors, the Bund, Nanjing Road, and many more. We go beyond the tourist attractions to engage China's modern urban culture, its people and everyday life. Our tour’s academic focus and cultural awareness ensure that educational and cultural activities are informative, interesting and fun. We also understand that having time to pursue personal adventures on your own is an integral part of any travel experience. Accordingly, our tour provides recommendations and information on interesting places, dining, entertainment, and shopping to make your stay enjoyable. Your comfort is also important, so accommodations are chosen in convenient locations and meet American standards.

METHODOLOGY

In-class Activities
Participants prepare for class sessions by completing assigned readings and projects. Class sessions are mostly conducted in the form of a seminar.

Field Experience
Participants visit K-12 schools and teacher training colleges to further their understanding of Chinese schools and the use of ICT in education.

Research project and Web Journals
Participants will document daily activities on a Weblog and design a thematic unit or do a research project on China's educational system.

COURSE OBJECTIVES

At the end of the course, students will be able to:

1. Investigate state-of-the-art educational technology integration in China
2. Synthesize the impact of Chinese educational reform in society
3. Understand the different schools of thought related to Chinese educational philosophy
4. Analyze the curriculum framework at K-12 schools
5. Critically review cases of technology integration in the K-12 classroom
6. Understand the cultural factors in technology implementation in education
7. Compare and contrast the different pedagogical approaches to curriculum development and implementation in the United States and China
8. Examine Information and Communication Technology and Chinese literacy education
9. Gain insight into the influences of Western civilization in Chinese society and its education system
10. Acquire basic understanding of Chinese culture, customs, and fundamental vocabulary

COURSE FORMAT

The teaching in this course will be done by the instructor, adjunct professor, and guest lecturers (Chinese educators and researchers). Prof. Chou will conduct seminar discussions on course readings and site visits. Guest lecturers will be able to address some of the objectives of the course through their direct experience in the Chinese educational system. During site visits, participants will have the opportunity to dialogue with educational practitioners.

COURSE REQUIREMENTS

1. Hardware and software requirements: The participants need to have access to a digital camera, a flash drive (1 GB preferable).

2. Rigorous and active engagement is necessary for all learners throughout their course of study. Assignments are given to support the learning within the course and should be completed on time. Students are expected to engaged in rigorous dialogues and expand their knowledge of ICT integration in China and USA.

3. Computer access will be made available. Students will create a Weblog prior to departure. Students will post daily reflections and photos while on site.

COURSE ASSESSMENT

1. Participation/Attendance 10%: Participants are expected to attend all scheduled classroom and site-visit activities. For any activity missed without prior approval from the instructor, 5 points will be deducted from the final grade.

2. Weblog or daily journal 30%: Participants will keep a daily journal through a Weblog to reflect on the daily seminar topics and site visits. Minimum 200 words per entry with pictures.

3. Final project 40%: Post the final project to Blackboard two weeks after returning to the United States

Option 1: Instructional design project in international context; Participants will develop a unit or lesson plan that will enhance students’ global cultural understanding or collaborate with students in China. Understanding by Design template will be used as the base of the instructional design project.

Option 2: Analysis paper comparing ICT use in the United States and China
　

4. Technology in society research oral report 10%: Participants will report on the observation of technology use in daily life in Chinese society. Participants will work in small groups and partner with a volunteer K-12 educator or a pre-service teacher to decide a topic and site to explore. The site could be an Internet Café, public library, museum, bookstore, or other location.

5. Online Discussion 10%: Provide at least one comment to one Weblog entry by your classmates every day during the trip. You also need to provide two comments to the final project posted in Blackboard. In your comment, discuss one point that you like/agree with, and one point you dislike/disagree with, and why. As a courtesy, you should respond to comments or questions posted by the fellow classmates in addition to the required 2 comments.

REQUIRED TEXTS

• Wang, X. (2003). Education in China since 1976. Jefferson, NC: McFarland & Company.
• Postiglione, G. A. (2006). Education and social change in china: Inequality in a market economy East Gate Book.
• A course packet that is based on the readings in the schedule will be available in the bookstore.

ADDITIONAL RESOURCES

For many of you, this will be the first trip to China. Here are a few resources to help you to become more familiar with the Chinese society, culture, and languages.

• South China Morning Post, http://www.scmp.com/portal/site/SCMP/
• China Daily, http://www.chinadaily.com.cn/
• A collection of news resources, http://www.world-newspapers.com/china.html
• Chinese phrases for travelers, http://chinese.travel-way.net/
• One-stop Chinese culture, http://chineseculture.about.com/bl_index.htm
• Culture of China, http://en.wikipedia.org/wiki/Culture_of_China

　

COURSE ITINERARY
***The final program and site visits are arranged by Ming Cheng Educational Travel and is subject to change.

Pre-Trip (June 7 - Saturday 8:30 - 4:00): Pre-departure Orientation & Seminar 

HELD ON THE UNIVERSITY OF ST. THOMAS CAMPUS - EXACT LOCATION TBA

Morning:

o Trip orientation
o Course introduction
o Chinese culture presentation
o Movie on cultural etiquette
o Fundamental Chinese language

Afternoon:

o Technology orientation
o Understanding by Design instruction design model
o Weblog creation

Pre-seminar readings (complete before the June 7th seminar):

• Wang, X. (2003). Education in China since 1976. Jefferson, NC: McFarland & Company.
(Chapters 1 & 2)

• Szalay, L. B., Strohl, J. B., Fu, L., & Lao, P.-S. (1994). American and Chinese perceptions and belief systems: A people's republic of china-Taiwanese comparison. New York: Plenum Press.
(Chapters 1, 2, 3 & 6)

• Pepper, S. (2000). Radicalism and education reform in 20th-century china: The search for an ideal development model. Cambridge: Cambridge University Press. (Chapters 1 & 2)

Pre-Trip (June 8 - June 15): Prepare for the Journey of a Lifetime!

Trip Begins (June 16): Depart USA

Day 1 (June 17): Arrive in Beijing, Settle into Hotel and Orientation

Our hotel is located near Wanfujing Road, the main shopping street of Beijing. It is within walking distance to the Forbidden City, Tiananmen Square, and the Houhai Lake. Once settled in, we will get to know each other and prepare for the trip ahead.

Day 2 (June 18): Tiananmen Square, Forbidden City, and Jingshan Park

We start our day by walking through the back streets on the east side of the Forbidden City. Our first stop is Tiananmen Square and Mao’s Mausoleum. After seeing the ‘Great Helmsmen’ we make our way through the Gate of Heavenly Peace to the Forbidden City. Food and drink options are available throughout the day. In the afternoon we will leave the Forbidden City through the back gate and enter Jingshan Park. On a clear day, the park offers stunning hilltop views of the Forbidden City and a great opportunity to continue the day’s theme. From the park we walk through Beijing’s Hutongs (neighborhoods) back to the hotel.

Readings:

• Pepper, S. (2000). Radicalism and education reform in 20th-century china: The search for an ideal development model. Cambridge: Cambridge University Press. (Chapters 8 & 15)

• Li, C. (2003). China: ICT use in education. In G. Farrell & C. Wachholz (Eds.), UNESCO meta-survey on the use of technologies in education (pp. 79-84). Bangkok, Thailand: UNESCO Bangkok. (http://www.unescobkk.org/index.php?id=1807)

Day 3 (June 19): Beijing University Visit & Confucian Temple (School Visit 1)

Today we head out to one of China’s premier universities - Beida. Students from all over China compete for admission and only the lucky few score high enough on the national exams to attend. Here we will get some background on the history, beliefs and philosophy behind China’s traditional education system. We will also learn about the current system and examine its core beliefs, philosophy and practices found in schools today. In the morning we will meet with Prof. Gao Yanli from the English department but whose personal research is on Sino - American relations. After a tour of the campus and a quick lunch, we will meet with Prof. Yang Po. She will focus on current conditions in education with a focus on the differences between technical schools in China and Community Colleges in the US. If time permits we end the day with a trip to the most important site of traditional education in China, the Imperial College and Confucian Temple. This was the heart of China’s educational system for much of the last millennium and is a fitting place to begin our exploration of Chinese education.

Readings:

• Zhang, J. (2002). Incorporating ICT into k-12 schools: China's perspective in the global backgrounds. Tech Trends, 46(4), 49-57.

• Zhao, G. (2003, Nov. 30 - Dec. 2, 2003). How ICT is used in on-line education school of china university: Results of the surveys about china higher education. Paper presented at the Distance Learning and the Internet Conference, Singapore.
(http://www.cit.nus.edu.sg/dli2003/Presentation/Zhao_Guodong.pdf)

• Zhu, Z. (2003). Teachers’ professional development in technology-pedagogy integration: Experiences and suggestions from china.
Retrieved March 18, 2007, from http://www.unescobkk.org/index.php?id=1292

• Roblyer, M. D. (2006). Chapter 2: Foundations of effective technology integration models: Theory and Practice. In Roblyer, M. D. (Ed.). Integrating educational technology into teaching (pp. 33-70). Upper Saddle River, NJ: Pearson Education, Inc.

Day 4 (June 20): BNU & Secondary School Visit & Peking Duck (School Visit 2 & 3)

Today we will visit the premier teacher training university in Beijing - Beijing Normal University. We will meet with Prof Liu Meifeng who will deliver a lecture on Education and Technology in China today. We will also have time for a quick tour of the campus and visit a classroom that exemplifies how technology is being used in college campuses throughout China today. We will then visit a typical secondary school in Beijing to discuss Information and Communication Technology (ICT) use in K-12 schools and interact with students and teachers. We will tour the campus with a focus on how ICT is being used by both students and faculty. We will observe a class to experience what it is like inside the classroom and then meet with faculty and students to learn more about the academic environment at the school. In the evening we will enjoy Beijing’s most famous dish - Peking Duck.

Readings for the seminar on June 23rd:

• Liu, Y., & Zhang, D. (2006). ICT and Chinese literacy education: Recent development in China. In M. C. McKenna, L. D. Labbo, R. D. Kieffer & D. Reinking (Eds.), International handbook of literacy and technology (Vol. II, pp. 193-210). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publisher.

Day 5 (June 21): Great Wall From Jinshanling to Simatai

We board the bus early to visit the Great Wall. We will explore the Jinshanling section of the wall. Unlike touristy Badaling, this section of the wall has not been as renovated. Sturdy hiking shoes or sneakers are needed. Although the walk can be strenuous at times, the views are breathtaking. We will follow the wall to the Simatai section to catch our ride back to Beijing. Not being as heavily touristed, you will have the opportunity to find some personal space on the wall to contemplate your journey. Many count the walk as a highlight of their China visit. The visit will take most of the day but the scale of the wall and its grandeur are symbols of China’s traditional power and past glory. Today China is continuing that tradition of grandeur that it will display to the world when it hosts the Olympics. Yet, while the Great Wall was built to keep people out, the Olympic sites welcome the world to Beijing’s doorstep. We next visit the Olympic sites. Although we will not be allowed to enter the venues for security reasons, we will get close enough to discuss their architecture as well as the importance of the Olympics to China. The grandeur of these new stadiums and parks are symbols of China’s return to prominence in the 21st century.

Readings:

• Badaling Great Wall Office. (N. A.). Great walls, China: History and expectation. Retrieved April 28, 2007, from http://www.badaling.gov.cn/english/history/history.htm

Day 6 (June 22):  St. Joseph Church, Student Projects, and Exploration Activity

In the morning, those interested in attending mass can visit St. Joseph’s church. Originally built in 1655 it is one of the older churches in Beijing. Although destroyed by war and fires, its current structure was built in 1904. It is within easy walking distance from the hotel and offers mass in Chinese and occasionally in English. Later we will meet with our new university friends from Day 3 and continue our group projects. We hope to have each group consist of 3 to 4 from our group and at least one Chinese pre-service teacher. Groups will work on personalized projects examining an aspect of how technology is used in society. Students will visit Internet cafes, museums, libraries, bookstores, malls, or wherever else their projects take them. This is a real opportunity to take off on your own through the hutongs of Beijing. Maps, excursion itineraries and bikes are available. You can visit historical courtyard houses (siheyuan), the HouHai Lake District, the Lama Temple and all of the winding hutongs in-between. Follow your passion and explore! Walking routes will be available for those who don’t ride bicycles or choose not to brave Beijing traffic. It is a unique opportunity to learn more about Chinese culture and everyday life!

Reading for the visit on June 23rd:

• Friesner, T., & Hart, M. (2004). A cultural analysis of e-learning for china. Electronic Journal on e-Learning, 2(1), 81-88.

Reading for the June 26th seminar:

• Dahlman, C. J., & Aubert, J.-E. (2001). China and the knowledge economy: Seizing the 21st century. Washington, D. C.: The International Bank for Reconstruction and Development, The World Bank. (Chapters 1,2 & 3)

Day 7 (June 23): Travel to Xian, Northwest University Visit, Primary School, and Xian Dinner (School Visit 4 & 5)

We leave Beijing behind and travel to Xian. The city used to be called Chang’an and was the capital of China for over a thousand years. It is here that Chinese civilization dawned. We will experience this original capital by exploring deep into the past as well as examining the Xian of today. We start with a visit to Northwest University. The campus has served educational purposes for over 1000 years. After touring the campus, we will have the chance to visit the university’s museum and then visit the primary school located adjacent to much of the campus housing. Many of the University’s professors send their children to this school. We’ll take a quick tour and meet with several of the teachers.

In the evening we will learn about the Hui minority (Ethnic Chinese Muslims) in China. As capital of China during the life of Muhammad and in the years after his death, Xian is also the first place that Islam melded with Chinese culture. This Islamic influence is still visible today. We will visit the area around the Great Mosque (built in 742 CE), which shows how Islam and Chinese culture intertwined during the Tang Dynasty. Built in the Chinese style, it is one of the only pagoda based Islamic temples left in the world. We learn about the Hui while eating dinner in a Hui restaurant in the Muslim section of the city.

Readings prior to the site visit on June 24:

• Pepper, S. (2000). Chapter 19. Chinese radicalism and education development. In S. Pepper (Ed.), Radicalism and education reform in 20th-century china: The search for an ideal development model (pp. 512-536). Cambridge: Cambridge University Press.

• Pepper, S. (2000). Chapter 15. Education reform as the culmination of class struggle: The professional educator's perspective. In S. Pepper (Ed.), Radicalism and education reform in 20th-century china: The search for an ideal development model (pp. 381-413). Cambridge: Cambridge University Press.

Day 8 (June 24): Qin Terracotta Warriors & Emperor’s Tomb, Banpo Museum

We visit the most amazing archeological find of the last 50 years - the Terracotta Warriors of the Qin emperors tomb. Qin Huangdi was the first emperor to unify what we now know as China (the word China comes from this dynasty’s name - Qin) in 221 BCE. He ruthlessly subdued kingdom after kingdom with what was at the time the largest military force in the world. Fittingly, both he and his soldiers are memorialized here in his tomb. With thousands of terracotta soldiers, servants, and even animals, it is one of the most impressive sites in China if not the world. Like the pyramids of Egypt it stands as testimony to the power, strength, ingenuity and wealth of these early imperial leaders. It is also an example of the long history of class and status within Chinese society. The tomb is huge and houses several different museums and sites. For those interested in archeology and ancient cultures it will be the highlight of the trip.

In the afternoon we will visit the Banpo Museum. With some of the oldest relics in the world this is a premier museum of Neolithic culture. The evening is free so that you can continue to experience all that this imperial legacy has to offer. Those that are interested can choose the option to visit a Tang Dynasty Dance performance at 8:30pm..

Reading for the site visit on June 25:

• Roblyer, M. D. (2003). Getting Our NETS Worth: The role of ISTE's National Educational Technology Standards. Learning and Leading with Technology, 30(8), 6-13.

• Zhu, Z. (N. A.). Teachers’ professional development in technology-pedagogy integration: Experiences and suggestions from china. ICT in Education Retrieved March 18, 2007, from http://www.unescobkk.org/index.php?id=1292

• ISTE (2000). National educational technology standards for teachers and students: Connecting curriculum and technology. International Society for Technology in Education and the U.S. Department of Education. http://cnets.iste.org/

Day 9 (June 25): Middle School Visit, Travel from Xian to Shanghai, Hotpot (school visit 6)

Today, we visit a typical public middle school in Xian. We will visit with students and teachers and see how education looks for many throughout China. We then leave Xian behind and travel to Shanghai. Shanghai is the commercial hub of the country and a place where money is king. We will arrive in the evening so we will only have time to get a meal together and go over all that we have learned.

Reading for the seminar on June 26th:

• Song, G. (2006). E-Learning in China - Government policy and pilot universities Retrieved April 28, 2007, from http://www.wccee2006.org/papers/380.pdf

Day 10 (June 26):  Shanghai Museum, Yu Garden, Huangpu Cruise, The Bund and Nanjing Road

Today we head out to Yuyuan Garden and Bazaar where you can sample Shanghai snacks, shop for souvenirs and visit a southern style Ming dynasty garden. We will walk through the twisting lanes of the old walled town to the Huangpu River for a one-hour cruise experiencing the glory of Shanghai’s new financial base - Pudong and the spender of its colonial legacy on the Bund.

After the cruise, we will witness colonial Shanghai and walk up Nanjing Road (its most famous street) to Peoples Square. Once there we will visit the best museum in China - The Shanghai Museum. In the evening participants have the option to head over to the French Concession to visit its tree lined streets and swank pedestrian lane - Xintiandi, visit an Acrobatics performance near the hotel or choose to spend the evening exploring this vibrant, global city on their own.

Reading for the next seminar:

• Dahlman, C. J., & Aubert, J.-E. (2001). China and the knowledge economy: Seizing the 21st century. Washington, D. C.: The International Bank for Reconstruction and Development, The World Bank. (Chapters 5, 6, & 8)

Day 11 (June 27): ECNU Visit, School Visit (School Visit 7 & 8)

This morning we will visit East China Normal University. The most famous teaching college in Shanghai, the school is also one of the oldest in the city. We will meet with Prof. Yan Hanbing and Prof. Gu Xiaoqing. Prof. Gu will talk about technology use in the K-12 classrooms and recent advances in classroom technology integration. Prof. Yan will lecture on distance education in ECNU and how they are using distance education in teacher training. We will have time to ask questions and have an open discussion with both professors. We will also get to tour the campus and meet with several graduate students in ECNU’s education and technology program. In the afternoon we will visit a Shanghai middle school well known for its use of technology in the classroom. Although we won’t be able to meet directly with students or see a classroom in action due to their finals schedule, we will be able to meet with the instructors and see how technology is used. We will also learn how this public school has partnered with a Chinese computer company to provide every student with a computer in the classroom and talk with the school’s headmaster about how these sorts of private/public partnerships are changing education in Shanghai and eventually in rural areas.

Day 12 (June 28): Flight back to the U.S.

Today you will travel by bus to Pudong International Airport. The long flight home offers plenty of time to reflect on all you’ve learned, China’s Olympics and the new friends you’ve encountered along the way. While sad to see you go, we say farewell knowing the experience will remain with you for a lifetime. We hope to meet again as the lure of China draws us back to this incredible land.

Post Trip (June 29 - July 12): Complete Final Projects

Post Trip (July 12 - Saturday 8:30 - 12:00): Presentations

• Debriefing
• Final project presentation
• Course evaluation

KNOWLEDGE BASE

• Dahlman, C. J., & Aubert, J.-E. (2001). China and the knowledge economy: Seizing the 21st century. Washington, D. C.: The International Bank for Reconstruction and Development, The World Bank.
  　

• Friesner, T., & Hart, M. (2004). A cultural analysis of e-learning for china. Electronic Journal on e-Learning, 2(1), 81-88.
  　

• ISTE (2000). National educational technology standards for teachers and students: Connecting curriculum and technology. International Society for Technology in Education and the U.S. Department of Education. http://cnets.iste.org/
  　

• Lemke, J. (2006). Toward critical multimedia literacy: Technology, research, and politics. In M. C. McKenna, L. D. Labbo, R. D. Kieffer & D. Reinking (Eds.), International handbook of literacy and technology (Vol. II, pp. 3-14). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publisher.
  　

• Li, C. (2003). China: ICT use in education. In G. Farrell & C. Wachholz (Eds.), UNESCO meta-survey on the use of technologies in education (pp. 79-84). Bangkok, Thailand: UNESCO Bangkok. (http://www.unescobkk.org/index.php?id=1807)
  　

• Liu, Y., & Zhang, D. (2006). ICT and Chinese literacy education: Recent development in China. In M. C. McKenna, L. D. Labbo, R. D. Kieffer & D. Reinking (Eds.), International handbook of literacy and technology (Vol. II, pp. 193-210). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publisher.
  　

• Pepper, S. (2000). Radicalism and education reform in 20th-centuryCchina: The search for an ideal development model. Cambridge: Cambridge University Press.
  　

• Postiglione, G. A. (2006). Education and social change in china: Inequality in a market economy East Gate Book.
  　

• Roblyer, M. D. (2006). Chapter 2: Foundations of effective technology integration models: Theory and Practice. In Roblyer, M. D. (Ed.). Integrating educational technology into teaching (pp. 33-70). Upper Saddle River, NJ: Pearson Education, Inc.
  　

• Roblyer, M. D. (2003). Getting Our NETS Worth: The role of ISTE's National Educational Technology Standards. Learning and Leading with Technology, 30(8), 6-13.
  　

• Song, G. (2006). Elearning in China - Government policy and pilot universities Retrieved April 28, 2007, from http://www.wccee2006.org/papers/380.pdf
  　

• Szalay, L. B., Strohl, J. B., Fu, L., & Lao, P.-S. (1994). American and Chinese perceptions and belief systems: A people's republic of china-Taiwanese comparison. New York: Plenum Press. (Chapters 1, 2, 3 & 6)
  　

• Wang, X. (2003). Education in China since 1976. Jefferson, NC: McFarland & Company
  　

• Warschauer, M. (2003). Economy, society, and technology: Analyzing the shifting terrains. In M. Warschauer (Ed.), Technology and social inclusion: Rethinking the digital divide (pp. 11-30). Cambridge, MA: The MIT Press.
  　

• Zhang, J. (2002). Incorporating ICT into K-12 schools: China's perspective in the global backgrounds. TechTrends, 46(4), 49-57.
  　

• Zhao, G. (2003, Nov. 30 - Dec. 2, 2003). How ICT is used in on-line education school of china university: Results of the surveys about china higher education. Paper presented at the Distance Learning and the Internet Conference, Singapore. (http://www.cit.nus.edu.sg/dli2003/Presentation/Zhao_Guodong.pdf)
  　

• Zhu, Z. (2003). Teachers’ professional development in technology-pedagogy integration: Experiences and suggestions from china. Retrieved March 18, 2007, from http://www.unescobkk.org/index.php?id=1292

　

For More Information or to Sign Up - Please Contact:

Candace Chou, Ph.D.
Office: 651-9624814
E-mail: ccchou@stthomas.edu