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This research paper investigates the intersection of the maker movement and educational innovation, using the China-U.S. Young Maker Competition as a foundational example. It examines how maker education, fueled by hands-on learning and a curiosity-driven approach, can evolve and influence. The study explores the roles and impacts of Human-Computer Interaction (HCI), Design-Driven Innovation (DDI), and Cross-Cultural Perspectives (CCP) within maker education. It highlights HCI's connection of technology with learning, DDI's focus on user-centered solutions, and the significance of CCP in enhancing cultural collaboration, vital for fostering an innovative and creative future. This paper offers a detailed perspective on the current state and future potential of maker education. It proposes a roadmap for the coming decade, emphasizing collaborative learning and creative endeavors, all set within the engaging environment of the competition.

English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared to native speakers of English, own their unique native culture. Yet, since language teachers tend to focus on the delivery of English cultural knowledge, EFL learners' native culture is sometimes shadowed in the mainstream English classrooms worldwide. To this end, this exploratory paper aims to advocate attention to the importance of EFL learners' native culture awareness and share some practical teaching and learning experiences in an English course called "Multimedia and Foreign Language Learning." The paper outlines the pedagogical design of the course in China, providing classroom examples and practical suggestions to course designers, educators and instructors. We expect to give insights into integrating native culture into foreign language education in university settings.

This work aims to investigate the cultural and psychological factors that significantly affect teachers' intention to accept VR technology and use it long-term in their classes in elementary and secondary schools. The extended unified theory of acceptance and use of technology (UTAUT2) model effectively measured such factors in this context. We conducted a questionnaire survey with 351 elementary and secondary school teachers in four provinces in China and analyzed their responses utilizing Partial Least Squares (PLS) technique. The results of this work showed that performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation significantly impacted continued usage intention. However, the habit did not promote continued usage intention. Based on the results, research on VR classroom application guidance and teachers' professional development with VR technology applications should be strengthened. Meanwhile, increasing the publicity of integrating VR technology into classroom teaching, creating a favorable climate for VR technology adoption, and enhancing the fun of VR technology can also contribute to teachers' continued VR technology usage intention in classroom teaching.

"Research Findings:" This study examined the financial literacy of 5 and 6-year-old children in Shanghai, including their understanding of financial concepts and their preference for and ability to use digital payment methods. Using a mixed-methods research design, a sample of children ranging in age from 62 to 73 months completed multiple tasks to assess their financial literacy and participated in a semi-structured interview. The results suggested that most young Chinese children had a basic understanding of coins and their value, but there was variation in their perceptions of the need to provide change after making a payment. The majority of young children preferred to pay with digital devices and had a positive attitude toward mobile payments, although some children expressed concerns about their ability to use this method accurately. "Practice or Policy:" The study findings suggest that perceptions of financial literacy may vary across families from diverse socioeconomic backgrounds. These results lay the groundwork for future digital financial literacy rating scales or behavior coding studies based on the initial findings of young children from middle-income families. The study also emphasizes the importance of providing formal and informal financial education to young children, particularly in regards to digital literacy, in order to prepare them for the future.

Although there are some researches conducted about students' conceptions of technology, little research has been conducted to reveal the primary school students' conceptions concerning technology in China. This research investigated Chinese primary school students' (aged 9-12) conceptions of technology as regards their understanding of (a) the concept of technology, (b) the impact of technology on human life and nature, and (c) the relationship between technology and science. Phenomenography as the methodological framework was adopted for this study. A total of 63 primary school students were chosen as participants in the study to probe their conceptions about technology through picture/photo eliciting activities, and semi-structured, personal interviews in a website video format. It is found that the primary school students defined technology from diverse perspectives, including the dimensions of its attributes, production, operation and use, function, with most of them regarding technology as a double-edged sword. It is also found that they lack a comprehensive and rational understanding of the concept of technology and cannot understand the relationship between science and technology properly. This study contributes better to understanding primary school students' conceptions about technology in mainland China and beyond, thus providing an empirical basis for improving technology education policy, curriculum, instruction, and assessment in the future for China and other countries.

The ex-post assessment of institutional performance has been applied to allocate scientific and technological (S&T) resource to universities and public research institutes. However, over-emphasis on particular types of performance could lead to unintended results and harm the science system. This research assesses the performance of these universities and public research institutes using 'technical efficiency' and their potential using 'capacity utilization', which are obtained by data envelopment analysis methods. Moreover, a comprehensive S&T resource allocation framework is proposed, where the organizations can be classified into four groups according to their performance and potential assessment results. An empirical study is conducted using the data of 58 Chinese research institutes from 2011 to 2018. Results indicate different patterns in the distribution and evolution of the performance and potential of these research institutes. The approaches proposed by this research are expected to complement existing performance-based S&T resource allocations.

Research Findings: This study aims to validate a scale highlighting the applicability of selected TPACK (Technological Pedagogical Content Knowledge) domains of knowledge to early childhood education and to explore the internal relationships between TPACK's components in the Chinese context. A survey instrument was designed and administered to 1,192 early childhood (EC) in-service teachers enrolled in their national training programs. The instrument consisted of 29 items classified into four categories that align with the conceptual TPACK framework and are applicable to the EC context, including Technology Knowledge (TK), Technological Pedagogical Knowledge (TPK), Pedagogical Knowledge (PK), and TPACK. CFA and path analysis generated a model with good fit. The confirmed model indicated that (1) TK, TPK, and PK were significantly correlated; (2) TK, TPK, and PK all had direct positive effects on TPACK; however, (3) PK had a smaller influence on TPACK. Practice or Policy: The instrument was a reliable and valid assessment for measuring the TPACK of Chinese EC teachers and may be used to inform future research. The findings suggest that ECE training should shift away from focusing on discrete technological skills (i.e., TK) and instead emphasize preparing teachers with mastery in pedagogic approaches for integrating digital technology into instruction.

Purpose: This study conducts a systematic review of policy reforms for the evaluation of scientific and technological research (E-STR) in China's colleges. In doing so, it identifies changes to past policies, as well as the objectives and realizability of the most recent policy reform. Design/Approach/Methods: This study systematically reviews the contexts of E-STR policy reforms in China's colleges post 2000 using three important related policy documents from 2003, 2013, and 2020 as samples. Research findings were obtained via content analysis. Findings: Unlike previous attempts, the most recent policy reform has incorporated the lessons learned while introducing highly targeted measures and a monitoring mechanism. Such reform should accelerate the promotion of major original scientific research in China's colleges, enhance the contribution of scientific research to socioeconomic development, and strengthen support for the cultivation of undergraduate talents. Originality/Value: Initiated in the early part of 2000, China's latest E-STR policy reform constitutes an important turning point in the initiative to burst the research bubble and return to the essence of innovation. It will drive China's colleges to embark on a research path that places value on original innovation and contribution to socioeconomic development.

In light of the fact that technology teachers' understandings of the nature of technology (NoT) determine students' perceptions of NoT, this study turned attention to technology teachers, and developed a comprehensive theoretical instrument for assessing their understandings of NoT. The theoretical framework of NoT was proposed using a theory-based explanation informed by the philosophy of technology (PoT), historical, sociological and educational literature. The eight dimensions were as follows: 'technology as object', 'technology as knowledge', 'technology as activity', 'technology as volition', 'history of technology', 'the role of technology in society', 'the relationship between science and technology', and 'technology as a double-edged sword'. Eight international experts were invited to review the content validity of the NoT scale, and 835 valid questionnaires answered by Chinese high school general technology teachers were used to test the reliability and convergent validity of the scale. The results showed that the NoT scale had a high reliability and good validity, which could be used to measure and assess technology teachers' understandings of NoT. The development of the NoT scale provided a new perspective for interpreting NoT, and helped technology teachers consider how to more effectively transfer their understandings of NoT to students.

A great deal of attention has been focused on technological innovation, for example, face recognition, which has been used in some countries in various fields. Nonetheless, there has been little attention paid to parents' acceptance of the use of face recognition systems on campus. To address this gap in the literature, this study examined how different degrees of technological innovativeness and dangerous beliefs in the virtual world (DBVW) influence parents' perceived value of using and intention to continue supporting schools' use of face recognition systems. This study adopted snowball sampling to collect data through questionnaires, and received 380 valid responses from parents living in Xuzhou, China. Confirmatory factor analysis and structural equation modeling were used to analyze the data, with results indicating that: (1) DBVW was negatively related to perceived value; (2) technological innovativeness was positively related to perceived value; and (3) perceived value was positively related to continuance intention to use face recognition systems. The results suggest that parents support the use of face recognition systems in elementary school; thus, such systems can be adopted by other elementary schools in other areas.

Research Findings: There are heated debates about the benefits and risks of using digital devices in the early years. This study explored the latent profiles and the associated predictors of digital literacy and multimodal practices in Chinese children to understand how children use and interact with digital devices at home. A total of 1953 parents were recruited from a province in central China and surveyed about their children's digital literacy and multimodal practices. The results indicated that: (1) all the children had access to a variety of digital technologies at home, with the most common digital practices being watching TV and using smartphones; (2) three latent classes of digital families were yielded: Low-level Profile (62.9% of the sample), Middle-level Profile (36.3%), and High-Level Profile (0.8%); and (3) child age, location and family annual income, home digital resources, parental beliefs, and parental mediation could significantly predict young children's digital literacy and their multimodal practice at home, respectively. Practice or Policy: The findings imply that there are remarkable within-group differences in early digital literacy and multimodal practices, primarily caused by family SES and parental factors. More attention should be paid to low SES families and parental education to narrow the digital divide in Chinese children.

The correctional education system in China is an under-researched area, and there is no evidence of a published systematic review, especially when it has been over 10 years since the enforcement of the National Plan (2010-2020). Therefore, this systematic review examines the practicality of this area and informs policy-makers, practitioners, and national and international readership on its status. That said, we reviewed 28 eligible studies between 1987 and 2019, which included quantitative, qualitative, and mixed designs conducted by both insider and outsider researchers. The systematic review was guided by PRISMA and generated insights from the practical theory. The paper concludes with a presentation of constituents of the practical theory on correctional education: conceptualisations, patterns, normative criteria, design principles and models. The extracted data resulted in various views on the correctional education system. For instance, outsider researchers focused more on human rights, enforcing political education, inflexibility and opaque environment for data accessibility and human intrusion, although a few researchers appreciated the efforts being put on correctional education system development, whether it concerned being a social-oriented system or quantitatively reported data on correctional education development. Dissimilarly, insider researchers praised the integration of family education, political education, moral education, or integrating social work, technology, and western methods.

Locating itself broadly within the "sociolinguistics of mobility" (Blommaert, 2014) and taking heed of Stornaiuolo and Hall's (2014) call to "trace resonance" in writing and literacies research, this article works to trace academic literacies across the emerging "literacy sponsorscapes" (Wargo, 2016a) of contemporary culture. Despite its variance and recent resurgence (Lillis and Scott, 2007), academic literacies continues to be reduced to: (1) an instrumentalist and pragmatic pedagogy, and (2) the ability to navigate academic conventions and practices of higher education (Lea and Street, 1998), in particular the writing classroom (Castelló and Donahue, 2012). This centred focus, however, is limiting, and silences the more innocuous and less tangible sponsors of academic literacies: "mobilities," "ideologies," "identities," and "technologies." Set against the backdrop of globalization, and grounded in two case studies, this article considers how academic literacies are not an "and" but an "elsewhere", thereby emphasizing the importance of sociolinguistic space in academic literacy development. In it, we chart new directions for scholarship and underscore how ideologies shift with mobilities (Pennycook, 2008; Pennycook, 2012), are indexed by identities (De Costa and Norton, 2016; Hawkins, 2005), and extend through technologies (Lam, 2009; Rymes, 2012). By outlining a "literacy sponsorscapes" framework for studying academic literacies, this article highlights the purchasing power of seeing academic literacies not solely as a field or set of practices, but rather as a locating mechanism for studying a range of hybridized repertoires that are shaped and constituted by the physical and social spaces that contemporary youth inhabit.

Electronic industry is an economic pillar in China. Due to the Moore's Law, the industry requires continuous development and innovation. In order to achieve these goals, the cultivation of electronic application-oriented undergraduate is essential. However, at current, the innovative educational concepts and teaching methods are lagging behind so that the graduates cannot meet the requirements of electronic industry. In this paper, we adopt a variety of measures, which include the construction of parallel course system, the establishment of cooperative education mechanics and the creation of training evaluation mode, to improve the training quality of electronic application-oriented undergraduate. The research findings show that the undergraduates improve their engineering practices and innovation abilities.

Industry standards are used in many disciplines, including science and technology areas. To date, little research has been conducted regarding the citing of standards in scholarly publications. The aim of this study was to answer two questions: Are standards being cited in scholarly publications? And, if so, what are the characteristics of the publications citing standards? We postulated that the answer to these questions would be of use to science and engineering librarians for collection development and research assistance purposes. A cited-reference search was conducted using Web of Science Core Collection™ (WOSCC) to determine if standards are cited. Our research focused on three major standards organizations: ASTM International, the International Organization of Standardization (ISO), and the European Committee for Standardization (CEN). The study was limited to publications published from 2015-2017. The results confirmed our hypothesis that standards are cited in scholarly publications in science and technology fields. In addition, we discovered that standards were cited in publications from nearly 100 countries. Funding agency and institutional affiliation were also analyzed. The data from the study confirmed the international reach and broad utility of standards in a wide range of disciplines.

Asian megatrends are necessitating the development of management education of ethnic groups like the overseas Chinese and, universities need to change accordingly. This article identifies five Asian megatrends and their impact on the management education of overseas Chinese. The megatrends are: the emergence of women in politics and business; a shift in industrial strategy towards high technology; urbanization; the rise of consumerism; and migration of overseas Chinese back to China. Moreover two barriers to the impact the megatrends have on the management education of overseas Chinese are examined. Finally, a hypothetical model of the interrelationship of these variables is presented.

The 23rd Global Chinese Conference on Computers in Education (GCCCE) was held May 23-27, 2019, at Central China Normal University, Wuhan, China. With a theme of "Wisdom of Science, Technology, and Humanities," GCCCE hosted four keynote speeches, over 200 concurrent presentations facilitated by nine conference divisions, two expert symposiums, seven workshops, four teacher forums, one doctoral consortium, and two poster sessions. This report synthesizes its keynote speeches, award-winning presentations, and some highlights at GCCCE 2019.

The value of a high-tech industry no longer lies in the number of plants, equipment, and products but the intellectual property, customer confidence, capability of collaborating with business partners, telecommunication infrastructure, and the creativity potential and skills of its employees. This study is motivated by investigating the way of constructing an environmental atmosphere for employees to enjoy their works and create, learn, communicate, and share their knowledge for a high-tech industry. It is also expected to provide guidance for an employee to integrate his/her personal goal with the organization's so that he/she can keep contributing to the organization. The management levels and employees at the Weihai Huoju High-Tech Industrial Development Zone were selected as the research subjects in this study. A total of 500 questionnaire copies were dispatched and the number of valid questionnaire copies being returned was 376 with a rate of response as 75%. The results of this study are as follows: 1) The influence of a learning organization on organizational communications is positively significant; 2) The influence of organizational communications on organizational creativity is positively significant; and 3) The influence of a learning organization on organizational creativity is positive. Conclusions and recommendations are proposed in study based on the research results with the expectation to turn a high tech industry into a learning organization and provide guidance for organizational communication and organizational creativity.

The journal issue contains articles in either Chinese or English, each with abstracts in both languages. They include: "'Every Person Is a Creative Being': Teaching Method Designed To Cultivate Creativity from the Perspective of Educational Psychology" (Wai Man Lee); "Sex Differences in Problem Behaviour and the Self-Concept: An Investigation of Hong Kong Junior Secondary School Students" (Po Yin Drew, David Watkins); "What Motivates Teachers?" (Guat Tin Low, Lee Hean Lim, Lay Leng Yeap); "Image of the Principalship: Preservice Teachers' Expectations of School Leaders" (John Chi-Kin Lee, Allan Walker); "Language and Attitudes in the Transitional Period of Hong Kong" (Eva Fung Kuen Lai); "Innovation of Mathematics Education in Compulsory Education" (Yun Peng Ma); "Secondary School Science Education in Hong Kong: Prospect and Retrospect" (Kwok Keung Ho); "Children's Abilities in Formal Reasoning and Implications for Science Learning" (Din Yan Yip); "Are Science Teachers Prepares To Teach the Science-Technology-Society (S-T-S) Theme?" (Anissa Chan, Peter J. Fensham); "The Incorporation and Evaluation of Science, Technology and Society Components in HKIED Science Programme" (Kevin Chung Wai Lui, Sing Lai Chan, Yeung Chun Lee); "Methods To Enhance the Chinese Language Ability of Students in Hong Kong" (Hon Kwong Chow); "'Scholars the Ninth and Beggars the Tenth:" A Myth That Is Still Prevalent in Hong Kong's Secondary School Textbooks on Chinese History" (Jun Fang); "A Case Study on Preschool Physical Education Curriculum in Zhuhai, China: Implications for Preschool Physical Education Reform in Hong Kong and Macau" (Paul Shu Sing Wong); "'Statement of Aims' and Preparation for Working Life: Challenge and Opportunity" (D. B. Lewis); "Reflections of a New Teacher--Peer Supervision in Teacher Development" (Evelyn Yee Fun Man); and "How Do Secondary Students Perceive Their English Learning Experience: Report on a 'Young Post' Readers Survey" (Christine Yu, Ngar Fun Liu, William Littlewood). (MSE)

This article aims to trace back the history of how Chinese Government attempted to strengthen its national power by learning from the USA, Western Europe and Japan since the mid-nineteenth century, as well as to analyse the influences Westernisation had on the development of China's modern education. In this process, the Chinese Government overseas-study scholarships played a key role in speeding up China's learning from the West, and assisted numerous students in experiencing Western modernisation while they studied abroad. By examining this historical retrospect, some findings are concluded from this research. First, several significant conflicts between China and foreign countries stimulated Chinese officials deeply to learn the knowledge and skills of Western navy, military, sciences, technologies and philosophies. Second, Chinese scholars also began to reflect and criticise the influence of these Westernised reforms on Chinese traditional culture and values.

In this study, we examine when creativity is positively or negatively related to firm performance. Building on the creation-implementation tension theorized in the literature and the attention capacity perspective, we argue that the relationship between creativity and firm performance is contingent on riskiness orientation, firm size, and realized absorptive capacity. Data were collected from 761 core knowledge employees, 148 CEOs, and 148 HR executives from 148 high-technology firms. The results indicated that core knowledge employee creativity was negatively related to firm performance when riskiness orientation was high. The relationship was positive when realized absorptive capacity was high. Finally, the relationship was more positive in small firms than in large firms. We discuss the implications of our findings for creativity research and managerial practices. (Contains 2 tables, 3 figures and 4 footnotes.)

This article reviews how practical work, including practical skills, is currently summatively assessed in school science in a number of countries and makes comparisons with how other subjects, such as music and modern foreign languages, summatively assess skills. Whilst practical skills in school science are clearly valued as being of importance, there is a lack of clarity as to what these skills actually are and how they might, most effectively, be validly assessed. Countries vary greatly in the extent to which they employ what we term "Direct Assessment of Practical Skills" (DAPS) or "Indirect Assessment of Practical Skills" (IAPS). Each of these approaches has advantages and disadvantages but we conclude that too great reliance on IAPS reduces the likelihood that practical work will be taught and learnt as well as it might be.

One of the reasons often advanced for the study of Western civilization is its history of scientific and technical prowess. Advances in science and technology have resulted in the many conveniences of modern life: air travel, automobiles, and smart phones, to name just a few. These are fruits of the Baconian project, which emphasized observation and measurement in the study of nature as part of an endeavor to "establish and extend the power and dominion of the human race itself over the whole universe." Bacon identified three inventions that separated the ancients from the moderns: (1) the magnetic compass; (2) gunpowder; and (3) printing. Of interest is the last, which has been the object of considerable scholarly attention during the past few decades. The advent of printing has been credited with initiating a revolution that resulted in increased literacy, an enlarged market for books and other publications, and an increased flow of news, information, and knowledge. In short, printing helped to lay the foundations for the development of modern democratic polities, so much so that freedom of the press is held to be fundamental to democracy. It so happens that printing appeared first in China, as well as the other two inventions Bacon cites. China has its own heritage of technical prowess. Paper, which was crucial for the development of printing in the West, was also invented in China. Without paper, the print revolution would have at least been delayed. The author's interest initially lies in the response in China to the advent of printing. A print revolution in the Western mode did not occur. Consideration of this nonevent will lead to what lies near the heart of Chinese civilization and to what the author thinks people gain from the study of China. In this article, the author looks at writing as literature and as linguistic medium, and at the interaction of at least two of the three perfections (calligraphy, poetry, and painting). (Contains 2 exhibits, 2 figures and 7 footnotes.)

The infamous "Sydney Tar Ponds" are well known as one of the largest toxic waste sites of Canada, due to almost 100 years of steelmaking in Sydney, a once beautiful and peaceful city located on the east side of Cape Breton Island, Nova Scotia. This article begins with a contextual overview of the Tar Ponds issue including a brief introduction and history and summaries of the effects on the earth, the people, and the biotic community (animals and vegetation). Then the authors talk about the STS analysis approach, namely, a discussion of six systems to indicate what has been brought to the earth and mankind by technology and modern industry. The remaining part of the article describes the difficulties confronting China, some of which are similar to the ones Canada faces as a result of the Tar Ponds contamination, and summarizes some of the experiences at Tar Ponds and the lessons China can learn from Tar Ponds. (Contains 10 notes.)

This study compares two high-tech firms in terms of their differences in organizational characteristics and learning activities beyond the boundaries. It finds that the larger company continuously develops new technology to achieve long-term survival through a balance between exploration and exploitation while the smaller enterprise grows quickly by leveraging focused technology and core business. The innovation-oriented firm gives more emphasis to learning beyond its knowledge boundary and the customer-oriented firm focuses on learning beyond its organizational boundary. The two firms' sustainable development illustrates two strategies to adapt to the complexity of the external environment. (Contains 3 tables, 1 figure and 1 note.)

Science and Technology Novelty Search (S&TNS) is a special information consultation service developed as part of the Chinese Sci-Tech system. The author introduces the concept of S&TNS, and explains its role, and the role of the university library in the process. A quality control model to improve the quality of service of the S&TNS at Southeast University is outlined.

Argues that a return to native language education has escalated the tensions and contradictions of the politics of bilingualism. Examines the events pertinent to the language shift from English as a medium of instruction to Chinese in Hong Kong. Emphasizes controversial issues, such as parental choice, antagonism of elite classes, and group politics. (CAJ)

Reviews the issues and trends of vocational/technical education development in less-developed countries focusing on four topics: (1) cost of investment in education; (2) relevance of education and training programs; (3) equity for the trained population; and (4) alternative training and education programs and effects on productivity. (CMK)

Argues that Chinese students are being increasingly exposed to education for modernization while largely missing out on an education in the social criticism of technology that would allow them to make empowered decisions about the role of technology and progress in Chinese culture. (DDR)

A study compared China with the United States, Canada, Australia, and Austria on two aspects of college planning: planning capability consisting of human factors (commitment, participation, coordination) and technology; and planning capacity consisting of system openness and options, decision making, planning authority, and other administrative constraints. Differences between Chinese and Western institutions were slight. (MSE)

Urges making science and technology in primary and secondary schools in China accessible to all students. Recommends restructuring the curriculum and defines objectives for six-year mandatory elementary schools. Includes tables describing current structure. Describes research efforts undertaken to strengthen science and technology education using television, radio, and publications. (NL)