DIGITAL LEARNING AND TEACHING TECHNOLOGY IN CURRICULUM PRACTICE IN JIANGXI, CHINA

Abstract

ABSTRACT
This study explores the implementation of digital learning and teaching
technologies in the new curriculum practice in Jiangxi Province, China.
The arrival of digital technologies has transformed traditional
educational practices worldwide, and China has made significant strides
in integrating digital tools and resources into its education system.
Research methodology use is explanatory research design, incorporating
both quantitative and qualitative data collection where sample of teachers
(200) and students (200) from Nanchang Institute of Technology involved.
The quantitative phase involves surveys and assessments to measure the
extent of digital learning and teaching technology. and teacher
effectiveness. The qualitative phase includes interviews and observations
to gain a deeper understanding of the challenges, opportunities, and
perceptions surrounding digital learning and teaching in the new
curriculum practice. The findings of this study have significant
implications for educational policymakers, school administrators,
teachers, and students. By exploring the current state of digital learning
and teaching in the new curriculum practice, the study contributes to the
existing literature on educational technology in China and provides
insights into effective strategies for leveraging digital technologies to
enhance teaching and learning outcomes. The research outcomes can be
used to inform the development of evidence-based policies and practices
that optimize the integration of digital tools and resources into the
education system, ultimately improving the educational experience and
outcomes for students in Jiangxi Province and similar contexts.
Keywords: digital learning; teaching technology; curriculum practice;
educational policy