Abstract:

The sudden outbreak of an epidemic in 2020 has aroused unprecedented attention to educational technology. From a historical viewpoint, there is indeed an interactive relationship between technological progress and school education. While technology promotes the transformation of teaching forms and methods, it constantly seeks development space from the social needs of education. However, technology has never fundamentally shaken the relationship configuration of tutor-student dialogue in education. Due to certain characteristics of contemporary information technology, some people expect to deconstruct and even subvert all traditional models, but its effect in reality is not ideal. At least for the present and foreseeable future, the information technology revolution may not necessarily bring about a pedagogy revolution. The main factor causing various current paradoxes and dilemmas of modern education lies in the education systematism which embody social structure rather than technology. Technology does not necessarily manifest itself as an emancipatory force. It may promote the amplification and involution of the existing functions of education, and may also cause the attenuation and alienation of the inherent value attributes of education. Therefore, we need to be open and cautiously optimistic about technological intervention and application.

Key words: education technology, school education, online teaching, effect