The 9th International Conference of Educational Innovation through Technology (EITT2020)
December 16-17, 2020 (GMT +8)
Registration Due Date: September 25, 2020
The Society of International Chinese in Educational Technology (SICET) will organize the 9th International Conference of Educational Innovation through Technology (EITT2020) to provide a forum for researchers in the technology and education fields to publish new research findings and exchange insights and experiences on related topics.
The conference will be held on December 13-17, 2020,
in Porto, Portugal virtually online. You are invited to present at EITT 2020 to share your expertise and innovative practices with your peers, professional practitioners, and researchers from various disciplines around the world. The first eight EITT conferences have been held successfully since 2012, with EITT2012 in Beijing, China; EITT2013 in Williamsburg, Virginia, USA; EITT2014 in Brisbane, Australia; EITT2015 in Wuhan, China; and EITT2016 Tainan, Taiwan; EITT2017 in Osaka, Japan; EITT2018 in Auckland, New Zealand; and EITT2019 in Biloxi, MS, USA.
Founded in 2003, the Society of International Chinese in Educational Technology (SICET) is a nonpolitical, non-profit academic organization. The mission of SICET is to establish and strengthen international academic connections, exchanges, research, and studies in educational technology for teaching and learning, as well as to promote the application of technology in education.
EITT2020 Conference Theme:
Borderless Transdisciplinary Education in the Internet Age
Keynote 1: Reaching transdisciplinary through field reconceptualization: From systems to learning engineering
Wednesday, December 16, 9am -10am Beijing Time / Tuesday, December 15, 5pm - 6pm PST / Wednesday, December 16, 2am - 3am (GMT+1)
Abstract: This keynote will take on the perspective of an educational technologists’ journey from traditional ed tech through learning sciences to transitions in the field overall toward profound learning, learning engineering, and negentropy as the field continues to evolve. By reviewing foundations in systems, leadership, and innovation, Dr. Carr-Chellman takes us on a journey toward the edges of our field with a particular attempt to engage transdisciplinarity and multidisciplinary.
Dr. Alison Carr-Chellman
Dean and Professor, College of Education, University of Dayton
Dr. Alison Carr-Chellman currently serves as the Dean of the School of Education and Health Sciences at the University of Dayton, in Dayton, Ohio, USA. Prior to her work at Dayton, she served as Dean at the University of Idaho (2016-2020), Department Chair, Program Chair, Assistant, Associate and Full professor at Penn State University for more than 20 years. She has an active consulting practice working with projects across many discipline areas including pharmaceuticals, military, k-12, non-profits and higher education. She served as the Editor in Chief for E-Learn Magazine and is currently the President-Elect of the Association for Educational Communications and Technology (AECT) the premier professional association for those in the fields of instructional design, educational technology and learning sciences. She has written extensively in the areas of systems theory, online learning, school reform, innovation and change. She has presented widely on these same topics including several international invited keynotes. Alison’s TED talk on boys and gaming has been viewed by more than 1.3 million TED followers.
Keynote 2: Embracing student diversity for quality in higher education
Wednesday, December 16, 4:10pm -5:10pm Beijing Time / Wednesday, December 16, 12:10am - 1:10am PST / Wednesday, December 16, 9:10am - 10:10am (GMT+1)
Abstract: The role of higher education is to prepare students for a long working life with relevant knowledge and skills to the betterment of society. To be able to fully live up this role we need to acknowledge that the student population is diverse. In this talk I will discuss what diversity entails and give examples of what kind of challenges traditional higher education practices impose for a diverse student population. Next, I will present my views on what we can do to become more diversity oriented, and how we can make more students succeed. I argue that diversity needs to be utilised as an attribute of quality and not considered a problem to be solved.
Dr. Froda Eika Sandnes
Oslo Metropolitan University, Norway
Dr. Frode Eika Sandnes, received a B.Sc. in Computer Science from the University of Newcastle upon Tyne, U.K., and a Ph.D. in Computer Science from the University of Reading. He is a Professor in the Department of Computer Science at OsloMet and Kristiania University College and has also acquired status as a distinguished teaching fellow. His research interests include human-computer interaction generally and universal design specifically. Dr Sandnes has been instrumental in the establishment of the first master specialization in Accessibility Norway. He is an editorial member of several journals including Universal Access in the Information Society and has hosted several international conferences including ACM NordiCHI. Sandnes is the Norwegian representative to IFIP TC13. He was involved in the translation of WCAG2.0 into Norwegian, has written several textbooks and he has served on the board of the usability special interest group of the Norwegian Computer Society.
Keynote 3: The Borderless Role of Innovation in Educational Technology
Thursday, December 17, 9am -10am Beijing Time / Wednesday, December 16, 5pm - 6pm PST / Thursday, December 17, 2am - 3am (GMT+1)
Innovation is borderless. Anyone can innovate and individuals are innovating through all forms of technology. Borders can be thought of as the borders of our minds or the borders of our world. The possibilities of who is inventive or what is innovation remains subjective. This presentation provides insight into the borderless role of innovation in cross cultural, interdisciplinary and educational technology contexts.
Dr. Patricia A. Young
Associate Professor & Program Director of Elementary Education
University of Maryland Baltimore County
Cultural and Regional Perspectives Editor,
Educational Technology Research & Development Journal
Dr. Patricia A. Young is an educational technologist, professor and software developer. As an Associate Professor at the University of Maryland Baltimore County, Dr. Young developed the Culture Based Model as a novel research-based framework for building culture-based information and communication technologies. This model is documented in several articles, and her 2009 book Instructional Design Frameworks & Intercultural Models (Information Science Reference). Her research also investigates the history of educational technologies designed by and for African Americans. She built Proticy an innovative learning analytics software that improves teaching and learning in higher education. Her new book entitled Human Specialization in Design and Technology: The Current Wave for Learning, Culture, Industry and Beyond (Routledge, expected Spring 2021) advocates for innovation as the way to improve industry, education and human performance.
Keynote 4: Artificial Intelligence Promotes the Reform of Teaching and Learning Methods
Thursday, December 17, 10am -11am Beijing Time / Wednesday, December 16, 6pm - 7pm PST / Thursday, December 17, 3am - 4am (GMT+1)
Abstract: Professor Gu Mingyuan, a famous Chinese educator, pointed out that "the most important thing for AI+ is to change the teaching mode from teaching-centered to learning-centered ". In order to promote the change of teaching and learning methods, artificial intelligence technology should study how to support students' independent learning, cooperative learning, and inquiry learning. Although the current research on artificial intelligence is only in the exploratory and experimental stage, many educators have already conducted teaching experiments and achieved some achievements. This study concludes it into five teaching modes: (1) Project-based learning (PBL) supported by artificial intelligence technology. (2) Data-driven learning supported by TensorFlow, an open-source artificial intelligence tool. (3) Hybrid learning supported by intelligent agent technology. (4) Gamification learning supported by ARA Intelligent Teaching System (ITS). (5) Intelligent adaptive learning supported by an adaptive learning platform. Through Project-based learning (PBL), data-driven learning, mixed learning, game-based learning and intellectually adaptive learning activities supported by artificial intelligence technology, students' learning styles have changed. Learning does not rely on teachers' lectures but promotes independent learning, cooperative learning, and inquiry learning. Students not only learn knowledge but also learn problem-solving skills and improve their learning ability.
Dr. Li Kedong
Professor, School of Educational Information Technology
South China Normal University
Professor Li Kedong is a doctoral supervisor of the School of Educational Information Technology of South China Normal University. His research focuses on the basic theories of educational technology, information technology teaching applications, computer-supported collaborative learning (CSCL), e-Learning, and blended learning theory and practice. He and his team have published 17 books and more than 70 papers and made outstanding contributions to China’s education reform, providing theoretical research, technology development, and policy consultation, among many other ground-breaking initiatives. He is the academic leader for the National Key Disciplines of Educational Technology in South China Normal University, served as the director of the Institute of Educational Technology in South China Normal University and Guangdong-HongKong-Macao greater Bay Area STEM Education Alliance.
Keynote 5: Online Learning in Vocational Education of China during the COVID-19: Achievements, Challenges and Future Development
Thursday, December 17, 2:30pm - 3:30pm Beijing Time / Wednesday, December 16, 10:30pm - 11:30pm PST / Thursday, December 17, 7:30am - 8:30am (GMT+1)
Abstract: COVID-19 has challenged education systems globally. Traditional teaching and learning activities of more than 1,300 vocational colleges and nearly 11,000 vocational high schools in China had to be paused and transformed into the online mode. A study had been conducted to trace the unprecedented change which would provide policies and practical experience worthy of reference for the follow-up development of vocational education in China and other countries in the world. The study took three methods, including questionnaires, case studies, and in-depth interviews, collecting valid questionnaires from 767 schools, 17009 teachers, and 270,732 students. Besides, it gathered 110 online learning cases from 21 provinces and 170 cases of the online curriculum from 14 provinces through news websites, case collection, and other means. The talk will present the achievements and facing challenges during the pandemic of vocational education in China and suggest the policies for future development.
Dr. Xibin Han
Associate Professor and Vice Dean
Institute of Education
Dr. HAN Xibin is an Associate Professor and Vice Dean at the Institute of Education at Tsinghua University. His research focuses on e-learning system development and adoption, blended learning implementation, and institutional teaching innovation through technology in higher education and vocational education. In the last 20 years, he and his team have made outstanding contributions to China’s education reform through IT in universities and vocational colleges, providing theoretical research, technology development, and policy consultation, among many other ground-breaking initiatives. He is the co-editor of the Journal of Educational Technology Development and Exchange (JETDE) and an Editorial Board member of the journal of the Internet and Higher Education. He served as the president of the Society of International Chinese in Educational Technology (SICET) in 2018.
December 16, 2020, GMT+8 (Day 1)
|Keynote Session 1:
Reaching transdisciplinary through field reconceptualization: From systems to learning engineering.
Prof. Alison Carr-Chellman.
University of Dayton, USA.
(Virtual Room A)
(Virtual Room B)
|Online Course and Web-Based Learning||Massive Open Online Course|
(Virtual Room A)
(Virtual Room B)
|Professional Development of Teacher Education||Emerging Perspectives and Trends in Education|
(Virtual Room A)
(Virtual Room B)
|STEM/STEAM Education||Blended and Hybrid Learning Courses|
|09:10-10:10||16:10-17:10||00:10-01:10||Keynote Session 2:
Embracing student diversity for quality in higher education.
Prof. Froda Eika Sandnes.
Oslo Metropolitan University, Norway.
December 17, 2020, GMT+8 (Day 2)
|02:00-03:00||09:00-10:00||17:00-18:00(-1)||Keynote Session 3:
The Borderless Role of Innovation in Educational Technology.
Prof. Patricia A. Young.
University of Maryland Baltimore County, USA.
|03:00-04:00||10:00-11:00||18:00-19:00(-1)||Keynote Session 4:
Artificial Intelligence Promotes the Reform of Teaching and Learning Methods.
Prof. Li Kedong.
South China Normal University, China.
(Virtual Room A)
(Virtual Room B)
|Educational Data Analytics Techniques||Design and Framework of Learning Systems|
(Virtual Room A)
(Virtual Room B)
|Innovative Learning Practice Research for K-12||Computational Thinking in Education|
|07:30-08:30||14:30-15:30||22:30-23:30||Keynote Session 5:
Online Learning in Vocational Education of China during the COVID-19: Achievements, Challenges and Future Development.
Prof. Xibin Han
Tsinghua University, China.
An Assessment of the Internet Learning of Primary School Students in the Internet Service Environment
Xin An, Yushun Li, Shu Han and Ying Zhou
The Relationships of Self-efficacy, Learning Behavior and Academic Performance of Junior Middle School Students in Online Learning
An Investigation on Online Learning for K12 in Rural Areas in China during COVID-19 Pandemic
Yujuan Guo and Li Chen
K-12 Teachers’ Attitude Towards Online Learning Platforms During COVID-19 Epidemic in China
Peiyu Wang, Tianjiao Chen, Jie Liu and Heng Luo
Analysis of the college students' online learning status and implementation strategies during the epidemic
Dongqing Wang, Wenjun Pei and Huan Liu
Systematic integration of instructional videos design principles focusing on MOOC videos: a comparative study between Chinese and other regions' application
Wanqi Zhou, Yuyue Wang, Hui Chen and Heng Luo
Teacher supported behaviors affecting MOOC learners’ intention based on TAM and SOR Model
Wenshuang Ge, Xibin Han, Huajun Wu, Juhou He and Hao Bai
Case Study of Collaborative Learning in a Massive Open Online Course
Chen Feng and Yaqian Xu
Research on Support Services of MOOC-Based Online Teacher Professional Development During the COVID-19 Pandemic
Yuling Huang, Youru Xie, Yi Qiu, Qi Yuan, Yachun Liu and Huiwen Zhong
Development and Application of A Massive Open Online Course (MOOC) “Online Teaching in the Epidemic Period” Based on the Object-ContentDevelop (OCD) Model
Yuanyuan Zou, Youru Xie, Yi Qiu, Jia Li and Jing Bai
Introducing Blended Learning in a Community College: How teachers can be prepared
Xiaojing Bai and Xibin Han
The Design of 4C/ID in Teacher Training Course and Its Empirical Research
Wei Xu, Yu-jia Yao and Zhi-Yi Shen
Development and Application of Information Literacy Assessment Tool for Primary and Secondary School Teachers
Chi Zhou, Huan Wang, Xingfang Liang and Min Chen
Development and Validation of a Scale for Teacher Professional Capital for ICT-enhanced Teaching Innovation
Xiaolin Liu, Jiashuo Chang and Liguo Zhang
Research on the Model and Development Status of Information Literacy Self-improvement Ability of Primary and Secondary School Teachers
Min Chen, Chi Zhou and Yali Wu
Looking Back Before We Move Forward: A Systematic Review of Research on Open Educational Resources
Xiangyu Meng, Can Cui and Xiaochen Wang
Exploration and Practice of the Dual-System Talent Cultivation Mode of “Teaching for Cultivation, Cultivation for Spirits” in Guangdong University of Petrochemical Technology
Mei Liu, Rujin Zhou, Yingjing Xu and Jingyun Zhang
Research Hotspots and Development Strategies of Smart Classroom in China
Yan Chen and Yichun Zhang
Text Analysis of Educational Informatization Policy in China from 1989 to 2019
Jieting Cao, Xiaoying Feng and Li Chen
Analysis of the Differences of K-12 Digital Learning Situation from A City in the East of China
Jingjing Xu, Weiping Hu, Shu Zhao, Hang Lu, Bojun Gao and Jilong Zhao
Development, implementation and optimization of interdisciplinary STEAM school-based curriculum
Gao Hanrui, Zhang Yi, Shangguan Yujie and Wu Huan
The Research for STEM education of the Adolescents in China - Based on the Analysis of CASTIC
Yuanyuan Sun and Yushun Li
A Comparative Analysis of STEM Education Research (2016-2020) Based on CiteSpace
Min Li, Jingpeng Liu and Yushun Li
Discussion on the New Form of "Hearing " Integrating into STEM Educational Activities
Zijing Wen, Xinfeng Luo and Ning Ma
Student Evaluation of Blended Learning for Basketball Courses in Universities: Analysis from Knowledge, Skill and Attitude
Yingjie Zhang and Wen Wang
Problems and Countermeasures of Blended Learning - Taking Arts Students and Science Students as Examples
Xinyu Zhao and Yushun Li
Status Quo of Chinese Middle School Students' Self-regulated Learning and Its Impact on the Academic Performance of Blended Learning
Zhi Xia Huang, Shuang Li, Junlei Du, Yu Pei and Xueping Tang
Students' Online Behavior Patterns Impact on Final Grades Prediction in Blended Courses
Yangyang Luo, Nan Chen and Xibin Han
Construction of Master of Food Science and Engineering - International Student Program in South China University of Technology
Erdong Yuan, Sladana Bozovic, William Kwame Amakye, Wenjie Zheng, Fang Lu, and Jiaoyan Ren
Integrating Mental Models into Intelligent Tutoring Systems for Solving Random Sampling Word Problems
Jingxiu Huang, Yunxiang Zheng, Qingtang Liu, Linjing Wu, Yigang Ding and Li Huang
Investigating students’ dynamic learning emotions and interactions in online discussion
Yue Li, Zhu Su, Sannyuya Liu and Zhi Liu
Research on the Relationships of Interactions in Connectivist Learning Based on Social Network Analysis
Luoying Huang, Xiaoying Feng, Pengyu Chen, Ruixue Wang and Shuhan Luo
The relationship between mode and content type of forum interaction and MOOC engagement pattern
Xueping Tang, Shuang Li and Zhixia Huang
Examining the effects of the 5E instructional model on college students’ higher-order thinking skills, peer interaction and learning achievement
Kaili Lu, Harrison Hao Yang, Yinghui Shi, Hui Xue and Xuan Wang
Development of Online Flipped Blended Teaching Mode in Higher Vocational Education during COVID-19 outbreak: A Case Study
Lin Liu, Kai Liu and Jianbao Zhao
The Construction and Effect of the MOOC-based One Plus Three Teaching Model During the COVID-19 Pandemic
Youru Xie, Yi Qiu, Yuling Huang, Jia Li, Yachun Liu and Jiayao Wu
A Prediction Framework of Learning Outcomes Based on Meaningful Learning Features
An Empirical Study on Learner Interactive Behavior in SPOC Forum
Yu-ru Lin, Yi Zhang, Han-Ru Gao and Wei Mo
The Influence of Learning Style and Role Taking on the Group Knowledge Construction in CSCL
Shurui Gao, Jingwen She, Shumin Wu, Shuo Wu and Ning Ma
A Comparative Study on the Application Effect of Live Comments in Different Types of Classroom Teaching
Shurui Gao, Shufan Jiang, Qianru Chen, Yanhua Din, Heng Luo
Research on Mobile AR Language Learning Environment Based on Virtual Avatar
Xiaodong Wei, Guodong Yang, Kai Zhang and Zhe Li
Promoting Teaching Self-efficacy in Computational Thinking of School Teachers
Ming Zhao, Mei Zhao, Xiao-Hong Wang and Hong-Liang Ma
Instructional Procedure and Strategy of Primary School Programming Education Focusing on Cultivating Computational Thinking
Zeshan Lin and Meimei Ke
Effects of integrating Collaboration Scripts into Pair Programming for Developing Computational Thinking
Zhiqiang Ma, Yaqin Liu and Mingxuan Chen
The Research of Programming Teaching in Primary School on the Cultivation of Computational Thinking
Yichi Wang, Yi Zhang, Aiping Mao, Jue Wang and Niu Li
Topics for submission include, but are not limited to:
- Educational information strategies, policies, and assessment
- Theories and practices of educational technology integration into the curriculum
- Theories and practices of open and distance education
- Intelligence, mobile, and ubiquitous learning
- Theories and practices for teacher education and development
- Innovations of language teaching in the digital learning environment
- Development and application practice of educational platforms
- Technology, structure, and standards related to information systems in education
- STEM/STEAM education
- Computational thinking and its applications
- Multidisciplinary/Interdisciplinary learning or teaching
- Paper Submission: May 15, 2020
- Author Notification: July 15, 2020
- Registration Open Date: September 5, 2020
- Final Manuscript Due Date: September 25, 2020
- Registration Due Date: September 25, 2020 (Only for authors submitting papers to the conference; Please note, only papers with authors who have registered for attending the conference will be published in the EITT2020 proceedings. The registration fee is US$400 for each participant)
The Society of International Chinese in Educational Technology (SICET), http://sicet.org
The University of Trás-os-Montes and Alto Douro (UTAD), Vila Real, Portugal
Submission of Papers
A paper should be prepared according to the proceedings template, which can be obtained at
It must be 4-6 pages in length, including an abstract, references, and tables/figures. Submissions should represent original and substantive research results. We will not accept any paper which, at the time of submission, is under review or has already been published (or accepted for publication) in another conference or journal. Authors should submit their manuscripts in PDF format to EITT2020 via the EasyChair submission system (available soon). Each paper submitted to EITT2020 will be evaluated carefully based on originality, significance, technical soundness, and clarity of expression.
The proceedings of EITT2020 will collect selected papers through a standard peer-review process. The organizer of the conference will collaborate with Conference Publishing Services (CPS) to publish the EITT2020 proceedings. (CPS website: https://www.computer.org/web/cs-cps/)
- CPS will provide full communication and assistance to authors and organizers throughout the publication process.
- All accepted papers (up to six pages in the Proceedings format) of the conference proceedings will be submitted to Xplore and, upon acceptance, submitted for indexing in EI (Compendex).
Only papers that are presented by an author at the conference will be submitted for inclusion in the above digital libraries.
Conference Venue: Porto Palácio Hotel & Spa, Porto, Portugal
Conference Dates: December 13-17, 2020
Prof. Yueh-Min (Ray) Huang
Dept. of Engineering Science
No. 1, University Road
Tainan, 701, Taiwan
Contact in Portugal
Prof. João Manuel Pereira Barroso
Pro-Rector for the Innovation and Technology Transfer
University of Trás-os-Montes e Alto Douro (UTAD)|5000-801 Vila Real|Portugal
tm: +351939030712|tf: +351 259350380|skype: joao.barroso|e-mail: firstname.lastname@example.org