| Since the year 2000,globalization has swept over the whole world and almost all thecountries have taken actions to seize the opportunities and face up to its challenges.On the one hand,countries around the world have conducted cooperation in almost all fields,such as economy,politics,societies,technology and so on.This has made all countries interdependent.There are both cooperation and competitions among them.Against such backgrounds,foreign language education policy is expected to be made for the sake of the economic and political development in our country.On the other hand,with the development of IT and internet technology,especially the mobile technology,lifelong learning,learning anywhere and informal learning have become increasingly popular.Foreign language policy,as a part of national policy,has consistently laid emphasis on technology to promote foreign language educational system and effective foreign language learning.Therefore,it is universally acknowledged that language education is expected to help promote human capital.Foreign language policy is expected to help cultivate the qualified and competitive talents for our country in this era of globalization and information.This research attempts to explore the following three issues.The first issue is majorly concerning the historical development of educational technology in foreign language education policies in China’s tertiary schools.The second issue is concerning the status quo of the development of educational technology in foreign language education policies in China’s tertiary schools,including the driving factors of different policies,the conflicting options and so on.The third issue is about the options of values governing educational technology in foreign language education policies and their legitimacy and effectiveness in different periods.The power that drives these three research questions is to clarify the laws and principles behind all these policies.This research could also serve as a consultation for our policy makers in the field of educational technology in foreign language education policies.There are several research findings.The first round of college English reform from the year 1999 onwards was the initial stage where the development ofeducational technology focused on the construction of ICT facilities,such as classrooms for self-regulated English learners;The period from the year 2006 to the year 2013 marked the integration of technology into foreign language teaching and learning where the policy focus gradually moved to the development of educational resources in pursuit of effective foreign language education.During this phase,our foreign language development began to put an emphasis on the self-regulated learning.The year 2013 to 2016 signified the period when teachers analyze learners’ behavior via big data.This research also depicts the evolvement of values governing the educational technology in foreign language policies in China’s tertiary schools.In the first round of educational reforms,technology just played the role of an assistant in traditional classrooms and this practice was governed by the value of educational fairness.In the second round,technology was widespread in learning platform and learning resources,with an aim to promote communicative competence.This round was governed by the values of sharing and cooperation.The third round marked the integration of technology into education,with an aim to help learners develop trans-disciplinary,cross-cultural and communicative competence.This round was governed by the principles of sharing,cooperation,openness and innovation.The current round of reform marks the human-capital-cultivation age,with an aim to arouse the full potentials of human beings under the help of technology.The ultimate value is to pursue human-centeredness.These research findings can serve as a counselling for policy makers,as well as a reference for educational technology in other fields. |
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