In the “Internet+” era, to understand the difference between the traditional classroom and smart classroom, this study uses the current domestic and foreign classroom teaching behavior research methods as a starting point and analyzes the teaching behaviors in classrooms from six dimensions: resource sharing, teacher lecturing, teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback. A data analysis method is used to conduct a complete statistical study on the teaching behaviors of the 40 lessons selected in the first smart classroom innovation teaching competition in Jiangsu Province, and the analysis results show that there are significant differences in teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback in the smart classroom and the traditional classroom. There is no significant difference in data analysis between resource sharing and teacher teaching, but through further video observation and analysis, the two still show the difference in the actual classroom.

In this study, telecollaborative learning activities were carried out in virtual learning environments created by the 360-degree video technology. We aimed to facilitate students’ creativity, innovation, and entrepreneurship. Two groups of students, a group of junior high school students from China (n = 15) and a group of university students from Indonesia (n = 10), participated in the study. Students created cultural learning content using the 360-degree video technology which considered to be creative, innovative, and entrepreneurial, shared it with their international partners on the telecollaborative platform and then watched content of their partners to experience virtual panoramic tours. After that, students exchanged their ideas and comments with each other in order to improve content quality. We investigated whether participation in telecollaborative learning activities positively impacts students’ creativity, innovation, and entrepreneurship. The data were collected through questionnaires and interviews. We also analyzed content created by the participants in learning activities. Two main findings were obtained: (1) technology-supported learning activities improved participants’ creativity, innovation, and entrepreneurship and (2) the participants positively perceived their learning experiences. Based on our results, we proposed several suggestions and derived some implications.

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Teachers’ informatization teaching ability (TITA) is the core ability of teachers to engage in educational activities in the informatization environment. It is an essential indicator of the quality of education and affects teachers’ professional development in the technological age. To get a precise teachers’ informatization teaching ability scale and to measure TITA more accurately, the quality of existing scales needs to be improved. This study analyzed and generalized definitions, models and frameworks for TITA, proposed a four-dimension model (teachers’ informatization teaching metacognitive ability, informatization teaching design ability, informatization teaching implementation ability and informatization teaching evaluation ability), and developed the TITA scale. Three experts were involved in the content validity of the TITA scale process. A total of 403 valid questionnaires answered by Chinese primary and secondary school teachers were used to test the reliability and convergent validity of the scale. The results showed that the TITA scale has high reliability and good validity, and it can be used to evaluate TITA in future studies. The TITA scale also provided a theoretical framework to help teachers consider how to transfer knowledge and skills to students by various technologies more effectively.