ChatGPT has been increasingly serving as a helpful assistant for English as foreign language (EFL) learners, playing an undeniably important role in language learning assistance. However, few studies have investigated the impact of ChatGPT on the writing of EFL learners from an empirical research perspective. This study compares English outlines written by learners without ChatGPT assistance and their revised outlines with ChatGPT assistance. Discourse analysis of student writing results indicates that ChatGPT helps improve students' writing logical structure, enrich the content of student writing, assist students in polishing vocabulary and grammar, and enhance students' writing ability. Reflection essays show that students have a positive attitude toward using ChatGPT in writing. This study finds that ChatGPT is a useful auxiliary tool for language learning. But to make it beneficial for student learning, schools and teachers must be aware of its limitations and provide students with sufficient guidance.

As human beings are entering the era in which AI be-comes the new engine to drive social, economic, and sci-entific advancement, education is intensively being re-quired to adapt to this trend, to equip current and next generation with necessary knowledge, skills, and think-ing. Although AI education has achieved relative success in universities and cultivated a large number of talents and companies in the past decade, it hasn't made signifi-cant progress in K-12 education. We identify the key challenges as two gaps, one is about transferring practice from university education to K-12 education, and the other is about the inequal distribution of AI educational resources. To fill these gaps and to efficiently facilitate K-12 AI education, especially in countries like China, we designed and implemented a Web-based platform, which as a focal and sharing point of K-12 educational resources to provide essential AI learning and exercising components to both students and instructors. With this platform, we've successfully conducted a series of initial trials and gained positive feedbacks. We believe a wider-range application of the platform will achieve promising results for K-12 AI education.

Affected by COVID-19, Chinese Ministry of Education issued an important deployment named “Classes Suspended while Learning Continues” during Spring Semester, 2020. Online teaching, therefore, has been carried out in all of Chinese universities between March and June, 2020. College teachers should adjust their teaching behaviors to adapt to large scale online education situation and they might meet some challenges during the implementation of online teaching. This study aimed to investigate college teachers' TPACK level during the epidemic situation. 91 teachers from Chu Kochen Honors College, Zhejiang University, were randomly invited to fill in the survey. The findings of the study indicated that: (1) the scores of teachers in content knowledge (CK) dimension were the highest, while it was lowest in technology knowledge (TK) dimension, in addition, technology-related knowledge was kept at a low level relatively; (2) gender and age had no significant impact on surveyed teachers' TPACK level while online teaching experience had a significant impact on TK dimension. Based on the findings, the researchers put forward several suggestions including perspectives from teacher training, comprehensive utilization of emerging technology to improve teachers' TPACK level.

The current years have witnessed that educational innovation has been increasingly considered as an vital target in education reform and management. Many current studies from the perspective of instructive design shed light on discussing the approach to inspire the innovative intention and ability among the society, while few studies focus on the driving mechanism of enhancing instructors' innovation ability in the ear of information, which should be paid special attention since innovative ideology and behavior from instructors tend to positively influence the participants' innovation. Moreover, few research were conducted to explore the influence of interaction between instructors and participants on their innovation in the context of “internet +” entrepreneurship. The educational crowd-funding model is an approach to meet the needs of interactive innovation and entrepreneurship through achieving some educational service agreements online, which may be beneficial to stimulate instructors' entrepreneurship enthusiasm and enhance their interactive capability. It is thus considered that educational crowd-funding could both have access to collective wisdom and meet individuals' specific needs, among which the innovative ecosystem could be constructed with achievement.