ABSTRACT
This chapter discusses the foundational theory of deeper learning – the new paradigm of CTCL educational technology research – and mainly contains three parts. The first part introduces the connotation of the CTCL paradigm, explaining its core point of view on the four elements – culture (C), technology (T), learning content (C), and learner (L) – tracing its background from “media application” to “learning technology”; emphasizing that the learner is the focus of research; and taking subject teaching as the orientation. The second part introduces the new developments in CTCL paradigm research, including development of cognitive diagnostic tools for senior high school IT, design of effective digital resources for junior high physics, and research on motivation and conceptual change for college foreign languages. The third part introduces the orientation of deeper learning: empirical induction and theoretical construction rooted in real-life contexts; the focus on school education and paradigm innovation in class teaching; and exploration of subject content and developing effective subject teaching technologies.
