During the "Heartbeat 300 Passionate Classroom Sharing Moments" at the 2026 TEAM Model Experts Conference, Section Chief Dai Yu-Chun from Zhuren Elementary School in Hsinchu County—who also serves as a consultant for the Hsinchu County Digital Learning Promotion Office, Integrative Activities Curriculum Advisor, and Lead Teacher for the MOE Hand-in-Hand Mentorship Program—shared his journey. Starting from returning to the classroom as a homeroom teacher, he integrated HiTeach into his familiar PPT-based lesson preparation with question dispatching, real-time answering, and AI Word Clouds to boost student interaction and feedback. Furthermore, he adopted the Sokrates Digital Lesson Observation System to help observers focus closely on student learning, allowing open class records, video nodes, and discussion questions to be preserved and reviewed as vital foundations for teacher professional growth.
Section Chief Dai Yu-Chun of Zhuren Elementary School in Hsinchu County shared his journey starting from frontline classroom practice, gradually expanding into promoting HiTeach teaching applications and driving digital lesson observation across schools. As a consultant for the Hsinchu County Digital Learning Promotion Office, Integrative Activities Curriculum Advisor, and Lead Teacher for the MOE Hand-in-Hand Mentorship Program, Chief Dai has long accompanied teachers in understanding how digital tools genuinely enter the classroom. He continuously contemplates a core question: How can technology enhance classroom interaction and professional dialogue effectively without changing a teacher's original pedagogical core?
For Chief Dai, delving deeply into HiTeach was not motivated by a desire to chase new tools, but stemmed from a conscious choice to return to frontline instruction.
After the pandemic, Chief Dai served in administrative roles for three years. Many assumed his next step would be advancing further along the administrative track. However, his heart remained tethered to teaching. Believing himself to be a teacher who genuinely loves instruction, he resolutely stepped down from administrative positions to resume homeroom teacher duties, re-engaging with subject preparation and class instruction in Chinese, Mathematics, and other fields.
Upon returning to class, he reflected: He was adept at preparing lessons using PowerPoint and accustomed to organizing instructional logic through slides. Yet if classroom response relied merely on raising hands, student participation remained limited. Many students who knew the answers might not voluntarily raise their hands, while others who struggled remained hard for the teacher to identify in real-time.
Therefore, he sought a tool that could foster greater student engagement without requiring a radical overhaul of his established teaching habits. HiTeach gradually entered his classroom to fulfill this exact need.
Through HiTeach, Chief Dai built upon his familiar PPT preparation by incorporating question dispatching, real-time answer submissions, and AI Word Clouds. Students no longer passively watched slides; instead, they responded in real-time and left measurable learning records, enabling the teacher to gauge comprehension instantly.
This transformation gradually brought recognition to his classroom. Affirmed by his school, the back of his classroom was frequently filled with observing teachers. From initial classroom trials to routinely conducting open lesson demonstrations, Chief Dai accumulated extensive HiTeach application experience in real classrooms and began considering how to share his insights with a broader community of educators.
Even after later resuming his role as the IT Section Chief, he refused to let his teaching skills stagnate. Consequently, he continued leading learning assistance courses, integrating HiTeach with digital learning resources such as Junyi Academy. In the past, when students completed platform exercises, teachers could only see final scores without visibility into the solving process or live learning states. Chief Dai bridged this gap via screenshots, question dispatching, and instant submissions, transforming platform learning into an interactive, feedback-rich, and visible classroom process.
Moving beyond individual classroom practice, Chief Dai gradually stepped onto a broader promotional stage. Starting in 2022, he initiated HiTeach outreach across Taichung and Hsinchu County, receiving invitations from numerous schools explicitly stating: "We want to learn HiTeach." Through hands-on mentorship, he accompanied teachers step-by-step from basic operations to live classroom delivery, bringing interactive pedagogy into more classrooms.
By 2023, even before the Hand-in-Hand Mentorship Program took formal shape, Chief Dai was already conducting open class demonstrations across various schools. This posed a formidable challenge: open classes did not always involve his own students or familiar classrooms. The only constants he brought were his teacher professionalism and HiTeach. Precisely because of these experiences, he appreciated more deeply how vital a tool that clearly captures classroom interaction and visualizes learning trajectories in real-time is for open lesson demonstrations and professional exchanges.
During his promotion efforts, Chief Dai also introduced the Sokrates Digital Lesson Observation System. Compared to traditional observation requiring simultaneous viewing and manual note-taking, digital lesson observation allows observers to scan a QR code via smartphone to enter the observation system, marking observations, time-stamps, and questions live during class.
This shift transformed lesson observation from merely logging what the teacher said to focusing intently on student learning. Observers can mark specific timestamps indicating whether students are focused, completing tasks, or experiencing doubts, while raising live observations regarding classroom interaction. For instance, if observers notice students operating HiTeach smoothly, they can submit a question like: "Students operate very smoothly; did they practice beforehand?"—which can then be revisited and discussed during post-lesson analysis.
This embodies the core value Chief Dai emphasizes when promoting digital lesson observation: allowing observing teachers to focus entirely on the live classroom rather than being distracted by manual note-taking. When observations, questions, and video nodes are synchronized and preserved, post-lesson discussions no longer rely on memory or vague impressions, but return to concrete classroom segments to engage in professional dialogue grounded in student learning.
The Sokrates Digital Lesson Observation System also lowers the barrier for teachers participating in digital observation. Even if teachers have not fully adopted HiTeach classroom interaction, they can initially use the system as a simple lesson recording and observation tool. When combined with HiTeach classroom interaction, it generates rich AI analytics, quantitative, and qualitative statements—including the Technology Interaction Index, pedagogical applications, AI Mind Maps, slice tag totals, and norm-referenced analysis—helping educators understand the complete classroom landscape.
Chief Dai highlighted in his talk that open lesson observations during the Hsinchu County Self-Directed Learning Festival extensively adopted this approach. Videos, observation logs, and time nodes of open classes are stored on the platform, enabling teachers who could not attend in person to log in and review the sessions afterwards. Consequently, open classes are no longer one-off event days, but sustainable professional resources for ongoing review, dialogue, and growth.
However, for Chief Dai, the tool itself is never the ultimate objective. From returning as a homeroom teacher to restructure instruction, to utilizing HiTeach to boost student interaction; from open lesson demonstrations to mentoring county teachers; and to introducing the Sokrates Digital Lesson Observation System to ground observation and discussion in evidence—his focus has remained singular: How to make classrooms better, help teachers see students more clearly, and focus professional dialogue among educators.
His journey exemplifies the vital role of a digital learning advocate. True promotion is not merely introducing tools to teachers, but starting from one's own classroom, practicing firsthand, demonstrating publicly, and accompanying fellow teachers to understand the pedagogical purpose behind the technology. HiTeach and the Sokrates Digital Lesson Observation System serve as crucial bridges connecting classroom interaction, student learning, and teacher professional growth throughout this process.
From a single classroom to county-wide implementation, Chief Dai's practice reminds us that the value of digital teaching lies not in replacing teachers, but in enabling teachers to better understand student learning. Likewise, the value of digital lesson observation lies not in increasing administrative logs, but in making observation focused and post-lesson dialogue concrete, ensuring every open class truly serves student learning and teacher development.
When observation can be recorded, reviewed, and discussed, a classroom is no longer just a single 40-minute event, but a continuously accumulating journey of professional growth. This represents the most profound practice value showcased by Section Chief Dai Yu-Chun through HiTeach and the Sokrates Digital Lesson Observation System.
