The 4^th industrial revolution-driven technology developments such as AI, SNS, and network have been changing our daily life. Accidentally, the COVID-19 pandemic in recent couple of years drove most schools to accept advanced technologies for education such as virtual conference system, on-line lecture system, data-sharing system, etc. These changes drove the education environment in many aspects. Shared technologies such as Zoom video conferencing, Padlet information sharing, and Google Classroom as an online learning management system is routinely used to foster collaboration and communication between students as well as students and teacher. Low price IoT sensors are widely spread in schools and data sharing platforms are being developed under the project of Intelligent Science Lab. The most remarkable change is that internet access becomes available in every space of school in Korea. In addition, government began to provide smart devices to all students in middle schools from 2022. This one device-to one student policy reflects the needs of students and teachers to participate in online learning at home and school. The space of activity has expanded from the stagnant and trapped well of knowledge of textbooks to the sea of information over the world. Such changes in the school environment leads to educational focus from knowledge delivery to problem-solving competency including data and digital literacies.

　　This study explores how collective teacher agency is developed and manifested within two online teacher education courses in a Canadian university and a Chinese university under the Covid-19 pandemic context. Employing a digital ethnographic approach, this study reveals that: 1) the structural changes caused by the pandemic create common goals for collective teacher agency to develop; 2) collective teacher agency is motivated by caring for student well-being and honing of teaching skills; and 3) the asynchronous course structure hindered Chinese student teachers’ collective efforts to improve teaching but afforded the Canadian group’s greater collective agency in connecting with their schools. Importantly, this study highlights the role of emotions in facilitating collective agency and argues that emotions are an integral but often overlooked part of teacher agency.

　　There have been warnings about the significant impact of inequalities in school resources and communities on the continuation of education and the resumption of schooling in the midst of the COVID-19 pandemic. In this article, three cases challenged are introduced. The first case concerns high school students who have continued their quality research projects at high school through online cyber-mentoring. The second case concerns the personalization of high school physics instruction. An online class was allowed students to prepare for a course at their own pace, by choosing different levels of progress. The students’ learning logs were profiled automatically. The last example describes the implementation of STEAM (Science, Technology, Engineering, Art, and Medicine/Mathematics) education for young children. “Medicine” as part of the “M” in STEAM was included and a unique program was developed to study medicine, its structure and effects, and human body from early years.