The origin of the "screwdriver"

Six years ago, the story of Ma Jinlin and the screwdriver began. At that time, Ma was a gentle language teacher at Nangong Central Primary School in Fengtai District, Beijing. He was also known as the "King" of the school newspaper, not as an editor-in-chief in title, but as the main force behind the entire process—editing, typesetting, printing, and distributing. On the mysterious fourth floor of the school building, there were several computers. Every weekend, Ma would stay late to work on the newspaper, developing a deep connection with the machines. Later, the school opened a dedicated computer room, and a part-time technician was hired from outside. When this person left, Ma was recommended to the principal. From that day on, the screwdriver became his essential tool, much like a sword for a warrior or a pen for a writer. Teachers often came to him with broken lights or malfunctioning equipment. “Mr. Ma, the light in the music room is broken,” said Teacher Zhang. “That’s an electrician’s job,” Ma replied. But since there was no full-time electrician, he ended up helping anyway. “I have the word ‘electric’ in my title, so I’ll go fix it.” Similarly, when Teacher Li asked for help with a broken tape recorder, Ma smiled and grabbed his screwdriver. “I’m not a genius, but I can fix anything. Just take a look.” Over time, Ma transitioned from being called “the electric education teacher” to “the computer teacher.” Though the official title didn’t fully capture the essence of information technology, it marked a shift in his role. The screwdriver remained important, though its use had changed—repairing fluorescent lights became less frequent. In the computer lab, there were 24 student machines, the earliest 486 series models. They were thick, over 10 cm tall, with screens that looked like 10 inches. Today, many are broken, and only a few remain functional. With just two students per machine, these computers handled everything from third-grade classes to teacher training for village cadres and even some parent workshops. Ma once had to take a bus to Zhongguancun to buy a motherboard for one of them—something even local villagers didn’t know about. Despite the outdated equipment, Ma was proud of their high usage rate. He wasn’t worried about the machines being old; he was more concerned about his own skills. He had taught sports, then language, and finally computers. Without a formal background, he always felt a bit guilty. On weekends, he attended evening classes, dreaming of earning a bachelor’s degree in information technology education. “It’s not enough to just understand computers,” he said. “You need to grasp the deeper meaning of IT education.” The screwdriver was more than a tool—it was the key that opened the door to the world of computers for Ma. It helped him learn, adapt, and grow. Through it, he found his place in the ever-evolving field of information technology education.

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