The origin of the "screwdriver"

Six years ago, the story of Ma Jinlin and the screwdriver began—not with a dramatic event, but with a quiet shift in his role at Nangong Central Primary School in Fengtai District, Beijing. At that time, Ma was just a gentle language teacher, known for his calm demeanor and dedication to his students. He also served as the "King" of the school newspaper, not as a mere editor, but as the driving force behind every stage of the publication: from content creation to layout, printing, and distribution. In the mysterious fourth floor of the school building, there were a few old computers, and on weekends, Ma would often stay late to typeset the newspaper. This is how he first formed a deep bond with the computer—like a craftsman with his tools. Later, the school opened a dedicated computer room and hired an external part-time technician. When this person left, Ma was recommended by the previous staff to take over. From that day on, the screwdriver became an essential tool in his hands, much like a sword for a warrior or a brush for a scholar. Teachers began to call on him for all sorts of repairs—whether it was a broken lamp in the music room or a faulty tape recorder. “But I’m not an electrician,” Ma would say with a smile, “but if I have the screwdriver, I might as well try.” At times, even during class, when a machine broke down, Ma would let the students practice typing or work under their desks while he fixed the problem. The old 486 computers, bulky and thick, were once the heart of the classroom. With the help of the screwdriver, Ma transitioned from being called an “electric education teacher” to a “computer teacher.” Though the official title didn’t fully capture the essence of information technology, it marked a shift in his role. Today, the computer room has 24 machines, though only a fraction are still functional. These machines have supported computer classes from third to sixth grade, trained teachers across the school, and even helped local village cadres and parents learn digital skills. Ma recalls traveling to Zhongguancun to buy parts for broken motherboards, sometimes for models no one else knew. Despite the challenges, he takes pride in the high usage rate of the machines. Ma’s journey hasn’t been easy. He started teaching sports, then moved into language, and finally ended up in computer science—without a formal background. He often feels guilty about his lack of professional training. On weekends, he attends evening classes, dreaming of earning a bachelor's degree in information technology education. For him, it’s not just about knowing computers, but understanding the deeper meaning of technology in education. The screwdriver was more than a tool—it was the key that opened the door to the world of computers for Ma. It shaped his career, defined his identity, and connected him to the ever-evolving field of information technology. Through it all, he remained a man of passion, curiosity, and quiet determination.

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