Promoting Education Equity in Rural and Underdeveloped Areas: Cases on Computer-Supported Collaborative Teaching in China

Abstract

In addition to the 37 million students attending rural schools, China operates ~67,000 one-teacher schools in remote and mountainous regions. Much research has concluded that these rural students are educationally disadvantaged in comparison to their urban peers, with impaction toward social stratification. Consequently, national policies have targeted such issues and begun implementing information and communication technology (ICT) initiatives to universalize the quality of educational services. However, it is well known that imbalanced or improperly utilized ICT resources may expand, rather than contract inequities. Therefore, our research examines two cases of uniquely large-scale educational ICT applications to showcase computersupported collaborative teaching models with high potential from an equity perspective. Improved access in the quality of students' education and teachers' professional development opportunities among rural areas are the main benefits observed. Other developing countries with similar issues may replicate these technological approaches for balancing access to high quality educational opportunities.

Attitudes and awareness of regional Pacific Island students towards e-learning

“…The use of e-learning is of particular importance for reaching students in geographically remote locations and improving the equity towards the delivery of education systems (Graham, 2019 ). However, certain barriers remain towards the use of ICT and e-learning as tools for enhancing educational equity (Lim et al, 2020 ; Yang et al, 2018 ). Firstly, some students in remote locations or those living in low socio-economic status (SES) situations may not have access to the appropriate technology or resources required to successfully participate and engage in the e-learning process (Yang et al, 2018 ).…”

“…However, certain barriers remain towards the use of ICT and e-learning as tools for enhancing educational equity (Lim et al, 2020 ; Yang et al, 2018 ). Firstly, some students in remote locations or those living in low socio-economic status (SES) situations may not have access to the appropriate technology or resources required to successfully participate and engage in the e-learning process (Yang et al, 2018 ). For instance, students may not be able to afford equipment such as laptops or desktop computers, or be able to afford internet access plans with sufficient bandwidth and data allowance for video streaming or other data-heavy applications (Chillemi et al, 2020 ).…”

The Feasibility and Acceptance of Social Media Interventions in Higher Education Classrooms of Developing Nations with Special Reference to India

“…If this scenario prevailed, there are high chances that it might adversely affect the introduction and proper functioning of social media tools as education interventions. Hence, it is prudent to improve the overall technological infrastructure of the institutions present in developing and underdeveloped nations prior to the introduction of such interventions to avoid widening the imbalance and inequality in education of these countries (Yang & MacLeod, 2018).…”

Usage of ICT by Science Teachers in Underdeveloped Regions: Accessibility, Competency and Attitude

“…Assuming that promote recognition of the technology, and then provide training to develop digital literacy of teachers and technical, pedagogical content knowledge. Thus, the initiative that very useful, such as ICT-based teaching units, open through the leadership approach, offering many opportunities to motivate the proper form of integration of ICT in education (Yang et al 2018).…”