Study on the Regional Disparities of ICT in Education: Based on the Data Analysis of ICT in Education from Hubei Province, China

Lu, Chun; Xing, Danxia; Zhou, Wenting

doi:10.1109/iset.2017.46

Cited by 3 publications

(1 citation statement)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, rural teachers often lack the motivation to conduct educational research (Swanson, 2011;Richardson, 2017). Second, the ability of rural teachers to conduct scientific educational research involving papers and projects is relatively weak (Lu et al, 2016). Third, in China, most rural teachers have not yet fully realized the value of educational research in resolving their own difficulties (Zhang, 2020).…”

Section: Educational Research Among Rural Teachersmentioning

confidence: 99%

The structure and evaluation of educational research skills and accomplishments among rural teachers: Data from China

2023

View full text Add to dashboard Cite

The practice of educational research by rural teachers is highly valued and very important for their professional development and for the revitalization of rural education. This study explored the components of educational research activities among rural teachers (Study 1). Based on the results, a regional norm for Hunan province was formulated, and discriminant criteria were developed for the evaluation of educational research skills and accomplishments among rural teachers (Study 2). In Study 1, data from 892 Chinese rural teachers working at compulsory education schools in Hunan Province (a representative province in central China), divided into two samples, were found to support the constructs included in the measurement instrument. Exploratory and confirmatory factor analyses of the 33 items of the Rural Teachers’ Educational Research Self-rating Scale identified a first-order model with three factors: educational research on basic educational activities (BEA), educational research involving the creation of an educational community (CEC), and educational research involving the refinement and popularization of educational theory (RPE). Based on the results of Study 1, in Study 2, a set of norms for educational research skills and accomplishments among rural teachers was formulated based on the data from Hunan Province. This norm can serve as a reference standard for the evaluation of rural teachers’ educational research skills and accomplishments. The components of rural teachers’ educational research activities are discussed, and suggestions for the formulation of education policies are provided.

show abstract

Section: Educational Research Among Rural Teachersmentioning

confidence: 99%

The structure and evaluation of educational research skills and accomplishments among rural teachers: Data from China

2023

View full text Add to dashboard Cite

show abstract

Analysis on the Reform Process of College Entrance Examination and Its Market Potential

Zhang

2020

Proceedings of the 2020 International Conference on Education Development and Studies

View full text Add to dashboard Cite

Access to information technology of households and secondary school students in Turkey

İra

Yıldız

et al. 2021

Information Development

View full text Add to dashboard Cite

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

show abstract

Study on the Regional Disparities of ICT in Education: Based on the Data Analysis of ICT in Education from Hubei Province, China

Cited by 3 publications

References 7 publications

The structure and evaluation of educational research skills and accomplishments among rural teachers: Data from China

The structure and evaluation of educational research skills and accomplishments among rural teachers: Data from China

Analysis on the Reform Process of College Entrance Examination and Its Market Potential

Access to information technology of households and secondary school students in Turkey

Contact Info

Product

Resources

About