From policy to practice: integrating ICT in Chinese rural schools

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jingxian Wang, Dineke E. H. Tigelaar, W. Admiraal
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引用次数: 2

Abstract

ABSTRACT Research has often ignored the complex systemic nature of ICT integration in education, including the importance of the historical, social and political context. This study examines the content of local ICT policy plans that have been developed and how school leaders and teachers perceive their experience with ICT practices of rural schools. A mixed-method research approach was applied, involving 25 rural schools in Western China. Data was collected from multiple sources (policy documents, interviews with school leaders, focus groups with teachers, classroom observations, an ICT inventory and a teacher survey). The results revealed three types of challenges for ICT integration in rural schools: (1) guidance and learning opportunities as a political challenge, (2) ICT infrastructure and digital content as a technical challenge, and (3) teacher training and technical support as a human challenge. These challenges have implications for policymakers and practitioners when improving rural education through ICT integration.
从政策到实践:中国农村学校信息化建设
摘要研究往往忽视了教育中信息和通信技术整合的复杂系统性,包括历史、社会和政治背景的重要性。本研究考察了当地制定的信息和通信技术政策计划的内容,以及学校领导和教师如何看待他们在农村学校信息和通信科技实践方面的经验。采用混合方法进行研究,涉及中国西部25所农村学校。数据是从多个来源收集的(政策文件、与学校领导的访谈、与教师的焦点小组、课堂观察、信息和通信技术清单和教师调查)。研究结果揭示了农村学校信息和通信技术整合面临的三类挑战:(1)指导和学习机会是一项政治挑战,(2)信息和通信科技基础设施和数字内容是一项技术挑战,(3)教师培训和技术支持是一项人类挑战。这些挑战对政策制定者和从业者在通过信息和通信技术一体化改善农村教育方面具有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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