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Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education

  • Di Wu
  • Cong-Cong Li
  • Wen-Ting Zhou
  • Chin-Chung Tsai
  • Chun LuEmail author
Article

Abstract

To investigate the relationships between schools’ ICT supporting conditions and ICT application, a total of 2567 primary and secondary schools from 47 prefecture-level cities were surveyed. The questionnaire was administered to collect the ICT supporting conditions in school (ISCS) and the ICT application in school (IAIS) for each school. Among the ISCS factors, the ICT Environment and School Scale were indicated as being significant predictors of IAIS. In addition, the significant predictive relationship between the ISCS and the IAIS factors for rural schools was much stronger than for urban schools. This indicates that the rural and urban schools in China are now at different ICT development stages. Furthermore, rural schools should focus on the improvement of physical ICT infrastructure and the quality digital resources, whereas urban schools should try to improve teachers’ inadequate epistemic beliefs and design thinking ability. Nevertheless, there are other external and individual-level factors that could directly and indirectly influence schools’ ICT application in education.

Keywords

ICT supporting conditions ICT application Rural and urban divide Different ICT development stages 

Notes

Acknowledgements

Funding of this research work was supported by 2016 National Social Science Fund Youth Project, China, under Grant No. 16CGL058.

Compliance with ethical standards

Conflict of interest

The authors declare no conflict of interest in the work reported here.

Ethical approval

The current study was conducted upon approval from the institutional review board at the authors’ universities. Informed consent was obtained from all the participants in the scope of the study. While reporting the results of the study, it was paid attention not to reveal the participants’ identities.

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Copyright information

© Education Research Institute, Seoul National University, Seoul, Korea 2019

Authors and Affiliations

  1. 1.National Engineering Research Center for E-LearningCentral China Normal UniversityWuhanChina
  2. 2.Program of Learning Sciences and Institute for Research Excellence in Learning SciencesNational Taiwan Normal UniversityTaipeiTaiwan

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