Stages and External Factors in the Development of Rural Teachers’ ICT Abilities in Gansu Province PROCEEDINGS
Shaoqing Guo, Northwest Normal University, China ; Zhuzhu Wang, National Center for Educational Technology China, China ; Naxin Zhao, Ontario Institue for Studies in Education of the University of Toronto, Canada
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study examined the stages of development in rural teachers’ abilities to use Information and Communication Technology (ICT) and the external factors affecting that development in Gansu, China. We used the open coding methods of grounded theory research. We interviewed principals and teachers from more than 10 schools individually or in groups to collect data. We identified six stages of development in rural teachers’ abilities to use ICT: bewilderment stage, skill learning stage, imitation stage, accumulation and development stage, proficiency stage and innovative application stage. Incentive strategies and an effective support system were two important external factors affecting the rural teachers’ ICT abilities development.
Guo, S., Wang, Z. & Zhao, N. (2010). Stages and External Factors in the Development of Rural Teachers’ ICT Abilities in Gansu Province. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 4025-4030). Chesapeake, VA: AACE.
© 2010 AACE