Abstract
The development of ICT in schools was influenced by many external environment factors and internal ICT factors. To identify the school-level factors linked with schools ICT situation, and the differences of the ICT implementation stages of rural and urban schools, a survey of 4,357 was conducted. Four subscales including environment, support, application, and fund allocation were extracted from the Features of School ICT Situation (FSIS). Through stepwise regression analysis, it is revealed that the ICT literacy of teacher is the most important predictor for schools’ FSIS. In addition, there are more Essential Elements of School Characteristics (EESC) items that can make significant prediction of FSIS for rural schools than for urban schools, and their predictive power for FSIS of rural schools is stronger than that of urban schools. The result reflects that EESC items which evaluate background and basic situation of ICT development in schools have stronger positive predictive power for schools in rural areas and the number of predictive indicators is larger. EESC items have relatively weaker predictive power and fewer predictive indicators for urban schools.
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This research was supported by National Science & Technology Pillar Program during the Twelfth Five-year Plan Period under grant (No.2014BAH22F01).
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Li, C., Zhou, W., Lu, C., Wu, D. (2017). Investigation of the ICT Situation in Chinese Primary School: The Role of School Characteristics. In: Cheung, S., Kwok, Lf., Ma, W., Lee, LK., Yang, H. (eds) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science(), vol 10309. Springer, Cham. https://doi.org/10.1007/978-3-319-59360-9_29
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