ArticleHeliyon2024
A study of the impact of the new digital divide on the ICT competences of rural and urban secondary school teachers in China.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
1 author.
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Abstract
Teachers' competence in information and communication technology (ICT) applications can lead to a deeper integration of technology into the curriculum and improve the quality of education. However, its application and distribution issues could result in resource inequality and social injustice. Based on the ICT competency framework for teachers, the study investigates the variables influencing teachers' ICT competency. A prediction model of teachers' ICT competency is built using empirical data from secondary school teachers in Hebei Province, China, both in urban and rural settings. The study results show that a new digital divide does exist between urban and rural teachers and that differences in digital environment and digital literacy reflecting the new digital divide have different degrees of impact on teachers' ICT competence. Age and subject also affect teachers' ICT competence. In the new era, we can start with knowledge acquisition, knowledge deepening and knowledge creation to improve teachers' ICT competence.
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Registered trials
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