An Analysis of Current Status of Information Technology Training for Rural Primary School Teachers in China

Abstract

Despite significant advancements in rural education in China, challenges like diverse IT skill requirements, limited class interactions, and inconsistent teaching approaches persist. While teachers feel more confident in their IT skills, classroom use remains limited due to inadequate training, particularly in rural primary schools. This study investigates IT integration through surveys in three rural primary schools in Jianly City, involving 56 teachers who completed detailed questionnaires. The methodical data collection ensures reliable findings, revealing significant disparities in IT adoption between urban and rural schools. Despite growing teacher confidence in IT skills, classroom use is low due to inadequate training, heavy workloads, and limited application time. The research shows that while effective training methods like expert lectures, online education, and video materials are popular, there is a lack of collaborative inquiry, reflecting a gap between educational theory and practice. The content often emphasizes basic IT skills without integrating them into teaching practices. The study calls for tailored training programs that address practical and theoretical needs, accommodate teachers' schedules, and include robust support and feedback systems to bridge the digital divide and promote inclusive learning environments. This research aids in training designers to create more effective courses and helps primary schools reduce the educational gap in developed areas.

Keywords: Primary School Teacher; Information Technology Training