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Stages and External Factors in the Development of Rural Teachers’ ICT Abilities in Gansu Province
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, Northwest Normal University, China ; , National Center for Educational Technology China, China ; , 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

Abstract

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.

Citation

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 SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 4025-4030). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

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