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

Abstract

In China, despite significant achievements in rural basic Education following years of reform, challenges persist, notably in education informatization, which is crucial for modernizing Education and addressing rural schools' financial constraints and the lack of teacher competence. Teachers' adoption of Information Technology (IT) is increasingly recognized as essential for educational advancement. However, studies show that while teachers are more confident in their IT skills, actual classroom usage is limited due to inadequate training, especially in rural primary education contexts. This study examines IT integration in three selected rural primary schools in Jianly City, involving 56 teachers who completed detailed questionnaires. The methodical data collection enhanced the reliability of the findings, revealing a significant disparity in IT adoption between urban and rural schools. Despite teachers' growing confidence in their IT skills, classroom use remains low due to inadequate training, heavy workloads, and limited application time. The research indicates that popular training methods, such as expert lectures, online Education, and video materials, are effective. However, the underuse of collaborative inquiry highlights a disconnect between educational theory and practice. The content often focuses on basic IT skills without integrating them into pedagogical practices. The study advocates for tailored training programs that address practical and theoretical needs, fit teachers' schedules, and include robust support and feedback systems to bridge the educational digital divide and promote inclusive learning environments.