Exploring the digital divide in primary education: A comparative study of urban and rural mathematics teachers’ TPACK and attitudes towards technology integration in post-pandemic China

Mao Li · 2024 · Education and Information Technologies

Summary. This study compares urban and rural primary mathematics teachers in China, finding significant disparities in technological knowledge and attitudes toward digital integration. Urban teachers demonstrated higher proficiency and more positive views due to better resource access and professional development. Rural teachers faced constraints limiting their technology adoption. Younger teachers adapted more readily than older ones. The research calls for targeted rural professional development and equitable technology access policies.

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@article{li-2024-exploring-digital-divide-primary-education,
  title   = {Exploring the digital divide in primary education: A comparative study of urban and rural mathematics teachers’ TPACK and attitudes towards technology integration in post-pandemic China},
  author  = {Mao Li},
  journal = {Education and Information Technologies},
  year    = {2024},
  doi     = {10.1007/s10639-024-12890-x},
  url     = {https://doi.org/10.1007/s10639-024-12890-x}
}

TY  - JOUR
TI  - Exploring the digital divide in primary education: A comparative study of urban and rural mathematics teachers’ TPACK and attitudes towards technology integration in post-pandemic China
AU  - Mao Li
JO  - Education and Information Technologies
PY  - 2024
DO  - 10.1007/s10639-024-12890-x
UR  - https://doi.org/10.1007/s10639-024-12890-x
ER  - 

Details

DOI

10.1007/s10639-024-12890-x

Countries

China

Regions

Asia

Categories

broadband-and-digital, education, policy

Added

2026-04-28