Rural Teacher ICT Literacy Professional Learning and Teaching Practice in China: A Multiple Case Study Investigation

Abstract

China is currently vigorously developing educational information, and implementing nationwide projects to improve teachers' ICT literacy. However, the progress of such projects is significantly unbalanced between the rural and urban areas. This study uses a multi-case study approach to investigate the approaches and effectiveness of ICT professional learning programs received by seven rural teachers in the past decade. The study suggests that regardless of those programs, rural teachers’ teaching practice and professional development, as well as the student’s academic results remain limited due to the flawed local educational environment. The study examines the professional learning approaches applied in rural ICT professional learning programs and identifies both the effective ones and the barriers.