A Paradox of High Access but Low Use of Information and Communication Technologies for Chinese Teachers

• In Event: 34.094 - Fairmont Royal York Roundtable Session Six
  In Roundtable Session: 34.094-1 - Online and Computer-Aided Assessment

Abstract

It is easy to assume that providing extensive access to ICT for learning and instruction will result in increased use of those technologies by practitioners. However after interviewing experienced teachers and Administrators regarding ICT access and use in schools we found that, although the rate of change for ICT access continues to increase in Shanghai China, the rate of change in teacher ICT use to support planning and instruction is relatively low there. So it is important to examine this apparent paradox between high access and low use more deeply. This was done initially through a series of small case studies to consider Chinese classrooms from the perspective of teachers. We report one such case study herein.

Author

• Xianlong Xu, East China Normal University