An empirical research on China’s policy for ICT integration in Basic Education from 1988 to 2021

Abstract

This paper presents a comprehensive review of China’s policy for the integration of ICT in basic education from 1988 to 2021 through a mixed-methods research on 179 policy documents. I identified three phases of China’s evolving policy system for the integration of ICT in basic education. The policy focuses on the innovation of teaching, the construction of infrastructure, and the cultivation of ICT competence to promote education reform and modernization, which finally contributes to education equity and quality. To achieve these targets, in recent 10 years, joint efforts and open communication have been stressed in the policy. This study provides a quantitative foundation for understanding policy change for the integration of ICT in basic education in China.

Translation and Validation of the Brief Inventory of Technology Self-Efficacy (BITS): Simplified and Traditional Chinese Versions

“…Taken together, our results suggest that the BITS-SC and BITS-SF-SC are viable for use with adults in Mainland China. Given the country’s strong focus on ICT infrastructure, education, and teacher training (Bajpai et al, 2019; Zeng, 2022), these measures provide a useful tool for assessing CSE at several levels to assist in identifying training needs, changes in confidence as a result of trainings, and differences associated with the ICT gap between urban and rural systems.…”

“…Finally, since both Mainland China and Taiwan invest in technology for education (Hsin-fang & Tzu-hsuan, 2022; Zeng, 2022), it would be helpful to examine the psychometric properties of the translated BITS and BITS-SF for use with students at different ages and levels of school so that they can potentially be used with younger samples. Relatedly, although the samples in the current study had large numbers of teachers (Study 1) and students (Study 2), the translated measures should be assessed in multiple samples of teachers and students to provide normative data for these populations.…”

“…For example, Mainland China recently began the 15-year China Brain Project (officially titled “Brain Science and Brain-Inspired Intelligence”) in which brain research focuses both on brain-related diseases and “brain-inspired intelligence technology,” such as artificial intelligence (Poo et al, 2016, p. 591). Mainland China has also worked toward the incorporation of information and communication technology (ICT) into education since the 1980s (Zeng, 2022). The most recent five-year plan related to the ICT for Education initiative began in 2021 and focuses on digital technologies (Cyberspace Administration of China, 2021).…”

Factors Influencing the Development and Implementation of e-Government Services in China

“…Even though social media sites like WeChat and Weibo are widely used, it needed to be known how they can affect e-government services. Social media can advance e-government initiatives, boost citizen-government communication, and increase public involvement in decision-making processes (Zeng et al, 2022). More investigation is required to determine how social media platforms may be included in Chinese e-government policies and how they can improve the efficacy and efficiency of online services.…”

Perspective Chapter: Implementing Inclusive Education through Informatization – A Case Study on Promotion of MOOCs in Western China

“…During the past 30 years, the central government has strengthened national and regional network coverage in China. All primary and secondary schools in China have been connected to the network, and half have been equipped with wireless networks by 2020 [1,2]. However, according to research findings by Paniagua and Istance [3], it is evident that the pedagogical approach employed in informatized education has a more significant influence on outcomes than the technology itself.…”