作者机构：
[Wu, Di; Wu, Lei; Zhou, Peng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Palmer, Alexis] Univ North Texas, Dept Linguist, Denton, TX 76203 USA.;[Kinshuk] Univ North Texas, Coll Informat, Denton, TX 76203 USA.
通讯机构：
[Zhou, Peng] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
摘要：
Educational inequality is an important factor in the development of human capital, and limits the output of regional economic activities. The unequal distribution of educational resources has become a hot topic noticed by the public, and has restricted sustainable economic growth. This paper provides a better understanding of educational inequality, and explores the impacts of information and communication technology (ICT) and transportation infrastructure on the distribution of educational resources. The panel data models are constructed to discuss the relationship among ICT, transportation infrastructure, and educational inequality, using the data of 31 provinces in China from 2006 to 2016. The empirical results show that there is a positive relationship between ICT and educational inequality, while transportation infrastructure can restrain the unequal distribution of educational resources. Moreover, there is a significant inverted U-shaped relationship between transportation infrastructure and educational inequality. Since China's education reform in 2010, the relationship among ICT, transportation infrastructure, and educational inequality has been significantly changed, as well as the influence mechanism of ICT. In addition, transportation infrastructure in China western regions can effectively alleviate the problem of educational inequality, and its impact will increase with the growth of transportation investments. It is necessary to consider the rational allocation of educational resources, and this is essential to relieve the problem of educational inequality. Therefore, our results demonstrate the key roles of information technology and transportation network in the field of education, and provide some new ideas for the solution of educational inequality.
期刊：
2018 International Symposium on Educational Technology (ISET),2018年:8-12
通讯作者：
Xu, Jian
作者机构：
[Xu, Jian; He, RanRan; Zhang, Dan; Zhou, Peng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.
通讯机构：
[Xu, Jian] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.
会议名称：
International Symposium on Educational Technology (ISET)
会议时间：
JUL 31-AUG 02, 2018
会议地点：
Kansai Univ, Osaka, JAPAN
会议主办单位：
Kansai Univ
关键词：
Learning Cyber Space;usage intention;teachers of primary school;regression
摘要：
The trend of using Learning Cyber Space is now rapidly expanding in China, which is expected to change the teaching and learning mode in primary and secondary school. Teachers' usage plays a key role in promoting the LCS. However, the teachers' registering rate of LCS is relatively high while the actual usage rate is low. The purpose of this study is to verified factors including learning resource, user-interface and function, perceived ease of use that affected primary school teachers' use of LCS. The result shown that user-interface and function and perceived ease of use have significant influence on the primary school teachers' use of LCS. Perceived ease of use was found as the most significant factor for usage of primary school teachers' LCS. Learning resource, however, has little impact on the primary school teachers' use of LCS. Implications of this finding are also discussed, which could provide some suggestions for the future development of LCS.
摘要：
M-learning has flourished in the field of education, and it has become an important element of educational technology. To explore the developing trends in mobile learning, this study used t-tests and ANOVA to explicate the effects of different grades, genders and parents' educational levels on the degree of students' satisfaction with m-learning. Then stepwise multiple regression analysis was used to predict the factors influencing m-learning satisfaction (SA). The results showed that gender differences did not have a significant impact on satisfaction, but the differences in grades and parents' education levels did. In addition, it was found that perceived usefulness and behavioral intention can be used as positive predictors of satisfaction with mobile learning. Finally, this paper puts forward some suggestions to improve users' satisfaction with m-learning.
作者机构：
[Wang, Yonghui; He, Ranran; Zhou, Peng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Liu, Yajuan] Cent China Normal Univ, Collaborat & Innovat Ctr Educ Technol, Wuhan, Hubei, Peoples R China.
会议名称：
International Symposium on Educational Technology (ISET)
摘要：
This article selects teachers of primary and secondary school as the objects, from both district A (central urban area) and district B (eastern coastal rural area). We use questionnaire method to collect data about ICT of teachers in primary and secondary schools and influencing factors, and then use statistical methods of independent samples t-test and regression analysis to study the influencing factors of the ICT of teachers in urban and rural districts. The results show that ICT of teachers in district A is lower than that in B, and the factors that affect the ICT in different regions are not the same.
作者机构：
[Zhang, Jin; Zhou, Peng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Wang, Yonghui; Xu, Jian] Cent China Normal Univ, Educ Informat Strategy Res Base, Wuhan, Peoples R China.
会议名称：
5th International Conference on Educational Innovation through Technology (EITT)
会议时间：
SEP 22-24, 2016
会议地点：
Tainan, TAIWAN
会议主办单位：
[Zhou, Peng;Zhang, Jin] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.^[Wang, Yonghui;Xu, Jian] Cent China Normal Univ, Educ Informat Strategy Res Base, Wuhan, Peoples R China.
摘要：
Cyber Learning Space (CLS) is an online learning environment proposed by Ministry of Education of the People's Republic of China. It provides online learning resources, social network and other services for both teachers and students. The purpose of this study is to explore the elementary learning paradigm and learning effect supported by CLS in K-12. A sample of twelve primary and middle schools in Wuhan were selected, 60 teachers and 84 students were interviewed about their learning experience and behavior intention on CLS. Besides the observation in classroom was employed to analyze the teaching process. A case study was used to analyze the structure and learning activities based on CLS. The results showed that CLS changed traditional learning paradigm and it served teachers better than students. The study provides support for the development of ICT in China education, and also gives proposals for the future research.
作者机构：
[Luo, Lijie; Wu, Yanli; Zhou, Peng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Xu, Yi] Cent China Normal Univ, Informat Technol Collaborat Innovat Ctr, Wuhan 430079, Hubei, Peoples R China.
会议名称：
2015 International Conference of Educational Innovation Through Technology - (EITT)
会议时间：
OCT 16-18, 2015
会议地点：
Wuhan, PEOPLES R CHINA
会议主办单位：
[Wu, Yanli;Zhou, Peng;Luo, Lijie] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.^[Xu, Yi] Cent China Normal Univ, Informat Technol Collaborat Innovat Ctr, Wuhan 430079, Hubei, Peoples R China.
关键词：
information literacy;rural students;flipped classroom
摘要：
Information literacy (IL) has been paid high attention in the curriculum reform of basic education in various countries, and the IL has the vital function for the students in the basic education stage to adapt to the society and solve all kinds of learning problems, which emphasized as an important object in basic education. In this paper, the study used a questionnaire survey to explore the influence of the flipped classroom teaching mode (FCTM) on the students' IL in a rural middle school. It adopts the comparing method between the experimental class and the compared class, and the study finds that the FCTM under the educational information effectively enhance the IL of the experimental classes. Finally, the paper put forward some countermeasures and suggestions for the findings.
作者机构：
[Chang, Chunbo; Zhang, Jin; Zhou, Peng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
会议名称：
2015 International Conference of Educational Innovation Through Technology - (EITT)
会议时间：
OCT 16-18, 2015
会议地点：
Wuhan, PEOPLES R CHINA
会议主办单位：
[Zhang, Jin;Chang, Chunbo;Zhou, Peng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
关键词：
mobile devices;classroom instruction;technology acceptance model;influential factor
摘要：
Even if mobile devices are ubiquitous and have been applied in education, research addressing influential factors of mobile devices acceptance in classroom is in short supply. The paper described a hypothesized model, based on the theory of Technology Acceptance Model, which explains factors affecting acceptance of mobile devices in classroom for rural high students. Multiple stepwise regression analysis was used to analyze self-report data from 424 participants using a survey questionnaire. Results indicated that resource needs, perceived ease of use, perceived usefulness, social influence and perceived enjoyment influence the acceptance of mobile devices in classroom. The results provided valuable implications for ways to improve high school students' acceptance of mobile devices in classroom.
