Research on Education Informatization (教育信息化) Construction and Resource Utilization in Elementary and Secondary Schools

Zhang Guohua, Li Jing, Xu Jingjiuan, and Li Shaoyan1

Abstract: Education informatization is the basis and prerequisite for realizing the leapfrog development of education and education modernization. This research is conducted through investigations on the construction of education informa- tion networks (教育信息网络), the building of education information resources, the application of information technology, and the cultivation of skilled person- nel in education informatization (教育信息化人才) among the elementary and secondary schools in three provinces in the central regions of China. The result shows that progress has been made in education informatization construction in elementary and secondary schools in these regions. Yet problems still exist, for example, the construction of education information infrastructure and resources still lags behind; the awareness and application level of information technology in education are yet to be enhanced; and the cultivation of skilled personnel in education informatization has fallen short. The following suggestions are given for improvement.

Keywords: elementary and secondary schools, education informatization, resource utilization

In order to adapt to the development of education informatization and deepen the education reform in China, the Ministry of Education plans to use five to ten years, starting from 2001, to popularize the applica- tion of information technology in education in elementary and second- ary schools, fully implement the project of “connecting schools with one another through information networks” (“校校通”), and promote edu- cation modernization through informatization. In September 2003, the “project of promoting modern distance education in rural elementary and ­secondary schools” started to be fully implemented in the central and

1 Zhang Guohua 张国华, associate researcher in the Modern Educational Technology Center of Xuzhou Normal University; Li Jing 李静, assistant professor in Xuzhou Normal University; Xu Jingjian 徐敬建, assistant professor in Yongcheng Teachers’ College for Vocational Studies; Li Shaoyan 李绍言, principal of Yoncgeng Teachers’ College for Voca- tional Studies. Other participants of the research include teachers such as Song Yuanling 宋元玲, Zhang Dexiang 张德祥, He Haiyan 何海宴, Zhang Qi 张琪, Zhou Xiaoguang 周 晓光, Zhu Lianyong 朱连永, Zhao Minhua 赵敏华, Zhao Suying 赵素英, and Zhang Li 张莉. The chief writers of the research report are Li Jing 李静 and Zhang Guohua 张国华. 272 zhang guohua, li jing, xu jingjiuan, and li shaoyan western regions in China with the approval of the State Council. These two major projects have been constructed and developed for nearly ten years. What is the situation of the education informatization in the ele- mentary and secondary schools in the economically less developed regions in central China? And what aspects need to be improved? We have cho- sen relatively economically undeveloped regions with features unique to the central regions of China as sample regions, namely, Fengxian and Peixian in Xuzhou City of Jiangsu Province (江苏省徐州市丰县、沛县) and Yongcheng and Shangqiu City of Henan Province (河南省商丘市永 城市), to conduct in-depth research on the construction of education infor- matization and resource utilization in elementary and secondary schools. The research sample consists of 68 elementary and secondary schools in Fengxian and Peixian, including 2,400 students and 1,300 teachers, as well as the 12 elementary and secondary schools in Yongcheng, with 800 stu- dents and 750 teachers. Research methods include questionnaires, on-site observation, and personal interviews.

I. Analysis on the Education Information Infrastructure Construction

Education information networks infrastructure is the material basis and precondition for the education informatization construction. It is stipu- lated in the acceptance standards of the project of “connecting schools with one another through information networks” that: there should be at least one computer network classroom in any school listed for the accep- tance test; at least the ADSL access to the internet (or education met- ropolitan area network) should be available; as to the number and set of computers in the internet classrooms, every two students should be provided with at least one computer or one classroom should be equipped with at least 20 computers; basically one computer should be available for every student in central elementary schools of school regions or above. We have made analyses on the investigated schools based on this set of acceptance standards.

A. Funds Invested in Infrastructure Construction Based on our research, we found that there is a severe lack of funds in the infrastructure construction of education information networks in elemen- tary and secondary schools, and that the situations in the countryside, townships, and cities differ greatly. See Figure 17.1 and Figure 17.2. Among the 80 elementary and secondary schools investigated, over the last five