The Future of Information Technology Integration: Building a Dynamic, Data-Driven, and Holistic Educational System
DOI:
https://doi.org/10.17977/um038v8i42025p359-368Keywords:
information technology integration, teaching model, data-driven teaching, personalized learning, social and emotional learningAbstract
This study investigates the status of Information Technology (IT) integration in secondary schools in Fuzhou, Jiangxi, China. It focuses on comparing urban-rural digital disparities and analyzing IT's impact on student learning outcomes (engagement, motivation, performance). The research used an applied quantitative design, with online questionnaire data from 399 students across six schools. Results show a stark digital divide; Learning Management System (LMS) adoption was 90% in urban schools versus 50% in rural settings. Despite this gap, IT integration significantly enhanced student engagement (50% increase) and motivation (36% increase). The primary barriers identified were inadequate teacher training (reported by 60%) and uneven resource distribution. This study concludes that successful IT integration depends on continuous professional development for teachers and pedagogical support. This research provides empirical evidence for theoretical frameworks like TAM and TPACK within China's educational context, highlighting the instructional implications of the digital divide.
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