Promotion of Urban and Rural Educational Equity Through Online Education: A Case Study on Three Schools

Abstract

Under the guidance of social constructivist theory and by analyzing the interview materials of three schools, in this research, it was found that the level of education informatization in China was marked by significant imbalance between different regions, urban and rural areas, and the constructions of software and hardware before the outbreak of COVID-19; online education in the spring semester of 2020 has not narrowed the gap of education between different regions, urban and rural areas, and key and non-key schools, but instead, it has increased educational inequity in multiple dimensions. The differences in family education ability and informatization levels reinforced the unfair online education outcomes. It was proposed that in the future construction of education informatization, we should focus on meeting the needs of the construction of elementary and secondary schools in rural areas and less developed areas, investing in the construction of software, and improving the informatization literacy of elementary and secondary school teachers in rural and less-developed areas with a plan. We should also address the issue of educational capacity of parents and supporting facilities for families, and create a national mid- and long-term action plan to promote the gradual embedding of online education into the existing education system of elementary and secondary schools.