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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
ZHANG Wen, LI Yunxuan, DENG Jiyun
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DOI:10.17265/2161-623X/2025.04.002
Tianjin Normal University, Tianjin, China
This study examines the U.S. iPad education model as a reference, utilizing literature analysis and interviews with educators from Jamestown Community College. Findings reveal that the U.S. enhances educational equity through “techno-ecological integration”, “teacher competency training”, and “instructional logic reconstruction”. In contrast, a survey of 197 rural Chinese teachers identifies three bottlenecks in smart classroom development: “weak infrastructure”, “resource supply-demand mismatch”, and “digital literacy gaps among teachers and students”. Accordingly, this paper proposes an ecological solution encompassing “universal infrastructure, localized digital resources, and deepened educational equity”, aiming to address the “hardware-over-effectiveness” dilemma in rural smart classroom construction and facilitate the transition from “digital coverage” to “high-quality development” in rural education.
iPad, rural areas, smart classrooms, educational equity
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