A Study on the K-12 Education Equity Development Index Promoted by Informatization
Informatization is an important means of promoting K-12 equity,but there is still a lack of op-erational measurement schemes to evaluate its effectiveness.In this regard,we start by analyzing the connota-tion of equity in education in the new era,put forward an operational definition that can be used for statistical analysis,and construct an evaluation model of K-12 equity development promoted by informatization.This model consists of 3 first-level categories reflecting educational equity demands,13 second-level dimensions in which technology can make a difference,and 28 third-level indicators embodying the concept of"equity with quali-ty".Afterward,the appropriateness and weight of the indicators at each level of the model are further explored through the Delphi method and hierarchical analysis,a corresponding measurement indicator system is formed,and a mathematical model for calculating the K-12 equity development index is constructed.This model adopts the index form of the triad(Q,IEI,IQEI)to reflect the ideas of education equity in the new era which empha-sizes the balance of"quality"and"equalization".Finally,the K-12 equity development promoted by informatiza-tion among different regions was explored through a stratified sample of 126 schools in 47 districts in eight provinces in east,middle,and west China.It is found that:1)The performance of informatization for"equaliza-tion"among different regions is excellent;2)The performance of informatization for"equity with quality"among different regions has reached an average level but not all is satisfactory,especially in"personalized teaching services",its performance is poor;3)After the COVID-19 epidemic,each region has become well equipped to provide multi-channel emergency learning coverage and seamlessly connect to in-school classroom teaching after the fact;4)Although the differences in digital access among different regions have been mini-mal,this type of divide has not been bridged because there is only a single device that allows students to learn online at school.To improve the status quo,we suggest each region should focus on the three-pronged ap-proach of maintaining achievements in basic conditions of education,developing equity in personalized teaching services as appropriate,and regularly monitor achievements of informatization in facilitating quality-oriented re-source support.
NETL
NSTL
万方数据
维普
