The Impact of New Media Technology Applications on Educational Equity in Rural Areas

Qian Xu

doi:doi:10.11648/j.edu.20241305.15

Research Article |

| Peer-Reviewed

The Impact of New Media Technology Applications on Educational Equity in Rural Areas

Qian Xu^*

Published in Education Journal (Volume 13, Issue 5)

Received: 30 August 2024 Accepted: 18 September 2024 Published: 29 September 2024

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Educational disparities between rural and urban areas have long been a significant concern, driven by factors such as limited access to educational resources, insufficient infrastructure, and a lack of qualified teachers in rural regions. In response to these challenges, new media technologies (NMT)—ranging from digital learning platforms to artificial intelligence(AI)-driven educational environments—have emerged as promising tools to bridge the educational gap. This research explores the impact of these NMT applications on educational equity in rural areas, emphasizing both the opportunities they create and the challenges they introduce. These technologies have the potential to revolutionize traditional educational methods by providing innovative approaches to knowledge transfer and expanding access to a broader range of educational resources. However, the digital divide—a disparity in access to technology and digital literacy—remains a significant obstacle. Students in rural areas often face challenges such as limited digital literacy, insufficient access to technological equipment, and unreliable Internet connections, all of which exacerbate educational inequalities. This research advocates for targeted investments in Internet infrastructure and comprehensive digital training programs to mitigate these challenges and promote educational equity. By delving into the complexities of integrating NMT into rural education, this study aims to offer valuable insights for policymakers and educators in their efforts to develop inclusive strategies that ensure equitable access to quality education for all students, regardless of their geographic location. The ultimate objective is to create an education system that empowers students in rural and disadvantaged communities to reach their full academic potential.

Published in	Education Journal (Volume 13, Issue 5)
DOI	10.11648/j.edu.20241305.15
Page(s)	284-293
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Educational Equity, New Media Technologies, Digital Divide, Rural Education, Online Learning, Internet Infrastructure, Policy Recommendations

References

[1]	Lynch, K., & Baker, J.. Equality in education: An equality of condition perspective. Theory and Research in Education. 2005, 3(2), 131-164. https://doi-org.proxy1.library.jhu.edu/10.1177/1477878505053298
[2]	Hedlund, C. A. (2021). Locational Disparity in Rural Education. Master Thesis, Bethel University. May 2021.
[3]	U.S. Department of Agriculture. Rural Education. Available from: https://www.ers.usda.gov/topics/rural-economy-population/employment-education/rural-education/ (accessed 30 August 2024).
[4]	BROOKINGS. What is the status of educational opportunity in rural America? Available from: https://www.brookings.edu/articles/what-is-the-status-of-educational-opportunity-in-rural-america/ (accessed 30 August 2024).
[5]	THE EYE \| THE EAR. Understanding Rural Education Inequity. Available from: https://www.columbiaspectator.com/the-eye/2021/04/16/understanding-rural-education-inequity/ (accessed 30 August 2024).
[6]	Weerasena, A., & Jayathilaka, R.. Is the best option still in low adoption? An investigation on factors affecting the adoption of online school education in rural areas in Sri Lanka. Educational Technology Research and Development. 2023, 71(3), 1371–1390. https://doi.org/10.1007/s11423-023-10201-8
[7]	U.S. Department of Education. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Available from: https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf (accessed 30 August 2024).
[8]	Ng, S.-C., Lui, A. K.-F., & Tsui, D. S.-F.. A Mobile Application to Enhance Teaching and Learning in Classroom Environment. Engaging Learners Through Emerging Technologies. 2012, 91–101. https://doi.org/10.1007/978-3-642-31398-1_9
[9]	Stenman, S., & Pettersson, F.. Remote teaching for equal and inclusive education in rural areas? An analysis of teachers’ perspectives on remote teaching. The International Journal of Information and Learning Technology. 2020, 37(3), 87-98. https://doi.org/10.1108/IJILT-10-2019-0096
[10]	Bullen, M.. ADULT LEARNING IN THE DIGITAL AGE: INFORMATION TECHNOLOGY AND THE LEARNING SOCIETY. The Canadian Journal for the Study of Adult Education. 2007, 20(1), 68-70. https://proxy1.library.jhu.edu/login?url=https://www.proquest.com/scholarly-journals/adult-learning-digital-age-information-technology/docview/203152306/se-2
[11]	Kilpeläinen, A., Päykkönen, K., & Sankala, J.. The Use of Social Media to Improve Social Work Education in Remote Areas. Journal of Technology in Human Services. 2011, 29(1), 1–12. https://doi-org.proxy1.library.jhu.edu/10.1080/15228835.2011.572609
[12]	Jan A. G. M. van Dijk. Digital divide research, achievements and shortcomings. Poetics. August–October, 2006, Volume 34, Issues 4–5, 221-235. https://doi.org/10.1016/j.poetic.2006.05.004
[13]	Graves, J. M., Abshire, D. A., Amiri, S., & Mackelprang, J. L.. Disparities in Technology and Broadband Internet Access Across Rurality: Implications for Health and Education. Family & community health. 2021, 44(4), 257–265. https://doi.org/10.1097/FCH.0000000000000306
[14]	Institute for Public Policy and Social Research, Michigan State University. Broadband and Student Performance Gaps. Available from: https://quello.msu.edu/wp-content/uploads/2020/03/Broadband_Gap_Quello_Report_MSU.pdf (accessed 30 August 2024).
[15]	United States Census. Percentage of Households With Subscription to Any Broadband Service in Completely Rural Counties: 2013-2017. Available from: https://www.census.gov/library/visualizations/2018/comm/broadband-rural-complete.html (accessed 30 August 2024).
[16]	Harris, J., Mishra, P., & Koehler, M.. Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education. 2009, 41(4), 393-416. https://proxy1.library.jhu.edu/login?url=https://www.proquest.com/scholarly-journals/teachers-technological-pedagogical-content/docview/274712168/se-2
[17]	Jiménez, M., Matus, J. A., & Martínez, M. A.. Economic growth as a function of human capital, internet and work. Applied Economics. 2014, 46(26), 3202–3210. https://doi-org.proxy1.library.jhu.edu/10.1080/00036846.2014.925079
[18]	Policy Brief. The Promise and the Power of Distance Learning in Rural Education. Available from: http://files.eric.ed.gov/fulltext/ED498192.pdf (accessed 30 August 2024).

Cite This Article

Plain Text BibTeX RIS

APA Style

Xu, Q. (2024). The Impact of New Media Technology Applications on Educational Equity in Rural Areas. Education Journal, 13(5), 284-293. https://doi.org/10.11648/j.edu.20241305.15

Copy | Download

ACS Style

Xu, Q. The Impact of New Media Technology Applications on Educational Equity in Rural Areas. Educ. J. 2024, 13(5), 284-293. doi: 10.11648/j.edu.20241305.15

Copy | Download

AMA Style

Xu Q. The Impact of New Media Technology Applications on Educational Equity in Rural Areas. Educ J. 2024;13(5):284-293. doi: 10.11648/j.edu.20241305.15

Copy | Download

@article{10.11648/j.edu.20241305.15,
  author = {Qian Xu},
  title = {The Impact of New Media Technology Applications on Educational Equity in Rural Areas
},
  journal = {Education Journal},
  volume = {13},
  number = {5},
  pages = {284-293},
  doi = {10.11648/j.edu.20241305.15},
  url = {https://doi.org/10.11648/j.edu.20241305.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241305.15},
  abstract = {Educational disparities between rural and urban areas have long been a significant concern, driven by factors such as limited access to educational resources, insufficient infrastructure, and a lack of qualified teachers in rural regions. In response to these challenges, new media technologies (NMT)—ranging from digital learning platforms to artificial intelligence(AI)-driven educational environments—have emerged as promising tools to bridge the educational gap. This research explores the impact of these NMT applications on educational equity in rural areas, emphasizing both the opportunities they create and the challenges they introduce. These technologies have the potential to revolutionize traditional educational methods by providing innovative approaches to knowledge transfer and expanding access to a broader range of educational resources. However, the digital divide—a disparity in access to technology and digital literacy—remains a significant obstacle. Students in rural areas often face challenges such as limited digital literacy, insufficient access to technological equipment, and unreliable Internet connections, all of which exacerbate educational inequalities. This research advocates for targeted investments in Internet infrastructure and comprehensive digital training programs to mitigate these challenges and promote educational equity. By delving into the complexities of integrating NMT into rural education, this study aims to offer valuable insights for policymakers and educators in their efforts to develop inclusive strategies that ensure equitable access to quality education for all students, regardless of their geographic location. The ultimate objective is to create an education system that empowers students in rural and disadvantaged communities to reach their full academic potential.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - The Impact of New Media Technology Applications on Educational Equity in Rural Areas

AU  - Qian Xu
Y1  - 2024/09/29
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241305.15
DO  - 10.11648/j.edu.20241305.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 284
EP  - 293
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241305.15
AB  - Educational disparities between rural and urban areas have long been a significant concern, driven by factors such as limited access to educational resources, insufficient infrastructure, and a lack of qualified teachers in rural regions. In response to these challenges, new media technologies (NMT)—ranging from digital learning platforms to artificial intelligence(AI)-driven educational environments—have emerged as promising tools to bridge the educational gap. This research explores the impact of these NMT applications on educational equity in rural areas, emphasizing both the opportunities they create and the challenges they introduce. These technologies have the potential to revolutionize traditional educational methods by providing innovative approaches to knowledge transfer and expanding access to a broader range of educational resources. However, the digital divide—a disparity in access to technology and digital literacy—remains a significant obstacle. Students in rural areas often face challenges such as limited digital literacy, insufficient access to technological equipment, and unreliable Internet connections, all of which exacerbate educational inequalities. This research advocates for targeted investments in Internet infrastructure and comprehensive digital training programs to mitigate these challenges and promote educational equity. By delving into the complexities of integrating NMT into rural education, this study aims to offer valuable insights for policymakers and educators in their efforts to develop inclusive strategies that ensure equitable access to quality education for all students, regardless of their geographic location. The ultimate objective is to create an education system that empowers students in rural and disadvantaged communities to reach their full academic potential.

VL  - 13
IS  - 5
ER  -

Copy | Download

Author Information

Qian Xu

School of Education, Johns Hopkins University, Baltimore, United States

Contact Email

http://orcid.org/0009-0009-6653-9571

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Xu, Q. (2024). The Impact of New Media Technology Applications on Educational Equity in Rural Areas. Education Journal, 13(5), 284-293. https://doi.org/10.11648/j.edu.20241305.15

Copy | Download

ACS Style

Xu, Q. The Impact of New Media Technology Applications on Educational Equity in Rural Areas. Educ. J. 2024, 13(5), 284-293. doi: 10.11648/j.edu.20241305.15

Copy | Download

AMA Style

Xu Q. The Impact of New Media Technology Applications on Educational Equity in Rural Areas. Educ J. 2024;13(5):284-293. doi: 10.11648/j.edu.20241305.15

Copy | Download

@article{10.11648/j.edu.20241305.15,
  author = {Qian Xu},
  title = {The Impact of New Media Technology Applications on Educational Equity in Rural Areas
},
  journal = {Education Journal},
  volume = {13},
  number = {5},
  pages = {284-293},
  doi = {10.11648/j.edu.20241305.15},
  url = {https://doi.org/10.11648/j.edu.20241305.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241305.15},
  abstract = {Educational disparities between rural and urban areas have long been a significant concern, driven by factors such as limited access to educational resources, insufficient infrastructure, and a lack of qualified teachers in rural regions. In response to these challenges, new media technologies (NMT)—ranging from digital learning platforms to artificial intelligence(AI)-driven educational environments—have emerged as promising tools to bridge the educational gap. This research explores the impact of these NMT applications on educational equity in rural areas, emphasizing both the opportunities they create and the challenges they introduce. These technologies have the potential to revolutionize traditional educational methods by providing innovative approaches to knowledge transfer and expanding access to a broader range of educational resources. However, the digital divide—a disparity in access to technology and digital literacy—remains a significant obstacle. Students in rural areas often face challenges such as limited digital literacy, insufficient access to technological equipment, and unreliable Internet connections, all of which exacerbate educational inequalities. This research advocates for targeted investments in Internet infrastructure and comprehensive digital training programs to mitigate these challenges and promote educational equity. By delving into the complexities of integrating NMT into rural education, this study aims to offer valuable insights for policymakers and educators in their efforts to develop inclusive strategies that ensure equitable access to quality education for all students, regardless of their geographic location. The ultimate objective is to create an education system that empowers students in rural and disadvantaged communities to reach their full academic potential.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - The Impact of New Media Technology Applications on Educational Equity in Rural Areas

AU  - Qian Xu
Y1  - 2024/09/29
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241305.15
DO  - 10.11648/j.edu.20241305.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 284
EP  - 293
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241305.15
AB  - Educational disparities between rural and urban areas have long been a significant concern, driven by factors such as limited access to educational resources, insufficient infrastructure, and a lack of qualified teachers in rural regions. In response to these challenges, new media technologies (NMT)—ranging from digital learning platforms to artificial intelligence(AI)-driven educational environments—have emerged as promising tools to bridge the educational gap. This research explores the impact of these NMT applications on educational equity in rural areas, emphasizing both the opportunities they create and the challenges they introduce. These technologies have the potential to revolutionize traditional educational methods by providing innovative approaches to knowledge transfer and expanding access to a broader range of educational resources. However, the digital divide—a disparity in access to technology and digital literacy—remains a significant obstacle. Students in rural areas often face challenges such as limited digital literacy, insufficient access to technological equipment, and unreliable Internet connections, all of which exacerbate educational inequalities. This research advocates for targeted investments in Internet infrastructure and comprehensive digital training programs to mitigate these challenges and promote educational equity. By delving into the complexities of integrating NMT into rural education, this study aims to offer valuable insights for policymakers and educators in their efforts to develop inclusive strategies that ensure equitable access to quality education for all students, regardless of their geographic location. The ultimate objective is to create an education system that empowers students in rural and disadvantaged communities to reach their full academic potential.

VL  - 13
IS  - 5
ER  -

Copy | Download