The shortage of high-quality teachers is one of the biggest educational problems faced by underdeveloped areas. With the development of information and communication technologies (ICTs), China has begun a remote co-teaching intervention program using ICTs for rural classes, forming a unique co-teaching classroom. We conducted semi-structured interviews with nine remote urban teachers and twelve local rural teachers. We identified the remote co-teaching classes standard practices and co-teachers collaborative work process. We also found that remote teachers high-quality class directly impacted local teachers and students. Furthermore, interestingly, local teachers were also actively involved in making indirect impacts on their students by deeply coordinating with remote teachers and adapting the resources offered by the remote teachers. We conclude by summarizing and discussing the challenges faced by teachers, lessons learned from the current program, and related design implications to achieve a more adaptive and sustainable ICT4D program design.
Beyond the Hype: A Comprehensive Review of Current Trends in Generative AI Research, Teaching Practices, and Tools
Abilene Christian University（阿比林基督教大学）；Aalto University（阿尔托大学）；Nuremberg Tech（纽伦堡工业大学）；Google（谷歌公司）；UC San Diego（加州大学圣迭戈分校）；Temple University（天普大学）；University of California Berkeley（加州大学伯克利分校）；FernUniversität in Hagen（哈根函授大学）；Virginia Tech（弗吉尼亚理工大学）
