A "live" and E-education in a frontier area in China under the perspective of the philosophy of technology.

This study is devoted to the study of the digital divide between the developed and frontier regions of China, as a model for solving the problems of the global digital divide. The research is based on a representative sample of 1,520 high school students and 220 teachers. The study included several successive stages; each of them was devoted to finding an answer to one of the formulated research questions or confirming/rejecting the corresponding hypotheses. The first stage was a survey. The researchers then tested for correlations between scores within the same geographic region. The study revealed statistically significant differences in the assessments and the level of proficiency in digital education tools in groups from developed and frontier regions, and using correlation analysis revealed the absence of significant differences in the assessments between genders in all regions and groups and established a strong correlation between the assessment of methods for e-education and the degree of proficiency and familiarity with this tool. The key reason for the digital divide was found to be insufficient access to technology rather than psychological opposition, unpreparedness for e-education, or other reasons. [ABSTRACT FROM AUTHOR]