The proliferation of Information and Communication Technologies (ICTs) has shown great promise in addressing educational challenges facing rural areas. However, the complex rural context poses significant challenges to the effective utilization of these technologies. This paper examines the empirical integration of live-streaming-based remote classrooms (LSRC) through a qualitative study in rural China. Our findings suggest that while LSRC enables rural students equal access to high-quality educational resources, its practical integration faces numerous challenges. In particular, we emphasize the crucial role of local teachers in addressing these challenges, ultimately achieving the desired improvement of students' learning outcomes. We also examine the impact of LSRC on the original rural education ecosystem. Building upon our findings, we call for a reconsideration of interaction paradigms and evaluation systems of ICT-mediated rural education, emphasizing the significance of rural teachers. We conclude by discussing the implications for future ICT-mediated technology interventions in rural settings.

翻译：信息通信技术（ICT）的普及为解决农村地区的教育挑战展现了巨大潜力。然而，复杂的农村环境对这些技术的有效应用构成了重大挑战。本文通过在中国农村开展的质性研究，考察了基于直播的远程课堂（LSRC）的实证整合情况。研究结果表明，尽管LSRC使农村学生能够平等获取优质教育资源，但其实际整合面临诸多挑战。我们特别强调本地教师在应对这些挑战、最终实现学生学业成果预期提升中的关键作用。同时，我们考察了LSRC对原有农村教育生态系统的影响。基于研究发现，我们呼吁重新思考ICT媒介农村教育的交互范式与评价体系，并强调农村教师的重要性。最后，我们探讨了未来在农村环境中开展ICT媒介技术介入的启示。