Preliminary Analysis of Schools in Rural Area towards Implementation of STEM Cloud-Based Classrooms

Abstract

The advancement of technology has revolutionised the education sector, presenting new opportunities for students and educators alike. Cloud-based learning platforms have emerged as a powerful tool to enhance teaching and learning experiences, particularly in Science, Technology, Engineering, and Mathematics (STEM). However, implementing such platforms in rural schools presents unique challenges and requires careful analysis. This preliminary analysis aims to investigate the feasibility and potential benefits of implementing a STEM cloud-based classroom in schools located in rural areas. The study focuses on understanding rural schools' current infrastructure, technological readiness, and educational landscape, as well as the perceptions and attitudes of teachers and students towards cloud-based learning. A sample of rural schools was selected from diverse geographical regions, considering socioeconomic conditions, internet connectivity, and existing technological infrastructure. Preliminary findings indicate that rural schools need more internet connectivity, outdated hardware, and insufficient technical support. However, teachers and students are interested in and enthusiastic about adopting cloud-based learning platforms. This analysis highlights the urgent need to bridge the digital divide and provide equitable educational opportunities for students in rural areas. Implementing a STEM cloud-based classroom can transform the learning experience and empower students with vital 21st-century skills.