Evaluation Of Research-oriented Information Technology Professional Development Of Teachers

With the new curriculum reform conducted, more and more schools use information technology into their classroom, the educators has been concerned with such a problem: these costly technology input has played their role? To realize these roles, there's at least such a condition: teachers must have "expertise" and "practical knowledge" that teachers need to provide instructional information to support the professional development. "Teacher's professional development-oriented information technology pilot district" in the context of this form of the program came into being.Taking "Teacher's professional development-oriented information technology pilot district" program for example, through qualitative and quantitative research methodologies combining research methodology, the level of professional development for teachers will be evaluated with a view to define a set of program-suitable for the evaluation of teacher professional development model.In the paper, we hope that with a comprehensive analysis which affect teacher's professional development level in the information technology environment, using ualitative and quantitative research methodologies to evaluate teacher's professional development, using deiphi to decide weight of evaluation criteria, using principal components analysis to decide whether to delete evaluation criteria, and using questionnaire and interview to evaluate teachers in pilot district.By deeply analyzing the topic of the questionnaire, interviews and form of teacher's production and we found that the implementation of the program greatly enhanced the teacher professional development levels of pilot district: (1) The program had promoted school teaching and research work, including professional development training for teachers model research, inquiry learning research, reflection research and teaching, learning support tool to analyze the process of instructional research, instructional evaluation reform research, instructional design in information environment, by doing so, teachers' scientific awareness and ability had been greatly improved. (2) The program had promoted the professional development of school teachers, including changes of teachers teaching ideas, the levels of usine of information technology, research awareness and research ability, teachers' reflection, integrating information technology into subjects, classroom changes of teaching patterns, ability of instructional design and instructional theoty; (3) The program had promoted the development of students, including students ability, learning interest, learning initiative, scores improved, levels of using information technology and Information literacy.