Educational Technology Literacy And Structure Study Of Primary And Middle Schools Teachers

In the information age, teachers’ professional development has some new connotations,meantime, teachers’ professional qualities also must be improved, and educational technologyliteracy is one of the teachers’ professional qualities. With the advance of educationalinformatization, the primary and middle school teachers’ educational technology literacy willgradually get people’s attention. But in reality, the primary and middle school teachers’educational technology literacy level is generally poor. Although educational technologytraining has made some progress, the general effect is not significant, and there are still someproblems. If we want to improve the teachers’ educational technology literacy, firstly, weshould set up a reasonable teachers’ educational technology literacy structure.From the perspective of teachers’ professional development, take the connotation and thethree kinds of orientation of teachers’ professional development as the basis, this research hasanalyzed the inner link of teacher professional development and educational technologyliteracy. It provides theory basis for the research of teachers’ educational technology literacy.Through the literature review, interview and questionnaire, this paper summed up theelements of the present teachers’ educational technology literacy, and detailed analyzed thespecific contents of each element, the relationship between teachers’ educational technologyliteracy and teachers’ professional development, and the forming process of teachers’educational technology literacy. Its purpose is to try to set up a teachers’ educationaltechnology literacy structure, which is reasonable and Simultaneous with the development ofthe times. The conclusions of this research are as follows:Firstly, the rational orientation of teachers’ professional development focuses onknowledge factors, the practice-reflection orientation of teachers’ professional developmentfocuses on the skills and innovation elements, and ecological orientation of teachers’professional development focuses on consciousness and moral elements. So, from theconnotation and orientation of teachers’ professional development study, we got the followingenlightenment: teachers’ educational technology literacy contains five main aspects, and theyare knowledge, skills, innovation, consciousness and moral. Secondly, according to theoretical basis which is from study of teachers’ professionaldevelopment and analyzing the deficiency of existing teachers’ educational technologyliteracy research, this study prepared questionnaire and interview outline, and accumulatedmassive material for this research. Eventually, we come to a conclusion: teachers’ educationaltechnology literacy is made up of consciousness, knowledge, skills, innovation and ethics.These factors comply with the requirements of the information age to teachers’ educationaltechnology literacy, and make up for the deficiency in the early research; These factors andthe connotation of teachers’ professional development is roughly coincident, and it added newcontent for teachers’ professional development theory study.Thirdly, primary and middle school teachers’ educational technology literacy is made upof consciousness, skills, knowledge, innovation and ethics. Educational technologyconsciousness is the premise of the teachers’ educational technological literacy, educationaltechnical knowledge and skills is the foundation and the core of teachers’ educationaltechnology literacy, educational technical innovation is soul of teachers’ educationaltechnology literacy, education technology ethics is the value judgment criterion of teachers’educational technology literacy. These five elements are mutual connection, promoting eachother, any element can’t be lacked. The formation of teachers’ educational technology literacyis not a one-way, linear, but a two-way, and its development shows the trend of spiraling. Thisfurther confirms that the teachers’ educational technology literacy structure is an inseparablewhole.The teachers’ educational technology literacy construction constructed in this studyprovides some practical thinking for content dimension of teachers’ professional development,which is not only enrich the connotation of the teachers’ professional development, but alsoprovide some reference for the content of teachers’ educational technology training andadjustment of teachers’ educational technology training methods.