Research On The Influencing Factors Of ICT Application Ability Of Primary And Secondary School Teachers In The Smart Class

Along with the modernization of education,technologies such as network technique,learning analytics and artificial intelligence are being used more and more extensively in education.However,compared with traditional infusion and the infusion by technology,the infusion by technology is less conducive to students’ development than traditional.In the process of developing smart education,there are a range of issues influence the enthusiasm of teachers and students in smart class,such as the application of technology tools,the teachers’ perception of online education,the design of online teaching courses and class organization.What are the specific capability requirements for teachers’ Information and Communication Technology(ICT)skills in the smart class environment,what is the current stage of teachers’ ICT behavioral skills and application level,what are the factors affecting of teachers’ ICT application skills,how to improve teachers’ information literacy,how to promote teachers’ professional development through information technology.This study focuses on the teaching environment of the smart class,and requirements for teachers’ ICT competence in the smart class environment,investigates the application of the smart class in elementary and secondary schools and the current situation of teachers’ ICT application competence.The study referred to the Unified Theory of Acceptance and Use of Technology(UTAUT)model based on the Theory of Technological Pedagogical Content Knowledge and the Theory of Structural Equation Modeling.Explore the factors influencing the ICT application ability of primary and secondary school teachers in the context of smart class,develop questionnaires and design scales for teachers’ ICT application ability in the context of smart class,study the ICT ability requirements for basic education teachers in the smart class,take primary and secondary school teachers who are teaching in smart class in Z city of S province as the research object of the questionnaire.The structural equation modeling of teachers’ ICT competency in the environment of smart class was construct by the questionnaire,and to study the influencing factors behind it.In terms of theoretical research,determine the ICT competency standards for teachers in the context of smart class by comparing the relevant standards issued between the UNESCO,the UK,ISTE and China.In terms of empirical research,combining with the previous literature studies,based on the general framework of the UTAUT model,take the behavioral intention and ICT application ability of elementary and secondary schools in smart class as the research objects,and referring to the definitions of variables about the intention to use technology and the occurrence of behavior in the Technology Acceptance Model and the Theory of Planned Behavior,definite the observed variables that should be included in each potential variable.Develop the questionnaire of Teachers’ IT Application Ability in the Context of Smart Class.The scale questions in the questionnaire include 6 primary indicators,20 secondary indicators and 24 questions.Through the questionnaire,factor analysis was used to explore the various factors affecting teachers’ ICT Behavioral Competence and Application Levels,the respectively are External Condition,Effort Expectancy,Performance Expectation,and Behavior Intentions.The research use SPSS analyzes the difference between various based on a non-parametric approach,and use AMOS 24.0determine the causal relationships between each potential variable.The research analyzed the regulating effect of teachers’ ICT behavioral competence and application levels of gender,teaching age,job title and grade level on each independent variable in the process of influencing used by the Process Plug-in SPSS.According to the survey,the ICT behavioral ability and application level of teachers in Z City under the background of smart education are relatively high.Especially at the creative level,where teachers are well able to apply ICT well in their teaching and learning process.The study found that the factors influencing teachers’ behavioral intentions in smart class supported by ICT included three direct factors: External Condition,Effort Expectation,and Performance Expectation,among these factors,External Condition having the greatest influence on behavior intentions,followed by Performance Expectations.Finally,the factors influencing teachers’ ICT behavior competence and application level in the smart class include four main factors: External Condition,Effort Expectation,Performance Expectation and Behavioral Intention.At the same time,according to the each factors in the structural equation modeling,this paper puts forward the five strategies of the teacher’s ICT application ability: improve teachers’ concept on the application of the ICT in smart class,in view of the current situation making training plan,establish a standardized ICT learning community of teachers,promoting ICT integration innovation with discipline teaching,policies and systems guide the improvement of teachers’ ICT application ability.