The Promotion Strategies Of Information Technology Teachers' Use Of Classroom Data

The use of educational data is an important direction of deepening the reform and innovation in the field of education.With the continuous development of educational informationization,teachers can get more diversified and complete educational data at a faster rate or even in a real time.However,having data does not mean improving teaching by using data.It‘s is particularly important to optimize teachers‘ use of data for improving teaching practices and helping students for personal development.Derived from the first line of teaching practice,the classroom data which teachers use has a direct impact on the growth and development of students.For the important leading role that information technology teachers‘ professional ability and the classroom teaching environment play in the process of educational informationization,this paper discusses the currentsituation and promotion strategies of information technology teachers‘ use of classroom data,which has an important research significance and reference for other subject teachers to use classroom data to promote students‘ growth,construction and optimization of educational data system,school data culture and even the construction of support system.According to the present situation and problems of the existing related research,semi-structured interviews of 20 the information technology teachers which covers different genders(male and female),different educational backgrounds(undergraduate and graduate),different teaching stages(primary school,junior high school and high school),and different titles(primary school: the first title and advanced title;middle school: the second title,the first title and advanced title)are carried out.With of quantitative and qualitative data analysis methods including generic analysis,content analysis and interpretive structural modeling,this paper shows a systematic review and analysis of the current situation and influencing factors of information technology teachers‘ use of classroom data.Based on that,strategies for promoting the information technology teachers‘ use of classroom data are explored.A corresponding teaching intervention is carried out to get an insight into these strategies‘ advantages and limitations in teaching practice.It aims to provide sufficient reference and support to the relevant research and practice of teachers‘ use of classroom data.The main contents and conclusions of this paper are as follows:1 Conclusion about current situation of information technology teachers‘ use of classroom dataIn the process of classroom data use,information technology teachers tend to use classroom data in the way of immediate respond and instant use in class but ignore the system plan of classroom data use.In information technology teachers‘ opinion,the main purpose of using classroom data is to understand students‘ learning,normalize learning assessment,collect students‘ works,interact instantly and select excellent students,which focus on complete their teaching task themselves.There are few specific rules and requirements about classroom data use of information technology teachers in school due to the fuzzy teaching objectives and low requirement of learning assessment in information technology of primary and secondary schools.While electronic and real-time visualized classroom environment brings classroom data use convenience to teachers,it makes classroom management relatively difficult.In addition,the research identifies information technology teachers‘ need in classroom data use,which lies in discipline development,technical platform,training guidance and collaborative management.2 Conclusion about influencing factors of information technology teachers‘ use of classroom dataThe 16 influencing factors identified by the study are mentioned by half and above of the teachers interviewed.Among them,the influencing factors which are mentioned by all information technology teachers are ?auxiliary resources?,?subject teaching characteristics? and ?result expectation?;different teaching stages and different titles of teachers‘ concern on these influencing factors is relatively different;the impact of these factors on teachers‘ classroom data use are complex and diverse,which ?subject teaching characteristics? plays the most basic role on teachers‘ use of classroom data,and the factors of ?teaching attitude?,?data literacy?,?result expectation?,?technical tool?,?time and energy?,?students‘ participation?,?auxiliary resources?,?students‘ learning attitude? influencing each other are driving force to teachers‘ use of classroom data.3 Conclusion about promotion strategies of information technology teachers‘ use of classroom dataBased on the analysis of current situation and influence factors of information technology teachers‘ use of classroom data,it explores a series of strategies to promote information technology teachers‘ use of classroom data for optimizing classroom teaching and advancing students‘ sustainable learning and growth from five aspects of updating ideas,fitting discipline,cultivating capacity,optimizing technology integration and building learning community.That is,exploring data value to update ideas of classroom data use;inquiring of the essence of information technology teaching to get the guideline of classroom data use,leading the direction of teachers‘ professional development to improve teachers‘ data literacy,integrating classroom technology to optimize the process of data use,and enhancing the participation of stakeholders to build a data-informed learning community.4 Conclusion about teaching intervention of the promotion strategies of information technology teachers‘ use of classroom dataA 4 weeks‘ teaching intervention of explored strategies is carried out in this research.The results show that the application of classroom data tools helps to enhance students‘ classroom performance,especially to enhance students‘ perception of learning atmosphere.Students‘ overall satisfaction with the use of classroom data tools is high,and their future willingness to use these tools tends to be polarized.It requires more attention to the integration of classroom data use and teaching process,the adaptation of classroom data use and teaching attention and students‘ data privacy protection in further research and practice.