Research On The Difference Of K-12 Teachers' ICT Application Level

Teachers are the key to promoting education development.In recent years,driven by national policies,the level of K-12 teachers' ICT application in our country has been greatly improved.However,there are many new problems in the process of rapid advancement,especially the problem of unbalanced development.This will not only affect the sustainable development of China's education informatization industry,but also presents new problems such as fair education.Therefore,it is urgent to research on the difference of K-12 teachers' ICT application.and based on the research results,this paper proposed to reduce the gap.This will not only enrich the relevant theoretical research of teacher ICT,but also have important practical significance for reducing the gap in the application level of teachers' ICT and promoting the overall improvement of teachers'ICT application.By analyzing a large number of domestic and foreign scholars' research results,this paper applies the theories of systems theory,sustainable development theory and other related theories to construct the evaluation index system for the difference of teachers'ICT application level,based on the CRITIC method,the Taylor coefficient method,and the grey correlation analysis method.Based on this index system,this paper conducted an empirical study on the difference of the information technology application level of K-12 teachers in G Province.In the light of the research results,this paper proposed some targeted suggestions to narrow the gap of teachers' information technology application level.The research results mainly include three aspects:(1)Constructed an evaluation index system for the difference in the ICT application level of K-12 teachers.There are few researches on the ICT application and difference index indicators of K-12 teachers in the existing literature.On the basis of the existing research,this paper uses the literature analysis method,differential coefficient method,CRITIC method and other methods to construct an index system.It focuses on evaluating the difference in the ICT application level among K-12 teachers.The index system includes four first-level indicators:ICT teaching,ICT teaching and research,ICT effectiveness,ICT application effects.It also includes 16 second-level indicators.(2)Making comprehensive analysis of the difference in the ICT application level of K-12 teachers.According to the evaluation index system this paper measures the difference in the ICT application level of K-12 teachers in G province from the perspective of regional and ability levels.From the perspective of regions,the results reveal that the differences are mainly between regions.The differences in the central region are the smallest,the differences in the southern region are the second,and the differences are greater in the northern region.From the perspective of ability levels,the research results indicate that the differences are mainly between grades level.There is a small difference in the application level among high-level teachers,and a large difference in the application level among low-level teachers.(3)Proposing to reduce the gap in the application level of information technology among primary and secondary school teachers.The paper finds that differences between regions and grade are main differences in G Province.Cross-index analysis found that the main causes of differences are the gap between the application level of teachers in ICT teaching and ICT teaching and research.In view of regional and hierarchical differences,this paper suggests that the government should pay attention to regional and hierarchical differences.In view of the differences in the application level of teachers'information technology teaching and learning,this paper suggests that relevant departments establish information technology teaching and application extension mechanisms and expand the application of information technology in teaching activities.In view of the differences in the level of teachers' information technology teaching and research,this paper suggests that teachers establish a correct concept of information technology and explore a new model suitable for teachers' information teaching and research.There are two major innovations in this paper:On the one hand,there are few studies on the information technology application indicators and differences of application indicators of teachers in the existing literature.This study constructed an evaluation index system for the difference in the ICT application level of K-12 teachers from the perspective of the application process.On the other hand,studies in the existing literature analyzed the differences from one perspective,such as the common regional perspective.This research comprehensively analyzed the differences in the ICT application level of K-12 teachers from perspectives of the region and the ability level,and comprehensively analyzed by means of the cross-indicator dimensions.Due to my limited ability,there are two aspects that need to be improved:On the one hand,evaluation index system for the difference in the ICT application level of K-12 teachers needs to be further improved.Although the construction of the evaluation index system in this paper is based on the results of relevant research at home and abroad,it is still difficult to avoid all the missing.When determining the index weights used to assess the ICT application level of regional teachers,this paper only uses the CRITIC method.In the follow-up work,it is necessary to improve the evaluation index system further by adopting the indicator weight determination method.On the other hand,this study only conducted an empirical study on G Province,and it needs to be extended to more provinces.