Research On The Status Of Primary School English Teachers’ Information Technology Application Ability

In the era of education informatization 2.0,my country puts forward new requirements for teachers’ information technology application ability,emphasizing from “application-driven” to “integrated innovation”.Therefore,improving the information technology application ability is the only way for teachers to promote their professional development.In order to understand the current situation of primary school English teachers’ information technology application ability,and to better improve teachers’ information technology application ability.Based on the theoretical basis of Integrated Technology Pedagogy,this paper takes primary school English teachers as the research object,and uses the methods of document analysis,questionnaire survey,video analysis and interview,from a combination of qualitative and quantitative perspectives,investigates the current situation of primary school English teachers’ information technology application ability,explores the influencing factors of their information technology application capabilities,and puts forward suggestions to improve their information technology application capabilities.First of all,the questionnaire is compiled based on the knowledge framework of Integrated Technology Pedagogy,the knowledge framework of Integrated Technology English Pedagogy and the Self-Evaluation Questionnaire for foreign language learners.The questionnaire is distributed to primary school English teachers nationwide through the “Questionnaire Star” platform.SPSS was used to conduct reliability and validity analysis,descriptive analysis,difference analysis and correlation analysis on the questionnaire data.Secondly,based on the interactive analysis coding system based on information technology and the discourse analysis based on the integrated technology-based subject pedagogical knowledge framework,the coding table is compiled,and the node coding analysis is performed on the normal course of primary school English with Nvivo.Finally,based on the results of questionnaire data analysis and video analysis,in-depth interviews with primary school English teachers are conducted to explore the factors that affect primary school English teachers’ information technology application ability.The main conclusions are as follows: 1.Video analysis shows that the overall level of information technology application ability of primary school English teachers is relatively high.They uses the most knowledge of subject pedagogy that integrates technology in classroom speech or behavior,and the least use of pure subject content knowledge.2.The analysis of the questionnaire survey shows that the primary school English teacher group generally believes that their technical knowledge is the best,and the integrated technical subject pedagogy knowledge is the worst.Elementary English teachers’ technical knowledge,integrated technical subject content knowledge,integrated technical subject pedagogy knowledge,and integrated technical subject teaching knowledge have a mutual influence and interaction relationship.Primary school English teachers’ information technology application ability is still“application-driven”,and the ability of “integration and innovation” is insufficient.3.Demographic factors: teacher gender,age,teaching age,educational background,major and professional title;Internal factors: teacher’s self-efficacy in the application of information technology,teacher’s attitude towards information technology,teacher’s sense of pressure on information technology;External factors: the construction of school infrastructure,peer-to-peer learning,teacher training.The above factors affect the ability of primary school English teachers to apply information technology.4.Put forward suggestions to improve the information technology application ability of primary school English teachers,such as improving the construction of school software and hardware,improving the training system,and teachers practice the concept of Educational Information Technology 2.0.