An Empirical Analysis On The Factors Of Pre-service International Chinese Teachers’ Intention And Behavior Of Educational Information Technology

Teachers’ mastery of educational information technology is an important part of China’s electronic education and educational modernization.For international Chinese teachers,under the normalization of COVID-19,it is necessary to use more educational information technology to teach in order to meet the learning needs of learners of different countries under the condition that offline teaching is not possible.Pre-service international Chinese teachers are an important force in the international Chinese teaching team,and they undertake the important mission of disseminating Chinese language and culture.It is of great significance to study the intention and behavior of pre-service international Chinese teachers to use educational technology.Based on UTAUT model,this study explores the influencing factors of pre-service international Chinese teachers’ intention to use information technology and behavior through empirical research,and puts forward reasonable,practical and feasible suggestions.First of all,this study expounds the UTAUT model and its application in the field of teacher education,as well as the relevant basic theoretical and empirical research on information technology for international Chinese teacher education,and also defines the key concepts involved in the article.On this basis,combined with the particularity of pre-service international Chinese teachers,a scale,a questionnaire,and a sampling frame were designed.In the empirical research,statistical analysis methods such as structural equation modeling are used to analyze the recovered data.The research conclusions are as follows: performance expectation,effort expectation and social influence have a significant positive impact on behavioral intention,and behavioral intention and facilitating condition have a significant positive effect on use behavior.Among the demographic variables,taking technology-related courses,obtaining the International Chinese Teacher Certificate,internship experience,and teaching experience significantly affect use behavior.According to the research conclusions,referring to the collected theoretical literature,policies,documents,practical experience summary reports and other relevant materials,combined with interviews and the author’s own views,put forward research suggestions from three aspects: pre-service international Chinese teachers themselves,training units,and technology research and development departments.Specifically,in terms of pre-service international Chinese teachers,firstly,they should enhance their professional identity,clarify their technical advantages,learn technical knowledge,and pay attention to practical training during their learning in school;secondly,they should use and create curriculum resources in the course preparation link of teaching practice.,mutual recommendation and mutual assistance,smart classrooms should be fully created in the teaching link whether online or offline,the collection of student data should be emphasized in the after-school link,and the network community should be fully utilized to build a bridge of communication.In terms of training units,the first is to optimize hardware conditions and increase investment in facilities;the second is to improve the internship mechanism and improve the pertinence of training;the third is to establish an information-based performance system and formulate evaluation rules.In terms of technology research and development department,firstly,it strengthens technical pertinence and builds specialized platforms;secondly,it optimizes operation and maintenance services and attaches great importance to technology iteration and function increment.