Research On The Development Of The Kindergarten Teacher’s Educational Technology Ability

Preschool education is the beginning of the basic education as well as the start point of one’s long life learning,So the problem on preschool education is getting more and more attention.The kindergarten teacher is a key element of preschool education so many researchers are concerned with the professional development of the teachers.As information technology is becoming a part of kids’ life the kingergarten teacher has to work in a technical evironment that means the teacher’s educational technology ability become one of the most important part in a teacher’s professional development.The educational media which the kindergarten teachers often use are different with that used by the primary teachers,that means we can not copy the research results in primary and secondary school teachers to kindergarten teachers.On the other hand,the kindergarten teachers do not have the same level in educational technology which make it difficult to find an approach to improve the whole kindergarten teachers’ educational technology ability.Refered to the researches of common professional development of kindergarten teachers and the researches of ET ability,we chose the development of ET ability of the qualified kindergarten teacher as the focus of this paper.Based on other research,this paper analysed the composition of ET ability in a view of development then we constructed a triple-layer ability model which includes the base layer,the ontology layer and the presentation layer.Analised the ability model we found the key point of the educational technology ability development of the qualified kindergarten teacher lied in the related practical knowledge generation.So we designed a model of kindergarten teachers’ profesional development model in ET ability which based on the generation of the practical knowledge and then designed a corresponding action route.According to the action route we made a design based research in the case kindergarten to improve the educational technology ability of the teachers in that kindergarten and carried out some theoretical research on the narrative study and case study in the action route and with that case we proved the the feasibility of the model based on practice knowledge.This paper consists of six chapters,roughly divided into three parts.The first part is maily to built the theoretical framework of the study which includes the first chapter and the second chapter.In this part,We try to answer the question what is the ET ability of the kindergarten teacher.We summarized the research on the kindergarten teachers’ professional development and that on the ET ability.based on that summarise we clarified the focus of the study.Refered to the research on ability in the the different fields of psychology,management science and the education technology,we confirmed our research should concerntrate on the situation of the educational technology ability and do research on multi angle method.So we defined the educational technology ability from a new perspective.In our research,the ET ability is a tree structure with three layers.The specific character of the kindergarten teacher in that presentation layer is discussed and according to the content of the the ontology layer we concluded that we should think the practical knowledge and the theoretical knowledge separately in the research on ET ability development.The second part,which includes the three chapter is maily to clarify the realistic condition of kindergarten teachers’ ET ability.In this part,we try to answer the question how do the things like in kindergarten teachers’ ET ability.Through the content analysis to the common questionnaire often used,we noticed the lack of methods which was used in the past on the ET ability situation research.Then we used questionnaire and Critical Incident Technique as well as case study to investigate the current situation of kindergarten teachers’ ET ability.According to that investigation we found the main problem of the kingdergarten teachers on their ET abilities was the lack of innovative application which lied in the lack of practical knowledge.That make us constrate on the practical knowledge generation.The third part,which includes the four and five chapter try to answer the question how to improve the kindergarten teachers’ ET ability.According to the research on practical knowledge generation we built a model on the ET ability development which included the teacher narrative research and the case study.Based on the model we designed an action route which concerntrated on the teacher narrative research and case study.By a design based research in the case kindergarten,the paper clarified some misunderstanding on the narrative research and the case study and proved the feasibility of the ET ability development model.At last,we discussed the incentive mechanism of the ET ability development model.Since the teachers in that case often showed a lack of motivation,we analised the reasons from the view of teacher’s burn out point,and put forward solving strategies according to the theory of dynamic field theory.