Research On Information Ethics Literacy Of Teachers

The development of information technology has brought unprecedented opportunities and revolutionary influence to education.Like other areas of society,the process of school education and teaching is also facing more and more information ethics issues such as privacy protection,information security,and intellectual property rights.This poses new challenges to teachers' competency standards and professional requirements.As the “core actor” in technology-integrated education,teachers not only need to have a certain level of information technology application capabilities,but they must also become moral role models in technology practice,and they must shoulder the responsibility for strengthening student's information ethics literacy.Although in recent years the ability of teachers to apply information technology has received sufficient attention from education departments,schools and teachers in various countries,the information ethics of teachers as the subject of technology has not received widespread attention or even been ignored.For this reason,this research focuses on the issue of teachers' information ethics literacy,and aims to understand the actual state,problems and causes of teachers' information ethics literacy,in order to provide useful thoughts and suggestions for the improvement of teachers' information literacy.This research focuses on the theme of teachers' information ethics literacy.Through theoretical interpretation,quantitative data analysis and qualitative data verification,it examines the development status and problems of teachers' information ethics literacy from four dimensions: information ethics recognition,information ethics emotion,information ethics knowledge and information ethics ability.Based on a mixed research design including literature,questionnaires,interviews,observation and case studies,a comprehensive survey of nearly 3,500 elementary and middle school teachers in 16 provinces of China and in-depth interviews to more than 20 teachers and school management were conducted.This research strives to conduct a more comprehensive and in-depth study of the actual status of teachers' information ethics literacy,group differences,problems and causes,related influencing factors,and improvement paths.The main findings of the research are as follows:Firstly,the four dimensions of teacher information ethics,including information ethics recognition,information ethics emotion,information ethics knowledge and information ethics ability,affect each other and have a certain close internal structural relationship.Among them,information ethics recognition has a significant direct promotion effect on information ethics emotion,information ethics knowledge and information ethics ability.Information ethics emotion has a significant mediating effect in the path of information ethics cognition on information ethics ability.Information ethics knowledge has a significant mediating effect in the role of information ethics cognition on information ethics capabilities,and information ethics knowledge and information ethics emotion have significant chain mediation effects in the role of information ethics cognition on information ethics capabilities.Secondly,in terms of the status of information ethics literacy,the current information ethics literacy of primary and middle school teachers in China is generally good,but there is still room for improvement.Teachers perform best at the level of information ethics emotion and information ethics recognition,followed by information ethics ability level,and the level of information ethics knowledge is lagging behind.Teachers' information ethics literacy differs significantly between individuals,regions,and schools.Especially in western and rural areas,teachers' information ethics literacy is relatively weak,and more attention needs to be paid to ensure the implementation of the resource guarantee mechanism for the balanced development of urban and rural education informatization and to the overall improvement of teachers' information literacy in underdeveloped areas.From the perspective of influencing factors,the level of teacher information ethics is most affected by individual factors,followed by environmental factors,and then behavioral factors.Further path analysis shows that variables such as subjective norms,information ethics behavior attitude and perceived behavior control at the individual level of teachers play an important intermediary role in the process of school ethical atmosphere and the impact of school ICT investment on teachers' information ethics literacy.Thirdly,there are still many problems in the development of primary and secondary school teachers' information ethics literacy.Teachers' information ethics recognition is fragmented,shallow,and perceptual;Teachers' overall information ethics emotion is positive,but some teachers lack humanistic care and moral responsibility in the information technology context;Teachers' information ethics knowledge is relatively weak,with lacking the knowledge of technical integration,information ethics judgment and decision-making,and information laws and regulations;Teachers' information ethics practice ability is insufficient,and there are phenomena of the disconnection of information ethics awareness and information ethics practice.The lack of information ethics of teachers may bring certain risks,which are mainly manifested in the "technology supremacy" leading to the alienation of "persons",and "technological abuse" triggers the tendency of teaching entertainment.The lack of ethical care and emotional care affects students' growth,and the absence of information ethics education is not conducive to the cultivation of students' information literacy.The research finds that the causes of the lack of teachers' information ethics are mainly attributed to the conscious reduction of teachers' ethics in the technological environment,the lag of the ethical norms of technology application,the absence of school system ethics,the dual nature and complexity of information technology,and the imperfections of laws and regulations and the supervision and evaluation mechanism.Based on the above findings,the following possible paths for the improvement of teachers' information ethics literacy are proposed.First,with endogeny as the core,individual teachers must form a scientific outlook on information ethics,enrich information ethics knowledge,adhere to the unity of moral self-discipline and information ethics practice,and become ethical reflective technology practitioners.Second,based on the school,it is necessary to formulate the school's technology application ethics system,to pay attention to the effectiveness of teacher information literacy training,to create an ethical school culture,and to innovate teacher evaluation mechanisms,thereby establishing teacher information all-round support for the cultivation of ethical literacy.Third,with the government' leading,it is important to improve the ethical norms for the application of technology in the education industry and continue to update teachers' information literacy standards,to clarify the ethical responsibilities of multiple subjects,to establish and improve information laws and regulations,and to focus on public opinion in the information society guide and to create an ethical atmosphere,to introduce social supervision mechanisms in order to carry out the comprehensive management of educational information,thereby building a guarantee system for the collaborative participation of multiple subjects,and jointly guiding the ethical character of technical practice.