A Research On School-based Training In Educational Technology Literacy For Engineering College

With the advent of the information age, educational technology literacy has become one of the basic diathesis for all educators, especially for the teachers in high school. In order to adapt to the needs of modern society, university teachers ought to pay more attention to the development of education technology literacy. Engineering college teachers generally come from comprehensive universities or engineering colleges, so their non-teacher educational background makes their development of education technology literacy having some significant features, such as a high scientific quality, the lack of accomplishment as well as the humanistic quality of education, educational psychology knowledge is weak and so on. Therefore, how to reinforce the training of Engineering college teachers'educational technology literacy, construct reasonable engineering college teachers'education technology training system, and actualize effective education technology training has become an important topic of current study in the field of education. The backbone of this study is to research the training of educational technology literacy for teachers in engineering universities.In the paper, the significant meaning of educational technology literacy training for Engineering college teachers'development was primarily introduced. On the basis of studying relevant research,the author considered that it is significant to build up a training system of educational technology literacy for engineering college teacher because of the lack of such training systems. These would give a model advice on the training of engineering college teachers'educational technology literacy.In chapter two, the author analyzed the characteristics of groups of teachers in engineering colleges and universities and discussed the educational technology literacy content of teachers in engineering college.Through literature research method, the author discussed the concept of teacher educational technology literacy and also analyzed its content and structure. Subsequently, the author defined the content of teacher educational technology literacy in line with engineering colleges and universities.The third chapter introduced the theoretical basis both for educational technology training for Engineering college teacher and the school-based teacher training. And then, it compared the ability standards of educational technology for foreign teacher and primary school teachers in our country.Before the training of educational technology, we need to comprehend the educational technology skills required for teachers teaching,educational technology principles and Relevant theories of school-based training. Following, the theories for school-based teacher development,constructivism, humanistic educational and teacher professional development were described in detail,and were tried to apply in the training as guiding ideology for the purpose of a multiplier effect.At the beginning of chapter four,the author braught up a training approach and implementation strategies target to the training of educational technology literacy for teachers in Technological Universities. Based on the above stragegies, he build a system framework for school-based training taking the case of Shandong University of Science and Technology Jinan Campus,and put it in practice for the whole university.During the implementation,the traing determined a principle of internal-external interactively and point-sphere conjunctively,so the teachers can receive all kinds of knowledge and skills. The training was conducted in the form of thematic discussions,observation classes and open classes, Project of Young Teachers Navigation.During the training, systematic method of efficacy evaluation was worked out opportunely.The fifth chapter summarized the implementation result of the training scheme. By means of interviews and questionnaires,the author performed analytic study on the training effect in order to supply enough reference for the follow-up training.A summation is made to generalize the work in this paper. Suggestions are proposed for further research and improvement.