Research On The Present Situation Of Information Technology Teacher

With the wide application of new technologies in the field of education, digital divide has gradually expanded between students and teachers, so researches on teacher professional development not only concern about teacher’s academic nature and normal nature, but also concern about teacher’s technical nature. In2005, the American scholars Koehler and Mishra first proposed TPACK framework about teacher’s knowledge. The framework provided a theoretical model for researches on teacher professional development in the view of technology, and provided references for teachers to integrate technology into the classes, so TPACK framework were wide concerned by educational circles.This study used quantitative and qualitative research mixing methods:First, this research clarified the meaning, elements and development status of TPACK through literature research method. Second, through survey research on high school IT teachers from four districts of Nanjing city, it analyzed and described the TPACK overall level and differences of high school IT teachers. Third, it selected an expert teacher and a non-expert teacher as the object of case study, and explored the two types of teachers’TPACK differences in teaching practice. Finally, based on the research result, it proposed some strategies for TPACK development of high school IT teacher.The research result shows:First, the TPACK overall level of high school IT teachers is middle, each TPACK dimension of teachers has an uneven level, and the integration degree of TPACK dimensions is not good, especially the integration between Knowledge of student and Knowledge of instructional strategies. Teacher’s Overarching conception of teaching information with technology integration is good, but there is a certain gap between the teaching practice and teaching idea; Teacher’s Knowledge of student with technology integration and Assessment knowledge with technology integration are at higher levels; Teacher’s Knowledge of instructional strategies is at upper middle level; Teacher’s Curriculum knowledge is at lower middle level. Second, a significant increase of high school IT teacher’s TPACK knowledge generally occurs in first (0-3years) to third (11to17years) stage of teacher professional development; TPACK levels of First-grade teacher and Senior teacher in secondary school are higher than the levels of Second-grade teacher and Novice teacher; The levels of Knowledge of student with technology integration and Assessment knowledge with technology integration are significantly different between male and female teachers; And in Knowledge of student with technology integration and Assessment knowledge with technology integration dimensions, the level of teachers with bachelor’s degree is higher than those of master’s degree. Third, Expert teacher’s TPACK knowledge is better than the non-expert teacher and expert teacher’s degree of TPACK integration and flexibility is particularly prominent.As a result of limitations in resources, time and energy, there are some deficiencies in this study. For this, the author proposed some suggestions for the future research and showed the directions can be further concerned on this topic.