Shaanxi Rural School Teachers In Educational Technology Capacity For Information Technology In Education Development

Along with education information and the development of distance education in rural areas, how to make full use of information technology and distance education in rural areas to promote education and development by leaps and bounds in their own professional development of teachers is the current rural education an important issue, but to get it Implementation, teacher development (capacity of educational technology) is the top priority.In this paper, mainly through access to literature, surveys, site visits and interviews, and other methods, teachers in rural areas for the professional development of information technology research and analysis of existing problems. The author of thinking is this: Early in the study of teacher professional development, the need to collect a large number of relevant literature. To the professional development of teachers at home and abroad to understand the level of research, study the problems encountered, the corresponding countermeasures. On the one hand, seeks to avoid duplication with other research, but also for the follow-up research work has laid a theoretical foundation. In this part of the literature survey methods used to collate information processing, extraction and research closely related to the information.The second stage: the professional development of teachers in rural areas to find out about the teaches'status. Using the methods of a questionnaire survey, on-site observation and a combination of interviews, the district judge of the professional development of teachers, focusing on the issue further. Stage 3: In view of these problems the author from the four intercept and design of intervention programmes and the corresponding strategy. Intervention in the implementation of the study observed the changes, record the problems, and to a comprehensive understanding of the research results at the same time, focus on the choice of three rural teachers to intervene to confirm and verify the results, in the course of ongoing Programme changes and adjustments. Phase IV: Aggregate extraction stage. From the study of the growth experienced in the refining teachers personal growth experience, information-oriented form teacher professional development methods and ideas.Try to pass the analysis being in progress thorough , in a meticulous way to the factor that the ability affecting teacher IT teaching application develops, the ability applying to rural area teacher IT teaching develops simultaneous be tied in wedlock case having provided approach and suggestion. Development of school "pivot" can use such a development trajectory for reference: "From the theory studying the theory practice refines in the complement summary discovering the insufficient technology of teaching in practice". But, to the sort, the teacher , the researcher suggest adopt "a technology to study advantage experiencing a technology in practice in teaching and be not worth studying theory guiding a problem to resolve the development way that the summary refines " may further are suitable for then.At the same time, the object of our different levels of intervention means and attitudes are different, in the article will be carried out specifically addressed. In conclusion, we formed a training to teaching design the main line, from the practical teaching Comments start with the case, deepening the teaching theories of learning and teaching in actual cases to resolve the problem as a starting point, the trigger for technical study and application of resources Enthusiasm. And a mission-driven approach, improve the efficiency and training of teachers participate in the training initiative.