Under The Education Ecology View Primary And Secondary School Teachers Education Technology Ability

With the development of educational information, education is undergoing great change.Teachers’ development is also in a crucial period, and to improve their teaching abilitiesbecomes a huge challenge. Scholars at home and abroad have made deep researches into notonly the improvement of teachers’ educational technology ability, but also the elements that haveaffected it. However, most of their studies are isolated, not systematical. To make an unique andmore comprehensive analysis of teachers’ educational technology ability, the author adopts ideasfrom educational ecology, and compares school to the ecological system; educational technologyto the invasive species in it; and teachers to the key species.This thesis takes six primary and secondary schools from Dong gang District in Rizhao Cityas the research object. Through questionnaires, interviews and field investigations, the authorexplores the current situations of teachers’ educational technology ability. There are altogethersix chapters in the thesis. Chapter one presents the background of the thesis; literature reviews athome and abroad; and the aims, significance and methods of the thesis also. Chapter twopresents the relevant theories of the teacher’s education technology ability and the educationalecology, to pave way for later applications. In chapter three, with Spss17.0and Excel2003, theauthor studies the data collected from questionnaires, and analyzes the differences between urbanand rural teachers in the causes of the application of educational technology, the restrainingfactors, and computer skills. The fourth chapter emphasizes on educational ecological analysis ofthe factors that affect educational technology ability for primary and secondary schools teachers.Firstly, the author elaborates the application of educational ecology in teachers’ educationaltechnology ability. Secondly, this thesis expounds the ecological unbalance of their abilities.Finally, the author tries to find the ecological reasons for the unbalance. In chapter five, theauthor comes up with educational ecological strategies to promote the educational technologyability for elementary and middle schools teachers, which contain to improve the ecologicalenvironments of schools; to enhance the accomplishment of key species; to set right the niche ofinvasive species; and to highlight edge effect to balance the development between urban andrural teachers. The last chapter summarizes this thesis, points out the short and further research.From the perspective of educational ecology, the educational technology ability of keyspecies is affected by multiple factors in the school ecosystem. Educational technology’sinvasion into the school ecosystem to be mastered and used by teachers is a slow process ofevolution. Both key species and original species in the school ecosystem have to make choicesand adaptations with invasive species. With constant development of the educational technologyof invasive species, the educational technology ability of the teachers is also in a dynamic stateof reaching balance. To analyze teachers’ educational technology ability with relevant theoriesfrom educational ecology helps to accomplish the improvement of educational technology abilityfor primary and secondary schools teachers.