Researching The Training Transfer Motivation On Educational Technology Ability For Elementary And Middle Schools’Teachers

The aim of training on developing teachers’ education technological ability is for makingteachers to use the modern information technology in their daily teaching. The key whichdetermines the efficiency of this training is to guide teachers using the learning into their dailywork after the training. According to the previous studies, transfer motivation is the most directfactor to influence transfer behavior, therefore it plays an extremely critical role during thetraining of transfer. This paper is supported by the project of educational technology ability forelementary and middle schools’ teachers in Liaoning Province. Collecting data from theprimary and secondary schools’ teachers after the training, this research studies teachers’educational technology ability during two sections.The first section for this study is to investigate and analyze the training process by usingquestionnaire to get teachers’ information after training, as well as the level and types oftransfer motivation in Liaoning Province. According to the investigation, teachers in ourprovince have a certain level of transferring to use the learning after training, and transfermotivation includes two types, which are autonomous transfer motivation and controlledtransfer motivation. Furthermore, in order to make the foundation of researching the transfersection, exploratory analysis is made for the factors of transfer motivation. The second sectionis to use questionnaire to investigate transfer process. Firstly, theoretical model is constructedfrom three aspects which include individual characteristics, transfer design and supervisorsupport. Secondly, investigation is conducted by building hypothesis, designing questionnaire.Finally, analysis these factors and make conclusions.Through the analysis of the results, the dominant factors to influence the training transfermotivation on educational technology ability for are found to be training will, training retention,training reaction, self-efficacy, transfer design and supervisor support. The study found thatthese factors have significant correlation with the autonomous transfer motivation, and generalcorrelation with controlled transfer motivation. In addition, there is correlation amonginfluencing factors. The study found that the better transfer design, the more satisfied for thetraining. And the more desire to attend training, the better training retention. As teachersbecome more willing to use the knowledge learning from the training in daily work, theautonomy of teachers is reflected better, there could be the similar effect if support is obtainedfrom their supervisors. By improving the teachers’ controlled transfer motivation, teachers’ autonomous transfer motivation will be promoted.According to the results of the study, some suggestions are put forward for the training foreducational technology ability for teachers. In terms of individual characteristics, teachers’self-efficacy and satisfaction of training should be improved. In terms of transfer design,transfer motivation design is the dominant objective to be considered, which has content thatmeets the demand of teacher, and provides latter-phase services for teachers. In terms ofsupervisor support, teaching with the application of modern technology should be supported bysupervisors. By promoting the teachers’ transfer motivation, the effect of training on educationaltechnology ability for teachers could be improved, and then make teachers apply theirknowledge into teaching to realize modern technology integrated with subject curriculum.