Investigation And Analysis On Current Situation Of Teachers’ Educational Technology Capacity Among Primary Schools Of Dabu County In Guangdong Province

In recent years, technology plays a more and more important role in the field of education and technology update brings continuous reformation in teaching methods. Traditional teaching mode in teacher-centered classroom has gradually been replaced by teacher-leading and student-centered teaching mode. The curriculum reform of fundamental education level required teachers to master the educational technology knowledge and skills applied under the information technology background. In recent years, in order to implement the general requirement of national education informationization and comprehensively enhance the teachers’ information technology application ability, our government decided to implement the project of enhancing national teachers’ ability of applying information technology in primary and secondary schools. In May 2014, our government formulated the standard of "teachers’ ability of applying information technology in primary and middle schools". It puts forwards new request to the higher level of ability for the application of information technology in the teaching process. Therefore, the preliminary investigation on teachers’ educational technology ability has become an extremely important subject.This study aimed at the investigation and analysis of the current situation of rural primary school teachers’ educational technology ability in Dabu County of Guangdong Province, The four dimensions of investigation and analysis of the existing local primary school teachers’ education technology ability are : awareness and attitudes of educational technology, educational technology knowledge and skills, educational technology application and innovation, the social responsibility when applying educational technology. A questionnaire survey was conducted in 10 primary schools in Dabu County of Guangdong Province. It included 100 questionnaires and 82 questionnaires were returned. We gained a lot of valuable data. At the same time, we interviewed the relevant personnel of these schools and the results were further verified. Through the statistical analysis of the survey data, it was found that the main factors restricting teachers’ educational technology ability’s development of Dabu County primary schools include: the training form of educational technology ability is rigid and the contents are single without paying attention to case analysis’ important role in teacher training; some teachers still have one-sided cognition of educational technology; most of the teachers lack of sustained research and study of related knowledge regarding to educational technology; different levels of schools are quite different in the aspects of software and hardware environment construction; local education administrative department and some schools lack of incentive mechanism to enhance the educational technology ability of teachers. Finally, according to these problems, we put forward several reasonable strategies.