A Study Of Relationship Between Technology Knowledge And Technology Beliefs Of Junior Middle School English Teacher

With the rapid development of science and technology,information technology plays an increasingly important role in education.The integration of information technology into curriculum has also attracted the attention of educators.Although China has advocated the integration of information technology into curriculum taught by the teachers,the integration effect still needs attention.Many factors influence the effectiveness in the classroom,including the technology knowledge and technology beliefs of teachers.The technical knowledge includes four elements of Technological Pedagogical Content Knowledge(TPACK): Technological knowledge(TK),Technological Content Knowledge(TCK),Technological Pedagogical Knowledge(TPK)and Technological Pedagogical Content Knowledge(TPCK).The technology beliefs mainly refers to the belief that teachers can use technology to assist teaching in the process of education and teaching,and the belief that they believe in the role of technology and actively use appropriate technology in the classroom.Therefore,based on the previous studies,this study investigates the level of technology knowledge and technology beliefs of English teachers in junior middle school,and analyzes the correlation between them.Firstly,this study compiled the Questionnaire on the Status of Teachers' Technology knowledge and Technology beliefs to investigate the level and relevance of technology knowledge and technology beliefs of junior middle school English teachers based on the theory of TPACK and Technology Acceptance Model.And then,the questionnaire was distributed and recycled through the Internet.A total of 210 questionnaires were collected in this study.After deleting the incomplete and meaningless questionnaires,a total of 206 valid questionnaires were collected.Finally,the data of the questionnaires were collected and analyzed,and the results are as follows:(1)The overall level of technology knowledge of junior high school English teachers is high,of which TPACK is the best,while TK is the weakest.(2)Technology beliefs of junior high school English teachers is high,in which the average social impact of technology is the highest,the ease of technology,the self-efficacy of technology and the voluntary are lower than the mean score.(3)There is a strong positive correlation between the technology knowledge and technology beliefs of junior middle school English teachers.(4)Gender and teaching age have no influence on the technology knowledge and technology beliefs of junior middle school English teachers.Age has a significant influence on teachers' technology beliefs.Professional titles,the frequency of participation in on-the-job training and the satisfaction of teachers in their work also have significant influence on teachers' technology knowledge and technology beliefs.