Research On The Status Quo Of Information Technology Literacy Of Primary And Middle School Teachers

In recent years,the importance of information technology in education and teaching has risen to an unprecedented height,which puts new demands on teachers' information technology literacy.At present,the application of IT in education in China has achieved certain results,but the research on teachers' information technology literacy is not enough,and the understanding of the information technology literacy of primary and secondary school teachers——especially teachers in small and mediumsized cities——is limited.Therefore,this study focuses on primary and secondary school teachers in small and medium-sized cities,and investigates the status of teachers' information technology literacy.First,this study reviews literatures on teachers' information technology literacy,including the basic connotation,evaluation system and target level of teachers' information technology literacy,and provides theoretical basis for follow-up research.This study conducts the survey by self-made questionnaire from four dimensions,including teachers' information technology awareness,knowledge,ability and ethics,and describes the status quo of teachers' information technology literacy by statistical techniques such as description analysis,analysis of variance,correlation analysis and regression analysis.At present,the overall information technology literacy of teachers is at the middle level of the target level,which has reached the professional requirements of teaching.However,the problems still exist,such as the uneven development of teachers' information technology literacy in one school,the imbalance of teachers' information technology knowledge and ethics development,the lack of knowledge on information technology application,and the need to improve the information technology ability of older teachers.Secondly,this study is based on the current situation of teachers' information technology literacy,and uses interviews to analyze the factors affecting teachers' information technology literacy.The study found that the factors that lead to the problems of teachers' information technology literacy are various,including school factors,teachers' own factors and the social environment factors of exam-oriented education.In terms of school factors,the school's informatization facilities have not been perfected,and the school's educational philosophy is relatively conservative.In terms of teachers' own factors,teachers' informatization thinking is limited,and older teachers' motivation to improve information technology literacy is insufficient.In terms of exam-oriented education factors,school leaders and teachers are more willing to put energy in the work that can directly improve students' performance,and the teachers especially high school teachers have heavy workload and high pressure,so they have no time to improve their information technology literacy.Finally,based on the above investigations and analysis,this study proposes three specific approaches to improve teachers' information technology literacy: first,the government need to guide schools to organize information activities,second,the school should conduct school-based training on teacher information technology,which is based on school development and teachers' actual needs to effectively solve the practical difficulties encountered by teachers in information technology training,third,enterprises should be encouraged to improve information technology software,and should have the awareness of service education,carefully creating information products that are conducive to education and teaching.The purpose of these measures is mainly to strengthen inter-school exchanges,change the school development concept,motivate teachers to improve the information technology literacy,and enhance the applied knowledge of teachers' information technology.