Research On The Development Of Teachers' Information Technology Application Ability From The Perspective Of Technology Acceptance

From face recognition to autonomous driving,from machine translation to intelligent medical care,we have witnessed the advent of a technology age.While emerging technologies such as artificial intelligence and big data are transf orming education,they also pose corresponding challenges to education,especially teachers.Whether or not the new generation of teachers have the ability to apply information and communication technology will undoubtedly determine the limit of the release of technological benefits.However,from the current point of view,the training-oriented development model cannot fundamentally solve the problem of the development of corresponding capabilities.We need to change the model-from external training to endogenous development.Schools are the main position for the development of teachers' information and communicatio n technology competency(ICT competency).How to support the ICT competency is the core issue of this research.Around the research issues,this study first combs the core concepts and existing research through literature review and theoretical research,and believes that the existing research in the development of ICT competency does not orga nically combine the influencing factors with systematic strategies,even ignore the key factor of technology use.Therefore,this study chooses the perspective of technology acceptance,and considers that technology use is the fundamental premise of the development of ICT competency.In order to explore the use of technology,this study,through quantitative analysis and case comparison,studies the key factors affecting the use of teachers' technology from two levels of teachers' individual and group,and finds that perceived usefulness,compatibilit y,individual innovation characteristics,subjective norms,top-level management support,technical support,activity organization,and early recipients have significant influence on the use of teachers' technology The most important factors are perceived usefulness and top-level management support.Therefore,this study attempts to build a relatively complete model of influencing factors to explain the relationship between different factors.Finally,in order to provide corresponding suggestions to the school,this study first combined with the analysis results of technology acceptance theory and related empirical research,put forward specific measures for each factor.On this basis,this chapter combines the relevant cases and the actual situation of the school,gives a holistic plan and points of attention.The overall plan includes:(1)set up a special group to introduce technology to ensure the usefulness of the technology;(2)make full use of the influence of interpersonal communication to expand the radiation transmission effect of early recipients;(3)use "key minorities" to promote technology recognition,Let technical learning become a school consensus;(4)Actively explore external resources to achieve a deep integration of education and technology.The main points of attention include:(1)combining the actual conditions of the school,using the normalization of technology as a powerful grasp of the development of teachers' ICT competency;(2)classroom teaching is the starting point and the goal of education reform,and the development of ICT competency;(3)the pursuit of vital interests by teachers is their reasonable motivation as ordinary people.Schools should pay attention to the ability development and teachers 'vital interests;(4)the development of teacher ICT competency is a systematic project,school should construct a development blueprint from a systematic and holistic perspective.This research can provide a reference for schools to develop teachers' ICT competency.