Research On The Construction Of ICT Capability Model Of Teachers In Deaf Schools And Empirical Research

Special education informatization is an important support to improve the quality of special education and realize the modernization of special education.In the process of the development of special education informatization,the ICT capability of special education teachers plays a key role as a bridge.However,at present,China’s special education teachers are still weak in ICT capability,lack of ICT training for special education teachers,and lack of targeted training content.Deaf education is an important part of special education in our country,this paper takes deaf school teachers as an example,by building a deaf school teachers’ ICT capability model,to clearly define the abilities that deaf school teachers should have,and standards for deaf school teachers’ ICT capability to accurately evaluate,found that ICT in the process of developing the capability of teachers’ deficiency.Furthermore,it points out the direction for the improvement of teachers’ ICT capability.Therefore,it is of great significance to construct the information technology application ability model of special education teachers.Firstly,this paper reviews and analyzes teachers’ ICT capability,relevant policies and standards at home and abroad to comprehensively understand and grasp the research background and status quo of teachers’ ICT capability.Secondly,on this basis,the relevant indicators in the existing literature and policy standards were summarized,and the ICT capability indicators specific to teachers in deaf schools were integrated to form a preliminary ICT capability framework for teachers in deaf schools.The framework was further improved by adopting the advice of experts in the field of education informatization and special education.Thirdly,combined with the proposed framework of ICT capability of deaf school teachers,a questionnaire was designed to investigate the ICT capability of deaf school teachers.Six provinces in central China were selected for the investigation,and exploratory factor analysis was carried out using the recovered questionnaire data to extract the main factors of ICT competence of deaf school teachers.The ICT capability model of deaf school teachers was constructed,and the model was further verified by the confirmatory factor analysis method.Fourthly,the differences of ICT competence among different groups of teachers are analyzed from many aspects.Finally,in view of the problems existing in the development of ICT competence of teachers in deaf schools,some suggestions are put forward to promote the development of ICT competence of teachers in deaf schools.The results show that the model includes four indexes:the ability to use special software,the ability to use information technology for rehabilitation education,the ability to use basic teaching software,ability to use information technology in teaching.Through the difference analysis,it is found that the development of ICT capability of deaf school teachers with different teaching ages and educational backgrounds is not balanced.Finally,from strengthening the system guarantee of the ICT capacity and improve the deaf school teachers,attaches great importance to the deaf school education information resource in the equilibrium between different regions,attaches great importance to the deaf school teachers’ ICT training,improve the training content system,promote the cluster development deaf school teachers to put forward deaf school teachers’ ICT application capability promotion proposal.