Research On Teachers’ Technology Adoption Process Based On Evolution Analysis Of Digital Teaching Artifacts

In the field of education,digital teaching artifacts are not only artificial products in electronic format,but also possess the characteristics of collaboration,interaction and authenticity.The design and development of digital teaching artifacts is an effective connection between tools and teaching,which has become an important topic in the field of educational technology.What elements teachers consider in the process of artifacts design and the change of importance among them will be regarded as a kind of teaching evidence to prove that teachers have changed their design thinking and practice.The change brought by such new technology can be reflected in the process of teachers’ gradual understanding and skilled use of the new technology.At present,a large number of studies have been exploring the frequency data as the evidence for teachers’ technology adoption,while the methods and research on unstructured image artifact content data is relatively rare because of its difficulty in measurement and complexity of semantics.Therefore,based on the existing research,this study aims to: 1.Establish a meaningful information collection process for largescale image teaching artifacts;2.Verify by observing the actual collected artifacts data;3.Provide a design and practice process of teachers’ technology adoption dynamic observation based on artifact feature evolution analysis.The main contents of this study are as follows:First of all,a batch of image data records from teachers’ teaching artifacts are collected,and a certain universal personalized data observation tool is made to systematically observe the large-scale,unorganized and disordered original teaching artifacts,so as to realize the collection of meaningful information of teaching artifacts.Then,this study summarizes the instructional design elements and application scenarios in the technology intervention model,component display theory and multimedia design principles,and selects the appropriate teaching artifact features and design elements framework based on the actual data.Nine features are therefore adopted to depict the feature portraits of Chinese teaching artifacts.Finally,through computer vision,natural language processing,data analysis and other technologies,combined with semi manual tagging and deep learning method to extract the high-level content information from the image,based on the analysis results of each kind of artifact feature evolution,aiming at the early adopters,the late majority and the laggards,this study observed the changes of the concerns of different types of teachers in different periods of technology adoption.It is found that the four stages of technology adoption are media centered,information centered,teaching objectives and strategies centered,and learner dynamic interaction centered.This study elaborates the thinking,design and practice of product features and teacher technology adoption in the research process.It provides a relatively complete analysis process through data processing,image feature selection and extraction,specific feature change and teacher difference presentation,and discusses and explains the results and reasons,so as to realize the depiction of the changing process of teacher artifact design and technology adoption.