Research On ICT Teaching Ability And Its Influence Factors Of Teachers In Special Schools For Intellectual Disability

With the further development of educational informatization,teachers’ ICT teaching ability is endowed with new connotation.In 2019,the Ministry of Education issued the Opinions on the Implementation of the National Information Technology Application Ability Improvement Project 2.0,proposing to comprehensively improve teachers’ ICT teaching ability and promote the deep integration of ICT and teaching.Due to the characteristics of special teaching,teachers in special schools for intellectual disability need to comply with the process of educational informatization,actively carry out ICT teaching practices to improve students’ learning.However,at present,studies about ICT teaching ability in special education teachers,especially in teachers who are in schools for intellectual disability,is still insufficient.The key issue of this study is to develop the measurement tool of teachers’ ICT teaching ability in special schools for intellectual disability,and to explore the status quo and influencing factors of this ability.According to the purpose,this study carried out three parts of study by adopting quantitative and qualitative method.The first part is to develop and revise measurement tools.Following the general process of questionnaire compilation,this study compiled questionnaire about the status quo and influencing factors of ICT teaching ability of teachers,and tested and revised the questionnaire.In addition,an interview outline of influencing factors was designed.The second part is to investigate current situation of teachers’ ICT teaching ability which includes the overall characteristics and differences in several dimensions by using the questionnaire with good reliability and validity.The third part is to explore the relationship between factors in teacher,school,policy and training and ICT teaching ability by using questionnaire.In addition,five teachers were interviewed to further enrich the survey results.The main results are:(1)The reliability and validity of the questionnaire are good;(2)The status quo questionnaire includes six dimensions which consists of awareness and attitude,operation ability,design ability,implementation ability,evaluation ability and development ability.The influencing factors questionnaire includes three dimensions which are teacher,school and policy training.(3)The ICT teaching ability of teachers is above the average,and there are differences in several dimensions.Teachers perform relatively well in awareness and attitude,design and development ability,but generally in the implementation and evaluation ability,and the weakest in the operation ability of teaching equipment.(4)There are significant differences in age,teaching years,professional titles and majors,but no significant differences in gender and educational background.(5)Teachers’ ICT teaching ability is influenced by teachers themselves,schools,policy and training,students,technology and other factors.Individual and policy training factors have a greater impact.Based on the results,the conclusions are drawn.Questionnaire on the Status Quo and Influencing Factors can be used as an effective measuring tool,and the measured teachers’ ICT teaching ability is at the upper-middle level,which is influenced by many factors such as individuals,schools and policies.This study put forward suggestions from four aspects.Firstly,teachers in special schools for intellectual disability should actively change their teaching concepts,constantly carry out information-based teaching practice,and promote the leap from technology application to technology integration.Secondly,while constructing smart campus,schools for intellectual disability should strengthen the construction of special education resource sharing platform,so that the resource platform can truly support the development of teachers and students.Thirdly,teachers training should fully consider special teaching characteristics,promote the diversification of training forms and the individualization of training contents.Finally,government should speed up the establishment of ICT teaching ability standards for special education teachers,and provide policy guidance for the establishment of relevant evaluation system.