A Survey On The Information Technology Literacy Of High School English Teacher

As the economy and society develop rapidly,modern information technology has had a decisive impact on our production and life,and the field of education is not exempt from it.In the new era of “Internet + education”,the English Curriculum Standards for Senior High Schools(2017 Edition,2020 revision)stipulate that attention should be paid to the changes in teaching and learning styles in the context of modern information technology,and facilitate the deep fusion of IT with curriculum teaching.It is thus clear that the blending of IT into teaching has become one of the core elements of English curriculum teaching nowadays.Currently,China has entered the era of education informatization 2.0.As a key force to promote education informatization,teachers’ IT literacy level plays a very important role in the deep integration of technology and education teaching.Cultivating and improving teachers’ technological literacy has gradually become a real demand for enhancing the quality of personnel training and promoting students’ overall development.Therefore,this study takes high school English teachers as the research object to investigate and analyze the current situation of their information technology literacy,which is of great practical significance both for educative reform and the actualization of educational informatization.Based on the theory of teacher professional development and TPACK framework,this study investigates and discusses English teachers’ IT literacy in relation to the current situation of domestic and international research.In this study,the author randomly selected 112 high school English teachers from 3 high schools in G City as the research objects.Questionnaires and interviews were used as the main research instrument to analyze the actual behavior of the subjects in the four dimensions of IT teaching awareness,IT teaching knowledge,IT teaching ability and IT ethics,and the collected data were analyzed descriptively and differently.It is found that senior high school English teachers have major problems in information technology literacy,such as the lack of ability to integrate IT with English teaching,the weak knowledge base of information teaching and the low level of information technology literacy of senior teachers.In view of the existing problems from internal and external aspects of attribution analysis,finally,some suggestions for improving and upgrading the IT literacy of high school English teachers were put forward in a targeted manner,taking into account the problems and influencing factors.