Abstract
This study investigates the status quo of Teachers’ Informationized Teaching Ability in a junior middle school in Shanghai. It adopts the instruments of questionnaires and interviews. Based on the data collected in the research, the results are as followed: (1) Teachers in this school have a positive attitude towards application of information technology into the curriculum and keep up with the tide of educational informationization in China; (2) The concept of being student-centered is emphasized in the use of teaching and learning resources and the rate of redevelopment of online resources increases a lot and timely feedback is highlighted in the information management mode; (3) Teachers’ Informationized Teaching Ability to deal with problems in teaching practice and research varies a lot. Faced with the dynamic changes in current educational situation, teaching practice in this school is rewarding. However, there exist some problems which need to be worked out. Therefore, it is suggested that the overall improvements of teachers’ Informationized Teaching Ability must combine study of theory on IT-based education with regular training on teaching practice; Secondly, learning community must be established to focus on the curriculum design, the characteristics of e-learning space and the cognitive and emotional features of the students so as to guide the students’ autonomous learning more scientifically; Thirdly, action research can be conducted to help teachers reflect on their own teaching experiences in the forms of teaching reflection notes and share with each other and then in turn better their own teaching continuously.
Highlights
The 21st century is an era of Knowledge Economy based on knowledge, intelligence and innovation
This paper aims to investigate the status quo of teachers’ IT-based teaching ability in a junior middle school in Shanghai by means of both quantitative method and qualitative method from the following aspects: utilization of teaching and learning resources, management mode in Information and teachers’ information literacy so as to offer factual details about teachers’ performance and exploration in the process of teaching reforms and find some existing problems
It is true that integration of information technology into curriculum is of great help to optimize educational resources, increase the variety of teaching methods, improve teaching efficiency and the quality of personnel training, fostering teachers' professional development
Summary
The 21st century is an era of Knowledge Economy based on knowledge, intelligence and innovation. In 2004, Educational Technology Competency Standards for Primary and Secondary School Teachers was issued by the Ministry of Education, which aims at promotion of teachers’ ability to apply educational technology into the teaching process in an effective way and establishment of Teachers’ Educational Technology Training and Examination Certification System [1]. It is the first Standard for ICT Ability in China for primary and secondary school teachers, reflecting China’s.
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