Information technology and teacher education (InformaTIon Tcchnology and Teacher EducaTIon, tTTE) has only become a specialized research subject in the field of educational technology in recent years, mainly studying how to train teachers in information technology so that they can better and more consciously Use information technology effectively and reasonably in future teaching. This includes two levels of pre-employment technology application training for teachers and technical education for the training of teachers, but they are based on the research of the effect of information technology on teaching, and what are the successful practices and programs for technical education of teachers. Main research content. 1. The development history of ITTE Information technology and teacher education originated from "education of computerization" (educmionc ompuTIng). Education computerization is to use computer technology in the education system or the training system of enterprises and institutions, including how to use computer technology in teaching and training. As early as the 1980s, more than 50 magazines published ITTE-related academic papers, and many journals such as the Journal of Research On CompuTIng in Education, Computers in the schools, and Educational Technol-ogy. Will publish articles about ITTE from time to time. In 1983, the first quarterly journal dedicated to ITYE academic research and practice. fCom · putinginTeacherEducation is published by an interest group under the International Technology Society for Technology in Education ISTE. This interest group is composed of a group of teachers who are particularly interested in computer applications Educational staff. In 1990, the first American rTTE Conference was held under the organization later renamed "Information Technology and Teacher Education Association" (SITE) (http://www.Race.org/conf/site/). SITE also publishes Journal of Technology and Teacher Education. Other journals related to "Information Technology and Teacher Education" include: Journal Of Information Technology and Teacher Education, Technology and Teacher Education An-nual. In addition, there are some professional journals in subject education that will also publish papers related to teacher education in this field, such as Journal of Computing in Math and Science Education and Journ al of Computers in Early Childhood education. The core journals of teacher education, The Journal Of Teacher Education and Function Education, also published special issues on technology and teacher education in 1996. All this indicates that ITFE is maturing as a branch of discipline. 2. ITTE research paradigm There are three common research paradigms for TITE research, which are based on empirical theory, critical theory and explanatory theory. Among them, empirical research is mainly quantitative research, and the reports of critical theory and explanatory theory tend to be qualitative research, although in specific research There may be both quantitative and qualitative data. These three theories have made outstanding contributions to ITTE research from different angles. 1. Empirical theory Empirical theory is also called empiricism, or positivism, post-positivism or logical positivism. It believes that the scientific method is the only correct way to study human behavior. Many researchers believe that the external objective world can be recognized and quantified from an empirical perspective. The main contribution of the theoretic theory to lITE research is: (1) Provide an accurate description of the use of computers in schools For example, a series of work by Becker (1986, 1991, 1994, i999) shows the development process of the application of computers in schools; (2) Understand the actual application of technology in teacher education As surveyed by 416 teacher education institutions in the United States undertaken by the International Society for Technology in Education (Moursund & Bielefeldt, 1999). These surveys have stimulated people's interest in computer-related classroom practice. However, empirical researchers have also realized that using empirical investigations alone, even if the method is correct, will lead researchers to draw incomplete or one-sided conclusions, because empirical theory is based on the generalization of the sample from the generalization It is easy to cause problems in itself. 2. Critical theory Critical theory is an extension of classic Marxist theory, which focuses on the consideration of production factors rather than the control of production tools: the advocates of these theories believe that in modern society things are interrelated, a group of The gain comes at the expense of another group's loss. For example, a class that has control over newspapers and the news industry will impose its views on other classes: it can be said that critical theorists are generally idealists, who do their best to find prejudice and inappropriate power Relations, as well as other kinds of domination and oppression relations, they think that educational technology scholars should pay more attention to some essential, important, forward-looking and spiritual research issues. Including social relations, feminism, popular culture, as well as educational technology and language, vision, race, capital, military, politics, ethics and ecology, the main contribution of critical theory to ITFE research (Nich01s & Allen Brown, 1997) Lies in: (1) The harm of speculative and blind computer education applications to education, such as Apple (1991) discussed in detail whether teaching as a professional skill will develop strong due to technological progress, he pointed out that if it continues according to the current trend (referring to Computer-aided instruction). Teaching skills will disappear, because teaching has been redefined as a kind of management work aimed at ensuring the normal operation of computers. It is computers, not teachers, who are passing on specific skills and knowledge to students; C. Bowers (1998) further pointed out in the article entitled "Teaching the 19th Century Thinking Mode with Machines of the 20th Century" that computer technology was created by mainstream culture, which represents the interests of powerful organizations in the culture And values; for example, it is precisely because business requires workers with certain basic knowledge to learn the skills required for a certain type of work, so computers are used to impart these skills instead of helping students develop self-determined skills (self The determined skills can enable workers to discover their own interests and conflict with the interests of employers). (2) Reflect on the many inequalities caused by technology entering the education field For example, there are gender problems in educational software (Chappell. 1996), and the status quo of neglected groups in the technical education environment (Chisholm, 1998). These research results can be directly used for teacher education, so that teachers can consciously correct this in future teaching. Critical theoretical research is ideological, and the methods used are diverse. For example, Monke (1997) used a case study method to study in detail the technical application of Iowa ’s DesMoines public school, revealing the importance of technology promotion for teachers and administrators. Significance and the huge cost hidden in it: Chappell (1996) uses content analysis to study the number of violent competitions and gender representation in popular math education software; Robinson, Wiegmann, and Nichols (1992) use social and cultural research methods to evaluate Teaching materials; Francis (1996) combined with instructional design technology to reform the microteaching method. Many aspects of the application of technology in teacher education will benefit from this type of critical thinking. 3. Explanatory theory Interpretation theory is related to psychology construction theory and is usually classified as qualitative analysis. The basic point of view for explaining theoretical research methods is that social sciences cannot find universal truths about human behavior. The truth is always partial, short-lived, and conditional. The truthfulness of social science research conclusions cannot be eternal or constant. Always correct; the main contributions of interpretation theory to ITTE research are: (1) Pay attention to case studies and professional practical papers Because interpretation theory holds that the so-called authenticity is constructed by different types of people. Therefore, it is true for some people, but may not be true for others. Case studies and professional practical papers provide valuable sources of knowledge because they provide a rich description of relevant scenarios. Readers should not regard research papers as a general form of truth, but instead should regard it as the author's subjective description of events in a specific environment. Therefore, readers can decide which information is useful to them according to their specific environment. (2) Advocate "participatory research" Participatory research (Heron. 1996) includes participation in action research and some other forms of research that eliminate the differences between researchers and participants. In participatory research, there are only participants and no subjects. Participants can play an active role in everything from design and development of research to data analysis reports and so on. Interpretation theory has contributed to the correction of instructional design research in research universities. Prior to this, research on instructional design in these universities was not regarded as research. (3) Broaden the format for publishing research results. Although traditional research papers, those with detailed experimental design, process descriptions, and understanding of research issues are still the most common form of report. However, many other report line formats are now widely accepted, such as storytelling cases, a video, a short story or script, and a work of art (such as sculpture or painting). It is also a case study method, and the explanation theory may take the form of "non-fictional educational affair". Using the above three paradigms to study ITTE, we have drawn many valuable conclusions from different angles and different sides; when conducting research in the field of ITTE, we should comprehensively use various types according to the work we are engaged in and the goals to be achieved. Research paradigm. 3. ITTE research scope Based on some ITTE review reports and related papers, we have summarized the ITTE research so far into the following 7 categories: 1. Research on the status quo As mentioned above, Becker's series of work is mainly to study the use of computers in the classroom. A report almost every 5 years from 1986 shows the development process of computers in schools. Be & er found that integrating computers into classroom teaching was a painful and slow process. Among the many reports on the current state of ITTE in the United States, the most famous is the Congressional Office of Technol-og'g Assessment (OTA) commissioned in 1995 to implement a series of surveys on technology and teacher education. The study found that most The school did not do enough to train pre-service teachers to use technology. 2. Related policy research Policy research is mainly to study what policies each educational management institution should formulate, and propose solutions to some discovered problems from a global perspective. Robinson (1995) 's paper on the relationship between ITI'E and the British National Curriculum System is a good example. It discusses policy issues at the national level: research on policy can also propose some developments based on teacher feedback Sexual advice; Fisher (1997) interviewed 287 K-12 teachers using technology in the State of Colorado and asked them what they thought should be included in the pre-service education program. Another project that conducts policy and process research through expert survey methods is chaired by Herring {1997). The content is about what support the school district should provide if constructivist teaching is encouraged in distance education. Herring selected 12 nationally renowned experts, all of whom are known for applying constructivist methods to applying technology. The results of Herrings research, as well as the methods and strategies adopted, have laid the foundation for the creation of distance education based on constructivism. 3. Teacher Ecology Research Brownell (1997) selected 28 studies in the review of the Iq'rE study from 1990 to 1995, and found that many studies involve attitude research, including surveys, understanding teachers and students' attitudes toward using technology in schools, and After technical training, research on whether attitudes change (see Willis and Mehlinger, 1996 review of such literature). Most research shows that teachers are positive about using technology in schools, but they are not confident in using technology in classrooms, and also believe that teacher education does not teach them to use technology innovatively. Laffev and Musser research also found that some normal students believe that the technology in the classroom will interfere with the connection between teachers and students; 4. Teaching Applied Research There is a criticism of attitude research, that we do not need to understand whether teachers have a positive attitude to technology. What we need more is a typical case of how to promote teachers to use technology in teaching. The OTA (1995) report also pointed out that in the future, attention should be paid to discovering, researching and promoting good cases of effective technology integration in teacher education. In this regard, professional practical papers based on interpretationism provide us with a lot of information. For example, the paper by Woo & ow (1998) explains the common problems of preparing teachers to use technology in the classroom. The professional and Ik practice papers are based on the four-year experience of K-12 school and university cooperation: 5. Research on training plan Since many studies have found that pre-employment training of teachers has serious deficiencies in technical education and technical preparation, many documents also introduce excellent solutions for applying technology to teacher education courses. The work done by Louisiana State University in this area as described by Stuhlman (1998): case + internship, and the one-on-one type of tutoring a teacher at Iowa State University as described by Thompson, Schmidt and Hadjiyianni (1995) papers Training method. There are also some papers detailing how to use instructional design techniques to design teacher training courses (Brush? 1998). 6. Summary and reflection There is also a part of the paper on ITTE that describes and summarizes various reform measures in previous research work, such as Boehmer and Waugh (1997) research on distance apprenticeship teaching projects, Goldman and colleagues (Coldman and Barron. 1990) ; Goldman, Ban'on and Wither-spoon. 1991) A case study on how to apply hypermedia technology to teacher education. To summarize and reflect more on the teachers who participated in the implementation of the reform, a group of teachers from Alberta University (Gibson and Hart. 1997) published some research related to their experiences. The teachers said that the preparations before implementing the reforms were inadequate, and the potential of the technology was insufficiently understood until they entered the implementation stage. Similar reports on the experience of trying to use technology in the classroom are very useful. 7. Computer Aided Teacher Education Research Product development and testing related to the use of computer technology to support teacher training is also a research hotspot in the field of ITTE, including the creation of multimedia or WWW-based teaching software packages and the establishment of a computer environment for teacher training (Jin, t997: Robin and Miller. 1998 ), Research computer simulation / Strang 1995), interactive video CD (Cennamo, Abell, George and Chung, 1996), distance learning (Boone, 1995), electronic conference system (Harrington and Quinn-Leering, 1996), e-mail ( Johnson, 1997) and teaching websites promote teachers ’technical education and the impact on teaching effectiveness. These research results reflect the role of specific computer technology in teacher training. It also provides a basis for the full and effective use of various information technologies in teacher training and teacher teaching. From the perspective of future development, promoting ITYE experience exchange and resource sharing, and creating a high-quality teacher technical education environment will be the main work in this field in the future. Four points This article briefly introduces a branch of educational technology: research methods and research content in the field of information technology and teacher education research, and the basic data comes from Willis in Educationl Technology Research & Development, Issue 4, 1999, Jerry. Thompson and Ann. Sadera. Article published by William: Research on technology and teacher education: cur- rentstatus and future directions. The Chinese translation of this article will appear in the "Research, Methods, and Strategies" volume (Miao Rong, Editor-in-Chief of Zhao Guodong) of the "Contemporary Educational Technology Series" published by Beijing Normal University Press in October 2002. The original text provides more detailed data sources and analysis. Based on that article, this article reorganizes and reorganizes the content of Yanqiang based on our knowledge of this field. Although the information in this article is mainly about the research on this field in the United States, but because it is an article introducing the research field, we believe that these data can reflect the development and research status of this field. At present, many colleges and universities in China have set up teacher information and technology training centers, and there are also teacher information technology training programs in primary and secondary schools: we hope that through this article, we will encourage more people in China to carry out relevant research while conducting teacher information technology training practice Activities, comprehensive use of the three research paradigms introduced to correctly and scientifically and accurately summarize and report research results, thereby promoting the exchange and development of the domestic rTTE field. references 1. Becker HJ (1986, August) Instructional uses of school computers Reports of the 1985 national survey 1.2-13 2. Becker HJ 1991. How computers are used in United States schools: Basic data from the 1989 1.EA computers in education survey. Journal of Educational Computin Research, 7 (4), 385-406 3. Becker, HJ1994, Analysis and trends of school use of nes information technologies. Prepared for the Office of Technology Assessment, USCogress (Contract: NO.K3066.0). Irvine, CA: University of California, Department of Education. 4. Becker, Hj 1999, March. Educating practicing teachers into constructiveist pedagogy: A first look at National Data. Keynote presentation at the meeting of the Society for Information technology and thecaher education, san Antonio texas. 5. Bowers, CA 1988, Winter. Teaching a nineteenth-century mode of thinking through a twentieth- century machine. Educational theory, 38 (1) -41-46 6. Brownell, K 1997. Technology in teacher education: where are we and where do we go from here? Journal of technology and teacher education 5 (2/3) k, 117-138 7.Chppell, k, 1996.In proceedings of the Australin associateion of research in education, Singapore .on –line: http: 8. Francis, D. 1996. In proceedings of australin associateion of research in education, Singapore. On-line: http: // au / con96 / frand96.155 9. Heron, J. 1996. Co-operative inquiry: research into the human condition. Thousand oaks, ca: sage publications. 10. Herring, m.1997.Design and training for implementation of consrtructivist-based distance learning environments. Unpublished doctoral dissertation, lowa state university, ames. 11. Johnson.d 1997, Extending the educational comm.unity: using electronic dialoguing to connect theory and practice in presservice teacher education. Journal of thchonlogy and teacher education. 12. moursund. D bielefeldt, t. 1999.will new teachers be prepared to teach in a digital age: a national survey on information technology in teacher education.mailken family foundation on-line: http: //
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