Pre-service Teachers ICT Competency Scale – Chinese Version

Description

The acceleration of globalization has led to increasingly fierce international competition, primarily focused on the competition of comprehensive national strength, which ultimately hinges on talent. The international education community widely recognizes that education is the core of talent cultivation, with teachers as the key component. Issues surrounding teacher education are directly linked to the future of nations and peoples. Historically, the primary task of educational reform in various countries has been the reform of teacher education, the quality of which is critical for the success of educational reform. Research on teacher education reform undertaken by countries worldwide supports the professional development of teachers in the information age. Programs such as America’s “New Teacher Induction Program,” Intel® Future Education Project, Singapore’s MP Project, and the UK’s ICT training for educators have made valuable contributions in this context. Various countries and international organizations have established standards for teachers’ educational technology competencies. For example, UNESCO issued the “ICT Competency Standards for Teachers” in 2008, the U.S. has revised the “National Educational Technology Standards for Teachers” twice, the UK has published “Teacher Competency Standards for ICT in Subject Teaching,” and China’s Ministry of Education released “Standards for the Educational Technology Competency of Primary and Secondary School Teachers (Trial)” in 2004 and “Standards for Information Technology Application Competency of Primary and Secondary School Teachers (Trial)” in 2014.

Research and practice have shown that teacher education should permeate the concept of integrated development before and after employment. The quality of pre-service teacher training plays a fundamental and decisive role in teacher education and directly affects the quality and effectiveness of in-service teacher training. Consequently, global efforts have been directed toward the study of pre-service teachers’ abilities in information technology teaching and the reform of teaching practices.

Information technology has a revolutionary impact on the development of education, serving as a powerful lever to enhance teaching quality, transform learning methods, deepen educational reform, and promote educational equity. Teachers, as organizers and facilitators of educational activities, play a vital role in driving educational informatization, and their capability to apply information technology has become one of the essential skills they must possess. The Ministry of Education has explicitly stated in the “National Medium- and Long-Term Education Reform and Development Plan Outline (2010-2020)” to “strengthen the application of information technology and improve teachers’ level of information technology application.” As the future educators, pre-service teachers’ level of information technology application will directly influence future educational quality. Therefore, it is crucial to cultivate the information technology application capabilities of pre-service teachers during their professional training to meet the new standards and requirements for teachers in the modern era.

Authors and Contact Email

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Purpose

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Test Year

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Administration Method and Scoring

The pre-service teachers’ information technology application capacity scale (Pre-service Teachers’ ICT Competency Scale, PTICTCS) consists of three subscales: basic technology literacy (17 items), technology-supported learning (18 items), and technology-supported teaching (26 items), totaling 61 items. The questionnaire uses a five-point Likert scale: very non-compliance (1 point), not very compliant (2 points), average (3 points), fairly compliant (4 points), and very compliant (5 points). Higher scores indicate higher capacity levels in each dimension.

Reliability and Validity

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Factors and Subscales

– **基本技术素养 (Basic Technology Literacy)**
– **技术支持学习 (Technology-Supported Learning)**
– **技术支持教学 (Technology-Supported Teaching)**

Keywords

Information technology, Teacher education, Pre-service teacher training, Competency standards, Educational reform.

Items in Chinese

– **基本技术素养 (Basic Technology Literacy)**
– FA1意识态度 (Awareness and Attitude)
– A1 我喜欢学习一些信息技术新应用
– A2 我特别关注信息技术在教育教学中的应用与进展
– A3 我愿意与他人分享交流关于信息技术的应用经验和新发现
– A4 我至少有一个喜欢的在线开放课程、在线学习频道、在线期刊等，并在持续学习
– A5 我会有意识地借助信息技术手段随时随地学习
– FA2技术环境 (Technical Environment)
– A6 我能熟练操作教室里配置的多媒体教学设备
– A7 我能够解决多媒体教学设备应用中的常见问题
– A8 我能熟练操作常用办公软件（如文字处理、演示文稿、电子表格等）
– A9 我能够熟练操作至少一种适用于本专业的信息化教学或学习辅助工具
– A10 我能够熟练应用至少一种图形/图像处理软件
– A11 我能够熟练应用至少一种音视频编辑软件
– A12 我能够熟练应用至少一种信息交流工具（如QQ、微博、博客、微信等）
– A13 我够熟练应用至少一种网络存储工具
– A14 我能够熟练应用一种网络学习平台
– FA3信息责任 (Information Responsibility)
– A15 我尊重知识产权,我引用他人材料时,总会明确、规范地注明
– A16 我具备信息安全法律意识，不会非法获取他人信息或传播虚假、黄色、暴力等不良信息
– A17 在网络互动中，我能积极营造健康、文明的交流环境

– **技术支持学习 (Technology-Supported Learning)**
– FB1自主学习 (Self-Directed Learning)
– B1 当学习遇到问题时，我通常可以运用技术手段获得有效支持
– B2 在面对网上大量资源时，我能够甄别并筛选出所需资源
– B3 我能够追踪专业发展前沿，积累体现专业视野的关键线索(如本专业的关键人物、关键会议、关键社区、关键期刊等)
– B4 我的学习或任务完成进度不会受无关信息或交流的干扰
– B5 我能够使用技术工具(如时间管理、信息管理的小软件)来加强自律
– B6 我经常利用技术工具(如云笔记、电子档案,以及其他有助于知识管理的工具)规划并记录学习过程，存储学习成果
– B7 我能够借助信息技术工具支持理性反思
– FB2交流协作 (Collaboration)
– B8 我能够在多种信息化环境中与学伴们顺畅交流
– B9 为促进有效协作，我能够与相关参与者共同约定清晰的协作规则（如各自责任、交流时间、应用工具、协作策略等）
– B10 我能够自觉遵守协作规则，并运用信息技术工具加强协作交流
– B11 我能够利用技术工具开展互评，促进协作效果
– FB3研究创新 (Research and Innovation)
– B12 我能够运用思维工具发现有价值的问题
– B13 我能够借助技术工具对事物进行理性全面的分析
– B14 为了论述或解释事情，我能够充分利用技术工具(如在线问卷系统、调查系统)等收集数据
– B15 我能够针对具体问题，合理运用数据处理软件对数据进行处理和分析
– B16 我能够根据数据分析的结果，作出合理的判断、总结、预测
– B17 我能够结合具体的信息化环境，创造性地设计解决方案
– B18 我能根据项目需要，利用技术工具设计与制作高质量的原创作品（如海报、宣传视频、数字故事、立体模型等）

– **技术支持教学 (Technology-Supported Teaching)**
– FC1资源准备 (Resource Preparation)
– C1 我能够按照技术要求，熟练制作数字教育资源
– C2 在制作数字教育资源前，我能够从有效支持教学的角度审慎设计
– C3 我能够按照一定的标准，判断数字教育资源的优劣
– C4 我能够对他人制作的数字教育资源提出针对性地改进建议
– C5 我能够有意识地规划和丰富个人数字教育资源库
– C6 我能够根据备份、分享、协作的需要，合理选用技术工具管理数字教育资源
– C7 我知道不同类型的技术工具（包括学习网站、APP等）在为学生提供学习机会和学习体验方面的作用
– C8 我能够针对学习者的个性化学习需要合理选用技术工具
– FC2过程设计 (Process Design)
– C9 我能够完整陈述至少两种信息化教学模式（如基于项目的学习、基于资源的学习、WebQuest、MiniQuest、混合学习等）
– C10 我能够举例说明信息技术在多媒体教室环境下是如何支持课堂教学的优化
– C11 我能够举例说明信息技术在网络环境或移动环境下是如何促进学习方式变革的
– C12 我能够依据课程标准、学习目标、教学内容等条件，选择或整合适当的信息化教学模式
– C13 我知道如何运用教学媒体支持不同环节的教学
– C14 我的信息化教学设计方案得到教师和学伴们的认可
– C15 我能够举例说明信息技术在自主、合作、探究学习等方面的积极作用
– C16 我在进行信息化教学设计时，会考虑到学习者可能的不同（如水平、风格等）并提供针对性的学习建议
– C17 我能够为学习者的自主、合作、探究活动提供有价值的支持工具(如学习指南、学习流程图、思考模板等)
– C18 我能够举例说明过程性评价的理念、原则与方法
– C19 我能够依据课程标准、学习目标、学生特征和技术条件，设计能够兼顾过程性与个性化的评价方案
– C20 我能够根据要评价的内容或过程,合理选择、改造或开发适宜的评价工具（如评价量规、观察记录表、问卷等）
– FC3实践储备 (Practical Reserve)
– C21 我清晰地知道信息化教学环境中教学干预（如助学、监控、管理等）的基本原则和方法
– C22 在观课时（包括真实课堂或课堂实录）,我的评课得到大家的认可（同学、教师等）
– C23 我掌握了至少一种分析课堂教学（包括现场与实录）的方法
– C24 在他人（如代教教师）的教学过程中,我能有针对性地观察并利用技术手段收集过程性数据
– C25 在对他人的课堂进行分析时，我能够依据收集的数据提出自己的见解和改进措施
– C26 我能够根据事先设计好的信息化教学设计方案，在真实或模拟的教学情境中顺利实施

Items in English

– **Basic Technology Literacy**
– FA1 Awareness and Attitude
– A1 I enjoy learning about new applications of information technology.
– A2 I pay special attention to the application and development of information technology in education.
– A3 I am willing to share and discuss experiences and discoveries related to the application of information technology with others.
– A4 I have at least one favorite online open course, online learning channel, or online journal, and I continue to learn from it.
– A5 I consciously use information technology to learn anytime and anywhere.
– FA2 Technical Environment
– A6 I can skillfully operate the multimedia teaching equipment installed in the classroom.
– A7 I can solve common problems encountered when using multimedia teaching equipment.
– A8 I can skillfully operate common office software (such as word processing, presentations, spreadsheets, etc.).
– A9 I can skillfully operate at least one teaching or learning support tool suitable for my specialization.
– A10 I can skillfully use at least one graphics/image processing software.
– A11 I can skillfully use at least one audio/video editing software.
– A12 I can skillfully use at least one information communication tool (such as QQ, Weibo, blog, WeChat, etc.).
– A13 I can skillfully use at least one online storage tool.
– A14 I can skillfully use an online learning platform.
– FA3 Information Responsibility
– A15 I respect intellectual property rights and always clearly and normatively cite others’ materials.
– A16 I have awareness of information security laws and will not illegally obtain information from others or disseminate false, pornographic, violent, or harmful information.
– A17 In online interactions, I actively create a healthy and civil communication environment.

– **Technology-Supported Learning**
– FB1 Self-Directed Learning
– B1 When I encounter problems while learning, I can usually use technology to obtain effective support.
– B2 When faced with a large amount of online resources, I can identify and filter out the necessary resources.
– B3 I can keep track of the forefront of professional development and accumulate key clues that reflect a broad professional perspective (such as key figures, conferences, communities, journals in my field).
– B4 My progress in completing learning or tasks is not disrupted by irrelevant information or communications.
– B5 I can use technology tools (such as time management or information management software) to enhance my self-discipline.
– B6 I often use technology tools (such as cloud notes, electronic files, and other tools that aid knowledge management) to plan and document my learning process and store learning outcomes.
– B7 I can use information technology tools to support rational reflection.
– FB2 Collaboration
– B8 I can communicate smoothly with peers in various information-rich environments.
– B9 To promote effective collaboration, I can jointly establish clear collaboration rules with relevant participants (such as roles, communication times, tools to be used, cooperation strategies, etc.).
– B10 I consciously adhere to collaboration rules and utilize information technology tools to enhance communication and collaboration.
– B11 I can conduct peer evaluations using technology tools to facilitate collaboration effectiveness.
– FB3 Research and Innovation
– B12 I can use thinking tools to identify valuable questions.
– B13 I can carry out rational and comprehensive analyses of issues using appropriate technology.
– B14 To argue or explain a matter, I can adequately use technology tools (such as online questionnaire systems and survey systems) to collect data.
– B15 I can reasonably apply data processing software to process and analyze data for specific problems.
– B16 Based on my data analysis results, I can make reasonable judgments, summaries, and predictions.
– B17 I can creatively design solutions based on specific information technology environments.
– B18 I can design and create high-quality original works (such as posters, promotional videos, digital stories, three-dimensional models, etc.) using technology tools according to project needs.

– **Technology-Supported Teaching**
– FC1 Resource Preparation
– C1 I can skillfully create digital educational resources according to technical requirements.
– C2 Before creating digital educational resources, I can carefully design them from the perspective of effective teaching support.
– C3 I can assess the quality of digital educational resources according to certain criteria.
– C4 I can provide targeted improvement suggestions for digital educational resources produced by others.
– C5 I consciously plan and enrich my personal digital educational resource library.
– C6 I can reasonably select technology tools to manage digital educational resources based on backup, sharing, and collaboration needs.
– C7 I recognize the roles of different types of technology tools (including learning websites, apps, etc.) in providing learning opportunities and experiences for students.
– C8 I can choose appropriate technology tools based on the personalized learning needs of learners.
– FC2 Process Design
– C9 I can fully describe at least two information-based teaching models (such as project-based learning, resource-based learning, WebQuest, MiniQuest, blended learning, etc.).
– C10 I can exemplify how information technology supports the optimization of classroom teaching in a multimedia classroom environment.
– C11 I can exemplify how information technology drives changes in learning methods in online or mobile environments.
– C12 I can select or integrate appropriate information-based teaching models based on curriculum standards, learning objectives, and teaching content.
– C13 I know how to use teaching media to support different teaching links.
– C14 My information technology teaching design plan is recognized by teachers and peers.
– C15 I can illustrate the positive impact of information technology in fostering autonomous, collaborative, and inquiry-based learning.
– C16 When designing information-based teaching, I consider potential differences among learners (such as levels, learning styles, etc.) and provide tailored learning suggestions.
– C17 I can provide valuable support tools (such as learning guides, process maps, thinking templates, etc.) for learners’ autonomous, cooperative, and inquiry activities.
– C18 I can exemplify the concepts, principles, and methods of formative evaluation.
– C19 I can design evaluation plans that consider both process-oriented and personalized aspects based on curriculum standards, learning objectives, student characteristics, and technical conditions.
– C20 I can reasonably choose, modify, or develop suitable evaluation tools (such as evaluation rubrics, observation forms, questionnaires, etc.) based on the content or process to be evaluated.
– FC3 Practical Reserve
– C21 I know the basic principles and methods of teaching intervention (such as assistance, monitoring, management, etc.) in an information-rich teaching environment.
– C22 During classroom observation (including real classes or recorded classes), my evaluation has been recognized by everyone (classmates, teachers, etc.).
– C23 I have mastered at least one method for analyzing classroom teaching (including live and recorded sessions).
– During the teaching process of others (such as substitute teachers), I can observe selectively and use technology to collect process data.
– When analyzing others’ classrooms, I can propose my insights and improvement measures based on the collected data.
– I can smoothly implement the previously designed information-based teaching plan in real or simulated teaching situations.

References

闫寒冰,李笑樱,任友群.师范生信息技术应用能力自评工具的开发与验证[J].电化教育研究,2018,39(01):98-106.DOI:10.13811/j.cnki.eer.2018.01.014.
孙婷. 基于混合教学模式的师范生信息化教学能力培养实证研究[D].西南大学,2018.