College Teachers’ Informatization-Based Teaching Ability and Performance

Zhitang Wang; Pamela B.Mantuhac

doi:10.54097/gw0mcn85

Authors

Zhitang Wang
Pamela B.Mantuhac

DOI:

https://doi.org/10.54097/gw0mcn85

Keywords:

Education Management, Informatization Teaching Ability, Educational Technology, Higher Education, Teacher Self-Efficacy, Digital Resource Integration

Abstract

Teachers' informatization teaching ability is vital for integrating modern technology with educational practices, especially as technologies continue to evolve. These skills are critical for advancing the modernization of education and improving teaching quality, particularly in higher education. National policies in China, such as the "Education Informatization 2.0 Action Plan," highlight the importance of enhancing teachers' technological capabilities to meet the challenges of contemporary education. Focusing on the informatization teaching abilities of college teachers in Hunan Province, this research employed a descriptive quantitative method, gathering data from students and teachers at five universities. Significantly low to no correlation was shown between students' evaluations of teachers' technological proficiency and teachers' self-efficacy, though other factors, including in pedagogical strategies and digital resource integration, did not show significant relationships. Although college teachers have acquired basic informatization teaching skills, there remains room for improvement in areas like teaching implementation and evaluation. To address these gaps, targeted training programs, collaborative skill development initiatives, and up-to-date professional development aligned with technological advancements are recommended as strengthening these areas is essential for enhancing teachers' informatization capabilities and supporting the ongoing modernization of higher education in China.

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