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A Large-Scale Survey on K-12 Teachers' ICT Teaching Experience: Difference Analyzing and Improvement Strategies

Clarifying the differences of K-12 teachers' ICT teaching experience is not only the practical need to promote the innovation and development of teaching but also an important way to diagnose the difficulties faced by information-based teaching accurately. In this research, a mixed-method was adopted. Firstly, the differences of K-12 teachers' ICT teaching experience were explored from three dimensions, including teaching space, information technology, and pedagogy through quantitative research. The findings indicate that there were no significant differences among teachers of different genders. Meanwhile, there were significant differences among different age groups (age<40 years old or age≥40 years old) and school type (rural school, township school, and urban school) at the aspect of teaching space, information technology, pedagogy. Secondly, the problems existing were analyzed by the qualitative analysis based on grounded theory in the process of ICT teaching. Finally, according to the results of the survey, the improvement strategies were proposed from four aspects of teaching space, technical support, pedagogy and mechanism guarantee.