ABSTRACT
This study assumes that primary and secondary school teachers’ educational technology ability has no differences.
3 STUDY PROCESS AND METHOD
This study adopts questionnaire and interview methods. Research tool was created for “teachers’ educational technology ability questionnaire survey”, the samples are teachers from primary and middle schools in urban and rural of Gansu, Shaanxi, the sampling range of Guangdong, parts of primary and middle schools of Xinjiang province. The specific implementation of the process as shown in Fig. 1 (Wang Baojin, 2004) [2].
