| In classroom teaching, teachers’ technology exclusion refers to a kind of rejection emotion or behavior that they show to the application of technology. It usually excludes reasonable technical elements from teaching in the form of value denial, emotional alienation and action resistance, thus restricting the process of technology-integrated teaching. Among them, the evolution of the relationship between technology objects and teaching subjects, the gap between the effectiveness of technology operation and teaching expectations, the contradiction between technology internalization demands and teachers’ adaptation limits, and the negative public opinion that is caused by the involvement of theory and practice in technology activities will all catalyze the formation of the exclusion of teachers’ teaching technology to varying degrees. In this regard, the key to eliminating teachers’ technological exclusion is to highlight the behavioral significance of “human-technology” interaction when transcending the relationship of “control”. Specifically, it is necessary to achieve the benchmark premise of teachers’ technological identity in expanding the effectiveness of technology, to support teachers’ competence in the development of technological innovation, and to form a public opinion leading to technological trust in the reconstruction of technological culture. |
