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Abstract：
Teachers\' competence in information and communication technology (ICT) applications can lead to a deeper integration of technology into the curriculum and improve the quality of education. However, its application and distribution issues could result in resource inequality and social injustice. Based on the ICT competency framework for teachers, the study investigates the variables influencing teachers\' ICT competency. A prediction model of teachers\' ICT competency is built using empirical data from secondary school teachers in Hebei Province, China, both in urban and rural settings. The study results show that a new digital divide does exist between urban and rural teachers and that differences in digital environment and digital literacy reflecting the new digital divide have different degrees of impact on teachers\' ICT competence. Age and subject also affect teachers\' ICT competence. In the new era, we can start with knowledge acquisition, knowledge deepening and knowledge creation to improve teachers\' ICT competence.
摘要：
教师在信息和通信技术（ICT）应用方面的能力可以使技术更深入地融入课程并提高教育质量。然而,它的应用和分配问题可能导致资源不平等和社会不公正。基于教师的ICT能力框架，本研究调查了影响教师ICT能力的变量。利用河北省中学教师的经验数据，建立了教师ICT能力的预测模型。中国,无论是在城市还是农村。研究结果表明，城乡教师之间确实存在新的数字鸿沟，反映新数字鸿沟的数字环境和数字素养差异对教师的ICT能力具有不同程度的影响。年龄和学科也影响教师的ICT能力。在新时代,我们可以从知识获取开始，知识深化和知识创造，提高教师的ICT能力。
