Technological Adaptation and Cultural Contradictions: An Analysis of the Socio-Cultural Roots of Teacher Anxiety in the Intelligent Era

Abstract

In the era of intelligence, teachers are facing the challenges of new educational technologies, and technological anxiety has become an issue that cannot be ignored. Existing research often starts from the perspective of the technology acceptance model, neglecting the impact of diverse factors such as individual adaptation of teachers, socio-cultural environment, and cultural differences on technological anxiety. However, the emotional state of teachers will affect the effectiveness of their use of technological tools. This study attempts to apply theories of cross-cultural adaptation, postmodern social theory, Hofstede's cultural dimensions theory, social constructivism theory, and combine representative empirical research to deeply explore the socio-cultural factors and mechanisms behind the formation of teachers' technological anxiety, and propose suggestions from various social levels. From the perspective of socio-cultural contradictions, teachers' technological anxiety is mainly caused by differences in teachers' ability to adapt to technology, the impact of technology on educational practices, attitudes towards technology in different cultural backgrounds, and obstacles in the construction of technological cognition. To balance the contradiction between teachers' technological adaptation and socio-culture in the intelligent era, it is necessary to enhance the individual technological adaptability of teachers; construct a technology-friendly socio-cultural environment; pay attention to cultural differences, promote equal acceptance of technology; guide the social construction of positive technological cognition, and cultivate teachers' positive attitude and motivation for using technology.