Exploring Teachers’ Digital Literacy Experiences

The International Review of Research in Open and Distributed Learning Pub Date : 2024-05-16 DOI:10.19173/irrodl.v25i2.7572

Jaewon Jung, Seohyun Choi, Mik Fanguy

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Abstract

The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers’ digital literacy to support students’ distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were derived. Specifically, three main areas of teacher digital literacy were identified for improvement. The first was providing training to use digital devices and online platforms, develop online content, and strengthen copyright understanding. The second was providing professional development programs to train digital teaching methods or pedagogies by level and by subject characteristics. The third was activating online and offline platforms for information sharing among teachers and establish a digital teaching support system. This study will be of value to teachers and school administrations in preparing for distance education in the era of digital transformation because it presents measures to foster teachers’ digital literacy required by future society.

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探索教师的数字扫盲经验

本研究分析了因 COVID-19 而在远程教室上课的小学教师遇到的数字扫盲问题。该研究试图得出一个培养教师数字素养的计划，以支持学生的远程教育。为此，研究人员对五名负责高年级教学的小学教师进行了焦点小组访谈，并对访谈结果进行了分析，得出了提高教师数字素养的策略。具体而言，确定了教师数字素养需要改进的三个主要方面。首先是提供使用数字设备和在线平台、开发在线内容和加强版权理解方面的培训。其次是提供专业发展计划，按水平和学科特点培训数字化教学方法或教学法。第三是激活教师之间的线上和线下信息共享平台，建立数字化教学支持系统。本研究提出了培养未来社会所需的教师数字素养的措施，对教师和学校管理部门在数字化转型时代为远程教育做准备具有重要价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The International Review of Research in Open and Distributed Learning

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