| Since 2010,digital technology has been evolving and changing faster than ever before.On the one hand,digital technology promotes the digitalization and even intelligence of human society at a faster speed;on the other hand,it also puts forward new requirements for human development,that is,what kind of talent can catch up with the development of the digital age and conform to the progress of digital society.Therefore,different countries and international organizations around the world have developed relevant standards for talents in the digital age.China also spares no effort to promote the "Moral education" and cultivate students' key competencies.However,these actions merely point out the direction for the cultivation of talents in the digital age,we should focus on cultivating teachers' digital competence for better talent development.It is worth noting that in the education informationization 1.0 stage,the development and training of K12 teachers in China mainly focus on the application of ICT,effectively improving the information literacy of them.However,in the education informationization 2.0 stage,facing the problems that are gradually obvious in the informatization education and teaching,as well as the arduous task of implementing the “Moral education” and cultivating the key competencies.If only cultivate information literacy,K12 teachers cannot be qualified for the work in the future.Therefore,we should attach much importance to cultivating the digital competence of K12 teachers.According to previous studies,there are few studies on digital competence and digital competence of K12 teachers in China,so it is imperative to carry out research and practice on the digital competence of K12 teachers.Therefore,this study,focusing on this topic,clarifies the essential differences between literacy and competence,as well as between digital competence and information/digital literacy,according to the development and evolution of literacy,competence,and digital competence.It is concluded that the digital competence is a collection of comprehensive abilities and traits related to digital technology.Digital competence is often directed at relatively complex problems,even technology-based innovation and creation,so it is also regarded as digital competitiveness;Moreover,it is sensitive to the social and cultural context.Its components have also varied with the difference in professional positions and digital technologies.Based on the research findings above,the author further analyzes the theoretical basis and operational process of digital competence for teachers and conducts a multiperspective "examination" of the digital competence for teachers.It points to the realization of "comprehensive development",and is also the key to developing competence education.Therefore,we define the digital competence for teachers as the collection of comprehensive abilities and traits of teachers which can promote their effective application of digital technology to carry out teaching activities and achieve excellent teaching goals.These abilities and traits include knowledge,skills,motivations,attitudes,values,and personality traits associated with conducting digital teaching activities.Digital competence for teachers can be externally manifested as an innovative application of digital technology in teaching,adoptive transfer of competencies in the context of new technologies,supervision and regulation of digital technology applications,and the values of digital technology ethics.In addition,in order to identify the components of the digital competence of K12 teachers in China,this study compares and analyzes the “Standards” of digital competence of teachers in domestic study and abroad,and combines the results of the demand analysis of K12 teachers' digital competence,as well as two rounds of anonymous consultation with 21 experts,finally determined the 5 first-level components and 25 second-level components,and constructed the digital competence preliminary model of K12 teachers.Subsequently,in order to refine the digital competence model,this study determines the weighting value of the digital competence components with AHP.The final digital competence model of K12 teachers can show the relative importance of the first-level components,which is conducive to teachers' competence development with different priorities according to their needs and defects.Finally,this study designed a self-assessment questionnaire based on the digital competence model of K12 teachers and surveyed 10054 teachers in Shanghai and Shangrao.The following conclusions were drawn:(1)Overall,the digital competence of K12 teachers is less and needs to be improved in China.(2)There is generally no significant gender difference in the digital competence of K12 teachers.(3)Digital competence of K12 teachers is negatively correlated with their age.It is imperative to strengthen the digital competence of K12 teachers who are 36 and older.(4)As the teacher's professional title rises from the 1st level to the 3rd level,the digital competence of K12 teachers also increases.However,the senior teachers are generally older whose digital competence level is generally lower(5)Teachers with high levels of job performance show a high level of digital competence and performance levels are positively correlated with digital competence levels.(6)Compared with digital teaching competence,digital learning and innovation,digital value and pursuit,and basic personality traits,digital technology competence are easier to develop and upgrade in a shorter period of time.The innovation of this research lies in that,on the basis of theories such as Competency Model,the connotation of digital competence and digital competence of K12 teachers are deeply analyzed in China for the first time,and a digital competence model of K12 teachers is constructed,which show the relative importance(weight)of different components.Also through the large sample survey,the components of digital competence and the rationality,objectivity,and reliability of the digital competence model of K12 teachers are further verified from the perspective of the empirical application.This study can provide reference and foundation for the theoretical research of the digital competence of teachers in China.It can also provide support for the training and development of digital teaching competence of K12 teachers. |
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