Research On The Strategies Of Improving The Digital Literacy Of Rural Primary And Middle School Teachers

With the advent of the digital age,the value of digital literacy in citizens’ lives,learning and employment has become more and more prominent.Strengthening digital literacy education for primary and secondary school teachers and students has also become increasingly important in the reform of basic education.As guides and collaborators in developing students’ digital literacy,teachers’ level of digital literacy affects the development of students’ digital literacy to a certain extent.Therefore,it is increasingly important to improve teachers’ digital literacy at a time when the education sector is developing and changing in the digital era in China.Given that digital literacy includes multiple dimensions and indicators,it is imperative to understand the basic status of teachers’ digital literacy and to identify the direction and focus of digital literacy cultivation in order to better cultivate teachers’ digital literacy.This study used literature,policy text analysis and the Delphi method to identify seven major components and 26sub-indicators,including digital awareness,professional engagement,digital resources,teaching and learning,assessment,empowered learners and facilitation of learners’ digital literacy,and designed a questionnaire based on the designed digital literacy indicator system for rural primary and secondary school teachers.The study found that the overall digital literacy of rural primary and secondary school teachers was not satisfactory,with mean scores of3.421,3.082,2.465,2.294,2.120,1.920,1.846 for the digital awareness,professional engagement,teaching and learning,digital resources,assessment,empowered learners,and facilitated learners dimensions of digital literacy respectively.Meanwhile,the combination of survey and interview revealed that the following problems exist in the digital literacy of teachers in 12 rural primary and secondary schools in province H: inconsistency between digital cognition and practice,weak concept of digital rights and responsibilities;inadequate construction and application of digital resources,poor integration of technology and teaching;inadequate demonstration by teachers,difficulty in reasonable use of digital resources by students.Insufficient reflection on digital teaching practice and lack of long-term planning for professional development;a single way of evaluating digital teaching and limited differentiation of digital empowerment.The reasons for the problems of digital literacy among teachers in rural primary and secondary schools were analysed and found to be: the influence of traditional teaching concepts;the constraints of digital construction in schools;the lack of a basic protection system;and the low sense of belonging of rural teachers.The problems presented by the digital literacy of rural primary and secondary school teachers need to be optimised through multiple channels and paths.To better enhance the digital literacy of rural primary and secondary school teachers,this study suggests the following three strategies: guiding teachers’ conceptual changes and improving their digital teaching abilities;accelerating the digital construction of schools and improving the digital protection system;and building a social learning and exchange platform to enhance rural teachers’ sense of educational mission.This study will help improve rural teachers’ use of new digital media technologies,contribute to their professional development and help rural primary and secondary school teachers integrate into the information technology society as soon as possible.