Exploring Teachers' Digital Literacy Experiences
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| Title: | Exploring Teachers' Digital Literacy Experiences |
|---|---|
| Language: | English |
| Authors: | Jaewon Jung (ORCID |
| Source: | International Review of Research in Open and Distributed Learning. 2024 25(2):41-59. |
| Availability: | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Technological Literacy, Elementary School Teachers, Distance Education, COVID-19, Pandemics, Faculty Development, Online Courses, Copyrights, Knowledge Level, Information Dissemination, Technology Uses in Education, Ethics, Computer Mediated Communication, Teacher Student Relationship, Problem Solving, Barriers |
| ISSN: | 1492-3831 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432619 |
| Database: | ERIC |
| 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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| ISSN: | 1492-3831 |
