Digital Literacy of the Rural Teacher in the Northwestern Guangdong: Current Status, Influencing Factors and Cultivation Strategies

DOI: https://doi.org/10.62517/jhet.202615106

Author(s)

Xun Murong, Yeshu Lin*

Affiliation(s)

School of Education Science, Zhaoqing University, Zhaoqing, Guangdong, China *Corresponding Author

Abstract

The digital transformation of rural education is a crucial path to advance the revitalization and high-quality development of rural education, while the improvement of rural teachers' digital literacy serves as the core driving force and supporting element in this process. The rural teachers in the northwest Guangdong as the research objects, this study comprehensively adopted the methods of questionnaire survey, text analysis and interview to systematically explore the current situation and influencing factors of their digital literacy. The results show that(1)the overall digital literacy level of rural teachers in this region is above the medium level; (2)individual characteristic variables (such as gender, age, teaching experience, educational background, professional title, etc.) have no significant correlation with teachers' digital literacy;(3)teachers' perceived ease of use and usefulness of technology, as well as external factors, all have a significant positive correlation with teachers' digital literacy level. On this basis, this paper puts forward corresponding improvement strategies from two aspects: stimulating teachers' internal motivation and optimizing the external environment.

Keywords

Northwestern Guangdong; Rural Teachers; Digital Literacy; Influencing Factors; TAM

References

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