The Value Implication and Path Discussion of Rural Teacher's Digital Literacy under the Background of Digital Empowerment

DOI: https://doi.org/10.62517/jhve.202416213

Author(s)

Yu Xu

Affiliation(s)

Chongqing Water Resources and Electric Engineering College, Chongqing, China

Abstract

Under the background of digital empowerment, the application of digital technology in rural schools can effectively optimize resource allocation and promote educational equity. The purpose of this study is to analyze the current status of digital literacy among rural teachers and propose improvement measures in response to the problems they face. Based on the theory of teacher professional development, researchers conducted theoretical analysis and empirical investigation, randomly collected questionnaires from rural teachers, and conducted in-depth interviews. They found that the digital literacy of rural teachers currently faces weak digital awareness, insufficient digital knowledge and skills, poor digital application ability, and difficulty in using digital skills to achieve professional development. After adopting the Delphi method and consulting relevant management departments, the following conclusion has been drawn: in the process of education and teaching, measures such as utilizing educational resources, building digital platforms, providing systematic training for teachers, and providing urban-rural targeted assistance can promote the improvement of digital literacy of rural teachers.

Keywords

Digital Empowerment; Rural Teachers; Digital Literacy; Path Discussion

References

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