Connotations, Issues, and Strategies of Digital Literacy Assessment for Digitally Empowered Chinese Teachers
DOI:
https://doi.org/10.71204/4p4acq11Keywords:
Digitalization, Chinese Teachers' Digital Literacy Assessment, Connotations, StrategiesAbstract
From the perspective of digital empowerment, this study attempts to construct a digital literacy evaluation model for Chinese teachers consisting of data collection and storage, processing and mining, and feedback and application of results, with a view to providing strategic references to the problems of Chinese teachers' digital literacy evaluation. The improvement of teachers' digital literacy is the core key to the change of parenting style and the development of education quality in the digital era, but the complexity of Chinese teachers' digital literacy and the limitation of evaluation means lead to the problems of thin data, one-sided results, and high evaluation difficulty. The integration of digital technology provides new ideas to solve the above problems, in which big data can analyse the implicit nature of teachers' digital literacy, blockchain can optimise the storage and management of data to achieve sharing and improve the credibility, and the generative mechanism of generative artificial intelligence enriches the intelligent feedback and application of the evaluation results, and the fusion of the three together promotes the transformation of China's teacher's digital literacy evaluation from empirical decision-making to digital empowerment.
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