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. Copyright © 2024 Athabasca University. All rights reserved.
| Original language | English |
|---|---|
| Pages (from-to) | 41-59 |
| Journal | International Review of Research in Open and Distributed Learning |
| Volume | 25 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - May 2024 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Teachers’ digital literacy
- Digital competency
- Elementary school
- Distance learning
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