Digital Literacy of Rural Preschool Teachers: Research on Connotation, Value and Path

Di Liu; Xingman Yu; Deming Li

doi:http://dx.doi.org/10.26855/er.2023.10.001

Home Journals Books For Authors and Reviewers Online Submission News About Us Contact Us

The Educational Review, USA

ISSN Online: 2575-7946	Downloads: 694237	Total View: 6354927
Frequency: monthly	ISSN Print: 2575-7938	CODEN: TERUBB
Email: edu@hillpublisher.com

Journal Menu

Volumes & Issues

Current Issue

Volume 9 (2025)

Volume 8 (2024)

Volume 7 (2023)

Volume 6 (2022)

Volume 5 (2021)

Volume 4 (2020)

Volume 3 (2019)

Volume 2 (2018)

Volume 1 (2017)

Download PDF

How to cite this paper

2883

TOTAL VIEWS

Path Analysis of Teachers’ and Parents’ Support on School Bullying: The Mediator Role of Discipline Climate
Integration Strategy of Intelligent Manufacturing Professional Curriculum Reform and School-Enterprise Co-operation Practice in the Context of AI Era
Research on First-class Foreign Language Curriculum Construction in China’s Universities: Connotation, Features, and Design
Difficulties and Strategies in Translating Chinese Idioms into English
Research on the Reform of Logistics Information Technology Teaching Under the Background of “Intelligent Logistics”
Research on the Construction of Evaluation Indicators for the Competitive Advantage of Newly Established Majors in Higher Vocational Colleges

Article Open Access http://dx.doi.org/10.26855/er.2023.10.001

Digital Literacy of Rural Preschool Teachers: Research on Connotation, Value and Path

Di Liu, Xingman Yu, Deming Li^*

School of Education, Jilin International Studies University, Changchun, Jilin, China.

*Corresponding author:Deming Li

Published: November 28,2023

Abstract

With the widespread application of digital technology in the field of education, digital literacy has become an indispensable and important skill in modern education and teaching. For rural preschool teachers, improving digital literacy is even more important. Many scholars have shifted their attention towards the digital literacy of rural preschool teachers. Due to the relatively remote location of rural kindergartens, the relatively backward economic development, and the limited availability of multimedia equipment in kindergartens, the development of preschool teachers' information technology capabilities is restricted. After reviewing and organizing the data, it was found that the overall level of information technology application among rural preschool teachers is influenced by secondary factors, such as age and gender. In order to effectively promote the seamless integration of educational information technology and early childhood teaching activities, it is necessary to enhance the awareness of early childhood teachers in using multimedia teaching methods and provide an information-rich learning environment for the development of young children. Therefore, the ability of rural early childhood teachers to utilize information technology significantly impacts the enhancement of local education level and quality. This article aims to explore the connotation, value, and research path of digital literacy for preschool teachers in rural areas.

References

Cheng Lili. The connotation, characteristics, basic principles and policy elements of the digital transformation of education [J]. Audio-chemical education research, 2023, 44(04):53-56+71. DOI: 10.13811/j.cnki.eer.2023.04.007.

Cheng Zhiqi. Research on the development dilemma and countermeasures of public-funded normal university students in preschool education [J]. Cultural and educational materials, 2022 (13): 152-155.

Dong Ting, Yang Xiaomei, Yang Yuxuan, et al. Investigation on information technology level of rural preschool teachers—Take 9 rural kindergartens in Zouping County, Shandong Province as an example [J]. Curriculum Education Research, 2018 (31): 231-232.

Editorial Department of Business International Dictionary. The Modern Chinese Dictionary [N]. Beijing: Commercial Press International Co., LTD.: 2017:960.

EshetAlkalai Y. Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era [J]. Journal of Educational Multimedia and Hypermedia, 2004, 13(1):93-106.

Hong-hong Deng. Lack of digital literacy and improvement strategies of rural preschool teachers [J]. Educational Exploration, 2013, No.265(07):145-146.

Hu Xiaoyong, Li Wanyi, Zhou Yanni. Research on teacher digital literacy training: International Policy, Focus Issues, and Development Strategies [J]. Journal of the National School of Education Administration, 2023, No.304(04):47-56.

Li Chunhui, Horse Season. Investigation on the informatization teaching literacy of rural preschool teachers in the Era of education informatization 2.0 [J]. Journal of Hebei Normal University (Education Science Edition), 2022, 24(05): 108-113. DOI: 10.13763/j.cnki.jhebnu.ese.2022.05.014.

Liu Hao, Zou Lingdi. The practical research on promoting the improvement of kindergarten teachers' information application ability throughout the kindergarten [J]. Teacher, 2023, No.522(03):84-86.

Liu Qian. Explore the path to improve the information technology application ability of preschool teachers under new application scenarios [J]. Asia-Pacific Education, 2022 (13): 55-57.

Liu Zhenfang. Preschool teachers, the investigation and analysis of digital literacy status quo [J]. Modern Educational Technology, 2010, 20 (11): 64-68.

Lu Jiqiang. Research on the application of information teaching Methods for kindergarten teachers [D]. The Northwest Normal University, 2021. DOI: 10.27410/d.cnki.gxbfu.2021.001476.

Lu Leshan, Lin Chongde, edited by Wang Desheng. Chinese preschool education has an encyclopedia of education theory volume CNO. Shenyang: Shenyang Publishing House. 1995.

Ma Xinyan, Zhu Yiming, Xue Feng. Construction and Application of Teacher Digital Literacy Analysis Framework [J]. Open education research.

Min Huizu. Analysis on the path of professional construction of rural preschool teachers [J]. Journal of Henan University of Science and Technology, 2020,40 (12): 7-11 + 38.

Wang Jide, Zhu Shuhui, Zhang Qiong. Interpretation of the connotation of preschool education informatization [J]. Audio-chemical education research, 2013, 34(07):27-32. DOI: 10.13811/j.cnki.eer.2013.07.012.

Wang Lu. The practical path of the professional development of rural preschool teachers under the cooperative mode [J]. Journal of Tianjin Institute of Education and Science, 2021 (03): 77-83.

Wang Yanhui. Comparative study on urban and rural areas of Preschool Education Informatization in Henan Province [D]. Henan Uni-versity, 2013.

Xiao Junhong. Digital literacy door distance education in China, 2006 (05): 32-33.

Yang Liu. Research on Information Technology Literacy Survey and Promotion Strategy of Preschool Education Teachers under the New Normal of "Internet + Education" [J]. China Audio-visual Education, 2018, No.378(07):90-96.

Ye Huiwen. Modern teaching has a technical tutorial. Beijing: China Railway Press, 2008 (12).3.

Zhou Haitao, Zhu Yuanjia. An innovation path to improve the digital literacy of college students [J]. China Audio-visual Education, 2023, No.436(05):49-55.

Zhu Zhiting. The Outlook of Information Education [M]. Shanghai: East China Normal University Press, 2002. 56-61.

Zurkowski P G. The Information Service Environment Relationships and Priorities. Related Paper No. 5. [R]. 1974.

How to cite this paper

Digital Literacy of Rural Preschool Teachers: Research on Connotation, Value and Path

How to cite this paper: Di Liu, Xingman Yu, Deming Li. (2023). Digital Literacy of Rural Preschool Teachers: Research on Connotation, Value and Path. The Educational Review, USA, 7(10), 1471-1475.

DOI: http://dx.doi.org/10.26855/er.2023.10.001

The Educational Review, USA

Journal Menu

Volumes & Issues

Current Issue

More Articles

Digital Literacy of Rural Preschool Teachers: Research on Connotation, Value and Path

Abstract

References

How to cite this paper