Abstract
The wave of digitalization is profoundly reshaping the educational landscape, making teacher digital literacy a critical factor in influencing teaching quality. However, existing research often neglects the perceptions of students, a vital audience, when developing evaluation systems for teacher digital literacy. This study begins with student perceptions, drawing on relevant findings and integrating them with educational practices. It identifies 15 evaluation indicators across five dimensions: digital teaching resource utilization ability, digital teaching design ability, digital teaching interaction ability, digital teaching evaluation ability, and digital security ability. Data were collected through surveys, and quantitative analysis methods were employed to assess the validity of the proposed evaluation system. The index system established in this study demonstrates a coherent dimensional structure and robust reliability and validity, providing a scientific and effective tool for evaluating teacher digital literacy. This research has significant implications for teacher professional development, the optimization of teaching practices, and the formulation of educational policies.
Published Version
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