Does Teacher's Data Literacy and Digital Teaching Competence Influence Empowering Students in the Classroom? Evidence from China

Autor/inn/en	Lin, Ruyi; Yang, Junfeng; Jiang, Feng; Li, Jiaping
Titel	Does Teacher's Data Literacy and Digital Teaching Competence Influence Empowering Students in the Classroom? Evidence from China
Quelle	In: Education and Information Technologies, 28 (2023) 3, S.2845-2867 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11274-3
Schlagwörter	Elementary School Teachers; Data; Multiple Literacies; Computer Literacy; Competence; Foreign Countries; Information Technology; Student Empowerment; Teacher Attitudes; Communications; China + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Daten; Computerkenntnisse; Kompetenz; Ausland; Informationstechnologie; Studienberechtigung; Lehrerverhalten; Nachrichtenwesen
Abstract	With the digital transformation of education, data and digital technologies are regarded as the driving forces for teaching innovation. Teachers' data literacy and digital teaching competence are becoming increasingly important for empowering students' digital capacity, ethically technology usage, and collaboration or communication skills in the classroom. Therefore, whether teachers' data literacy and digital teaching competence can empower students in the classroom needs to be explored. This study aims to reveal the relationship between teacher's information communication technology (ICT) attitude, ICT skills, data literacy, digital teaching competence and empowering students. The data were collected from an online self-assessment scale which included a total of 629 K-9 teachers who participated in this study. Using SPSS and AMOS, a model was built by using Structural Equation Models to explain and predict the relationships. The results indicated that: (a) ICT attitude had no significant impact on digital teaching competence, and ICT skills significantly predicted digital teaching competence, but neither ICT attitude nor skills had a significant direct impact on empowering students; (b) data literacy significantly predicted digital teaching competence and had a significant direct impact on empowering students; (c) digital teaching competence, as dominant mediator in ICT attitude, ICT skills and data literacy, strongly predicted empowering students. The findings provided valuable evidence for teachers, policymakers, administrators, teacher educators, and teachers to better reimagine the teachers' digital teaching competence. In the future, the teachers' digital teaching competence should become the top priority in teacher ICT training, which was the most direct influencing factor for empowering students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01