Human society is about to enter the age of intelligence, and informationization of education has become a major irreversible trend. To promote the digital transformation and intelligent upgrading of education in the smart era, we need to rely on the strength of teachers. Facing the impact of artificial intelligence and other technologies, teachers, as the first resource for education development, must keep pace with the times, continuously improve information literacy, and promote the integration and innovative application of information technology and education.
Information literacy is a necessary quality for high-level teachers.
The extensive and in-depth application of information technology in education has put forward brand new requirements for the role of teachers. The deep integration of information technology and education is driving the change and reshaping of education structure, and the education environment, teaching mode, and teachers’ roles are in an important transformation period. Intelligent teaching environment, open education public service system, interdisciplinary teaching content and digital native generation of educated people all pose new challenges to the traditional role of teachers. Teachers are no longer just the fixers and transmitters of knowledge, but also the organizers, participants, and guides of learning. To meet the new challenges, we must focus on strengthening teachers’ information literacy and cultivating future-oriented teachers of excellence.
Information literacy is increasingly becoming a basic quality that high-level teachers must possess in the age of intelligence. Information literacy is the basic literacy of citizens in the information age, and it is the key ability and necessary cultivation for individuals to survive in the information society. Information literacy for teachers inherits the core ideas and concepts of information literacy for ordinary citizens in the information age, and at the same time fully integrates the requirements of ideals and beliefs, moral sentiments, teaching and training, and lifelong learning unique to the role of teachers, as well as the realistic needs of teaching and teaching and research scenarios, and has become a necessary literacy for high-level teachers in the new era. With the continuous enrichment and development of the connotation of information literacy, teachers’ information literacy has also evolved from the initial focus on teachers’ educational technology skills and information technology application skills to a comprehensive literacy with information technology application skills as the core element, and has been elevated to the national strategic level.
The development of the times has put forward new requirements for teachers’ information literacy.Teachers’ information literacy is first of all a comprehensive literacy with information and information technology application as its core. In the face of information technology and teaching information knowledge and skills knowledge, to achieve the permanent, efficient, appropriate and healthy application of information technology to carry out educational and teaching activities, to cultivate talents who adapt to social development and have the ability to innovate, and to achieve the long-term development of professional competence through continuous learning and collaborative support. Overall, the current information literacy of teachers can be understood as: teachers’ awareness, thinking, ability and cultivation of using information and information technology to discover, analyze and solve problems in the process of education and teaching, with emphasis on teachers’ ability to appropriately use information technology to acquire, integrate, process, manage and evaluate information, enhance the understanding, construction and creation of knowledge, and improve the deep integration of information technology and education and teaching Competence for professional development.
Teachers’ information literacy should also include elements of awareness, knowledge, application, ethics and safety, and professional development. Among them, awareness refers to the dynamic reflection of objectively existing information and information activities in teachers’ minds, which is expressed in terms of teachers’ sensitivity to information identification, judgment of information value, and acceptance of IT teaching applications. Knowledge refers to the knowledge that teachers should understand and master in the process of applying information and information technology, which is expressed as the teachers’ mastery of information security, information rights, basic knowledge and common skills related to information application required in daily education and teaching activities. Application refers to teachers’ ability to apply information and information technology in the teaching and learning process, as demonstrated by the ability to effectively use appropriate resources, tools and methods to improve the quality of teaching and learning. Ethics and security refers to the ethical and moral norms related to information activities and the security of information in the process of applying information and information technology, which is manifested by teachers’ ability to follow relevant ethical and moral norms and pay attention to network security in the process of information production, dissemination, and use, etc. Professional development refers to teachers’ ability to apply information technology to promote the continuous development of their own and others’ professional abilities, which manifests itself in teachers’ application of information technology to continuously acquire subject knowledge and pedagogical knowledge, effectively carry out collaborative teaching and research, and actively share quality resources.
Enhancing the scientific level of decision-making for teachers’ information literacy development.The new requirements for teachers’ information literacy development in the smart era are increasingly evident, and the construction of a new mechanism for teachers’ information literacy development is a key task in the current teacher team construction.
To carry out information literacy evaluation practices for teachers in the smart era is an important measure to promote the construction of the teaching force in the new era. Teachers’ information literacy evaluation practice not only refers to the application of scientific assessment tools to measure the level of teachers’ information literacy development, but more importantly, it is based on the evaluation results to guide teachers’ information literacy improvement, carry out targeted teacher training, and then effectively promote teachers’ information literacy development. In order to deepen the meaning of evaluation practice and improve the effect of teacher training, it is necessary to organically combine assessment standards, evaluation practice and teacher information literacy cultivation to create a complete closed-loop chain of teacher information literacy “measurement-evaluation-training” and improve the decision-making of teacher information literacy development. The scientific level of teacher information literacy development.
First, we should establish an efficient and accurate evaluation model based on scientific evaluation standards to support intelligent measurement, and promote the normalization of teachers’ information literacy evaluation. Teachers’ information literacy evaluation standards are the prerequisite and foundation for effective evaluation work, and a powerful guarantee for effective and reliable evaluation results. Scientific and operable teacher information literacy evaluation standards can be used to understand and assess the development status of teachers’ information literacy and provide guidance for teachers’ information literacy development. At present, the Education Information Strategy Research Base of the Ministry of Education (Huazhong) has constructed a set of indicator systems based on citizenship perspective, teaching scenario perspective, and teacher development perspective, and is leading the development of national standards for teachers’ information literacy. Based on the teacher information literacy evaluation standards, localities can carry out teacher information literacy evaluation and monitoring by customizing indicators, constructing models, and determining programs according to the actual situation.
Second, it is important to get an objective, comprehensive, and real-time understanding of the true full picture of teachers’ information literacy through large-scale, less-disturbing, and continuous teacher information literacy assessment work. The evaluation of teachers’ information literacy in the smart era will change from a single result-based evaluation to a diversified evaluation tool that combines process and result. The current “Internet + education” platform is gradually improving, teachers’ online learning space has started to become popular, and digital education resources are widely used, making it possible to carry out diversified evaluations that combine the process and results of teachers’ teaching, which will not only achieve lower cost and less intrusive implicit tests, but also enable the comprehensive use of real This will not only achieve low-cost and less intrusive implicit testing, but also enable teachers’ information literacy development level to be accurately evaluated through the integrated use of real teaching process data and performance result data to draw a portrait of teachers’ information literacy and a dynamic map of development.
Second, targeted high-quality teacher training resources and training programs should be established based on multidimensional, multi-subject and multi-level evaluation results. In the training process, based on the evaluation results of teachers’ information literacy, we improve teachers’ training environment, reasonably design and carry out training activities; precisely analyze the problems and challenges of teachers’ information literacy development, discover the hierarchical classification and graded training needs of teachers’ information literacy development, scientifically set up training courses, enrich curriculum resources, and establish targeted high-quality training resources and training programs. Through customized training, we promote the regular and creative application of information technology to subject teaching practice, and realize teachers’ personalized and lifelong professional development.
Through the interplay and mutual promotion of standard setting, evaluation testing and customized cultivation work, the smooth and effective implementation of teachers’ information literacy evaluation and training practices is ensured, which is a powerful grip to drive the healthy and long-term development of teachers’ information literacy in the smart era, and is important for implementing the goals of the National Primary and Secondary School Teachers’ Information Technology Application Ability Enhancement Project 2.0 and the pilot action plan for AI-facilitated teacher team building It is important to implement the objectives of the National Primary and Secondary School Teachers’ Information Technology Application Enhancement Project 2.0 and the pilot action plan of artificial intelligence to promote the construction of teachers.
Teachers’ information literacy is related to the improvement of education and teaching quality and the process of education reform and development. In the intelligent era of human-computer collaboration, cross-border integration and co-creation and sharing, we should seize the opportunities and face the challenges head-on, vigorously improve teachers’ information literacy, help build a high-quality education support system and accelerate the modernization of education.
