南非高等学校教师数字素养的现存问题及培养路径
The Existing Problems and Training Paths of Digital Literacy for Teachers in South African Higher Education Institutions
DOI: 10.12677/AE.2023.13121650, PDF,   
作者: 邓 爽：云南大学滇池学院，云南 昆明
关键词: 南非；高等学校；教师；数字素养；South Africa； Higher Education Institutions； Teachers； Digital Literacy
摘要: 如何培养教师数字素养是21世纪高等教育发展的重要趋势和内容，高等学校教师是数字化教学改革实施的核心对象，其数字素养培养是高等教育领域的关注点。本文以南非高校教师数字素养现存问题为切入点，然后提出弥合数字鸿沟，完善数字教学基础设施，重视信息通信技术运用培训，建立持续性数字化专业发展平台，完善教师数字素养评估评价体系的有效措施，为南非高等学校教师数字素养培养实践提供参考。
Abstract: How to cultivate teachers’ digital literacy is an important trend and content in the development of higher education in the 21st century. Higher education teachers are the core object of digital teaching reform, the cultivation of digital literacy is the focus of attention in the field of higher education. This article takes the existing problems of digital literacy among South African higher education teachers as the starting point, then proposes effective strategies to bridge the digital divide, improves digital teaching infrastructure, attaches importance to information and communication technology application training, establishes sustainable digital professional development platform, and improves the evaluation system of teacher digital literacy, providing reference for the practice of digital literacy training for South African higher education teachers.
文章引用：邓爽. 南非高等学校教师数字素养的现存问题及培养路径[J]. 教育进展, 2023, 13(12): 10708-10715. https://doi.org/10.12677/AE.2023.13121650

参考文献

[1] Gilster, P. (1997) Digital Literacy. Wiley Publishing, New York, 38.
[2] Martin, A. (2008) Digital Literacy and the “Digital Society”. In: Lankshear, C. and Knobel, M., Eds., Digital Literacies: Concepts, Policies and Practices, Peter Lang, New York, 151-177.
[3] List, A. (2019) Defining Digital Literacy Development: Testing the Beliefs of Pre Ser-vice Teachers. Computer and Education, 138, 146-158. [Google Scholar] [CrossRef] 
[4] Eshet, A.Y. (2004) Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multime-dia and Hypermedia, 13, 93-106.
[5] Kaeophanuek, S., Na-Songkhla, J. and Nilsook, P. (2018) How to Improve the Digital Literacy Skills of Information Science Students. International Journal of Information and Educational Technolo-gy (IJIET), 8, 23-25. [Google Scholar] [CrossRef] 
[6] Taylor, S. (2007) The State of South African Schools Part 1: The Reg-ulation of Time and Consciousness. Journal of Education, 46, 9-32.
[7] Makhado, M.P. and Tshisikhawe, T.R. (2020) How Apartheid Education Can Encourage and Strengthen Tribalism and Xenophobia in South Africa. In: Mafukata, M.A., Ed., Impact of Immigration and Xenophobia on Development in Africa, IGI Global, Hershey, 131-151. [Google Scholar] [CrossRef] 
[8] Reddick, C.G., Enriquez, R., Harris, R.J. and Sharma, B. (2020) Determinants of Broadband Access and Affordability: An Analysis of a Community Survey on the Digital Divide. City, 106, Article ID: 102904. [Google Scholar] [CrossRef] [PubMed]
[9] Mlaba, K. (2021) How Has the Digital Divide in South Africa Exacer-bated Inequality in the Country.
[10] Pather, S., Booi, E. and Pather, S. (2020) An Assessment of Student Resource Readiness for Online Learning during COVID 19: A South African Case Study. 13th Annual International Conference of Education, Research and Innovation, 9-10 November 2020, 9753-9762. [Google Scholar] [CrossRef] 
[11] Hanekom, P. (2020) The 2019 Coronavirus Disease Exposed the Digital Literacy Gap in South Africa. The Daily Mail and The Guardian.
[12] Herselman, M.E. (2003) ICT in Rural Areas in South Africa: Various Case Studies. 2003 Informing Science + IT Education Conference, Pori, 24-27 June 2003, 945-955. [Google Scholar] [CrossRef] 
[13] Blignaut, S. (2004) Matching Computer Competencies with Education Competencies in Preservice Teacher Training. South African Journal of Higher Education, 16, 109-126. [Google Scholar] [CrossRef] 
[14] Spiceland, J.D. and Hawkins, C.P. (2002) The Impact on Learning of an Asynchronous Active Learning Course Format. Asynchronous Learning Network Magazine, 6, 68-75. [Google Scholar] [CrossRef] 
[15] Du Plessis, P. and Mestry, M. (2019) Teachers for Rural Schools—A Chal-lenge for South Africa. South African Journal of Education, 39, 112-121. [Google Scholar] [CrossRef] 
[16] Basargekar, P. and Singhavi, C. (2017) Factors Affecting Teachers’ Perceived Proficiency in Using ICT in the Classroom. IAFOR Journal of Education, 5, 67-84. [Google Scholar] [CrossRef] 
[17] Tusiime, W.E., Johannesen, M. and Gudmundsdottir, G. (2019) Developing Teachers’ Digital Abilities: Methods for Educating Ugandan Art and Design Teachers. International Journal of Infor-mation and Communication Technology Education and Development, 15, 133-149.
[18] Sife, A., Lwoga, E. and Sanga, C. (2007) New Teaching Technologies: Challenges Faced by Higher Education Institutions in Developing Countries. In-ternational Journal of Education and Development Using ICT, 3, 57-67.
[19] Makgato, M. (2014) The Challenges of Teaching and Learning Technology Subject at Schools in South Africa: A Case of INSET Teachers in Mpumalanga Province. Procedia—Social and Behavioral Sciences, 116, 3688-3692. [Google Scholar] [CrossRef] 
[20] Bagarukayo, E. and Kalema, B. (2015) Evaluation of e-Learning Us-age in South African Universities: Critical Review. International Journal of Education and Development Using ICT, 11, 168-183.
[21] Tomczyk, Ł. and Fedeli, L. (2022) Introduction—On the Need for Research on the Digital Literacy of Current and Future Teachers. In: Tomczyk, Ł. and Fedeli, L., Eds., Digital Literacy for Teachers, Springer, Berlin, 1-6. [Google Scholar] [CrossRef] 
[22] Waller, P.P. and Maxwell, K.L.H. (2017) Mathematics Teachers’ Perceptions of Resources and Curriculum Availability in Post-Apartheid Schooling. International Scientific Journals and Mathematical Education, 15, 741-757. [Google Scholar] [CrossRef] 
[23] Eze, S.C., Chinwendu Chinedu-Eze, V.C. and Bello, A.O. (2018) The Utilisation of e-Learning Facilities in the Educational Delivery System of Nigeria: A Study of M-University. Internation-al Journal of Educational Technology in Higher Education, 15, Article No. 34. [Google Scholar] [CrossRef] 
[24] Mabila, J., Van Biljon, J. and Herselman, M. (2017) The Sustainability Framework for School Mobile Technology Integration: Taking South Africa’s Resource Constrained Environment as an Example.
[25] Mathipa, E., Magano, M., Mapotse, T., Matlabe, S. and Mohapi, S. (2014) The Leadership Role of School Management Teams in Rural Primary School Environments. Mediterranean Journal of Social Sciences, 10, 5901.
[26] Ksenija, U. (2019) Digital Literacy in the First Three Years of Primary School: A Case Study of Slovenia. International Journal of Management, Knowledge, and Learning, School of International Social and Business Studies, 1, 61-77.
[27] Figueroa, I., Jimenez, C., Cid, H. and Leger, P. (2019) Developing Usability Heuristics with PROMETHEUS: A Case Study in Virtual Learning Environments. Computer Standards & Interfaces, 65, 132-142. [Google Scholar] [CrossRef] 
[28] Republic of South Africa (2004) White Paper on Electronic Education. Government Gazette 26737. Government Printing Company, Pretoria.
[29] 王永钊, 程扬, 李丽军. 数智时代职业院校教师数字素养的丰富内涵、现实困境与实践进路[J]. 教育与职业, 2023(9): 87.
[30] 赵文平. 奥地利“学校4.0”数字化发展战略研究[J]. 比较教育研究, 2019, 41(1): 10-16.

为你推荐