THE RELATIONSHIP BETWEEN TEACHERS’ DIGITAL LITERACY ABILITY AND TEACHING INNOVATION EFFECTIVENESS AT GUANGXI SECOND LIGHT INDUSTRY TECHNICIAN COLLEGE
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The research objectives are: 1) to study the digital literacy ability of the teachers at Guangxi Second Light Technical College, 2) to study the teaching innovation effects of Guangxi Second Light Technical College, 3) to study the relationship between the digital literacy capabilities and teaching innovation effects of the teachers at Guangxi Second Light Technical College. To obtain the research results more accurately, the sample group used in this study includes 144 teachers in Guangxi Second Light Industry Technician College. The research instrument is questionnaires. The statistics are used for data analyzing by finding frequency, percentage, mean, standard deviation, and Pearson product moment correlation.
The research results were:
- Teachers’ digital literacy ability at Guangxi Second Light Technical College in 5 aspects were at a high level ( =3.56, S.D.=1.21). The highest-ranked is “Awareness of digital ethics and security” ( =3.63, S.D.=1.22, indicating a high level. The second is “Ability in digital instructional design” ( =3.59, S.D.=1.21), while “Mastery of data literacy and analytical skills “ranks the lowest ( =3.49, S.D.=1.18).
- Teaching innovation effectiveness of Guangxi Second Light Technical College in 6 aspects was at a high level ( =3.55, S.D.=1.24). The highest rank was “Innovation of management process” ( =3.63, S.D.=1.18), indicates a high level. Followed by “Innovation of teaching mode” ( =3.57, S.D.=1.26), whereas “Integration of educational resources” was the lowest rank ( =3.49, S.D.=1.26).
- The overall relationship between teachers’ Digital literacy ability and teaching innovation effectiveness has a positive correlation at the high level with statistical significance level at .01 (r=0.86).
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