Construction of University Teachers' Digital Competency Model Based on New Media Communication Technology


Yu Q.

2nd International Conference on Forthcoming Networks and Sustainability in the IoT Era (FoNeS-IoT), ELECTR NETWORK, 8 - 09 January 2022, vol.129, pp.58-66 identifier identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 129
  • Doi Number: 10.1007/978-3-030-99616-1_9
  • Country: ELECTR NETWORK
  • Page Numbers: pp.58-66
  • Keywords: Digital technology, University teachers, Digital competence, Education informatization, INSTRUCTORS
  • Istanbul University Affiliated: No

Abstract

Under the background of new media communication technology, digital technology and the new crown epidemic, the use of digital technology to teach, such as online teaching, has become the main teaching method in the epidemic era. This has greatly initiated our country's long-term offline teaching method. How to adapt to the current teaching methods and improve the digital competence of college teachers has become the main problem to be solved in contemporary education. The purpose of this article is to study the construction of the digital competency model of college teachers based on new media communication technology. Based on the new media communication technology, this article first analyzes the digital competency needs of college teachers, and through questionnaire surveys and interviews, establishes the three dimensions of the digital competency model for college teachers, namely: digital technology capabilities, digital professional development and innovation and the three dimensions of digital value and pursuit, and give the countermeasures for colleges and universities to improve the digital competence of teachers. According to the survey data, 8.7% of college teachers said that they did not meet the situation of frequently using new media communication technology or digital resources for teaching special research, and 21% of college teachers said that they did not meet the situation of frequently using media for teaching special research. This shows that college teachers' performance in using digital value for teaching research and construction of digital education is not ideal.