Research on the Reconstruction of Teachers' Role in Vocational Education in the Age of Artificial Intelligence
Liang Wang
College of Education, Fuyang Normal University, Fuyang236037, Anhui, China
Oselan Baki
Graduate School, City University, Petaling Jaya46100, Selangor, Malaysia.
Abstract:
Background: The emergence of new technologies coupled with the considerable data age has affected education in various ways and it means that teacher has to be digital literate. The use of information technologies and extensive data analysis is necessary for improving the processes of teaching and learning. Objective: This study aims to establish the process through which teachers develop their digital literacy in the context of big data. Mainly, it discusses the current situation of teacher digital literacy. These factors impact it, how big data can help in increasing teachers’ digital literacy, and a holistic framework of teacher’s digital literacy. Methods: Using a mixed-methods approach, the study used both quantitative and qualitative data. Quantitative data was collected using online surveys and qualitative data was gathered using online semi-structured interviews. Descriptive and inferential statistical tests were used to analyse quantitative data, while qualitative data were analyzed using thematic analysis. These methods gave a broader view of the research problem. Results: The study also revealed that the level of digital literacy of teachers differs, whereas primary school teachers were found to have the lowest level of digital literacy. These are the factors that are likely to influence the implementations, which include access to digital resources, professional development of using the technology, attitude towards the technology, institutional support and students’ engagement. Big Data improves digital literacy through offering data-oriented information, individual professional development, and group learning. Conclusion: Professional development, institutional support, and application of big data in education are likely to act as essential courses for improving teachers' digital literacy. These factors can be addressed to enable the promotion of digital technologies in education, which may lead to changes in teaching methods.