Thinking on Teacher’s Digital Literacy in Vocational School in the Post COVID-19 Era — Taking Chinese Situation as an Example

Xiaohan Zhang, Wenxiao Liu

(Department of Education, Jiangsu Normal University, China)

Abstract: The COVID-19 pandemic has changed the normal teaching model radically and online teaching and learning has turned into the primary model. In the post-pandemic era, exoteric and diversified teaching is the integration of multiple teaching models with various objects, contents, and demands, rather than an unsophisticated combination of traditional courses and online education. The practical characteristics vocational education makes it more complex to implement online learning than in other type of education like in the academic education. In addition to the teaching of professional theoretical knowledge, teachers were more bewildered by how to carry out online teaching in practice teaching which focuses on practical skills and practical working ability. And through the survey, the fact is that the level of teachers’ICT ability is different during the online teaching. In order to ensure the effectiveness of online-based teaching, to improve teachers’ and students’ digital literacy in a short time has become a very important challenge in pandemic as well as “post-pandemic era”. This paper would analyze the needs of vocational college teachers’ digital literacy in “post-pandemic era”, as well as summarize the current situation of teachers’ digital literacy in Chinese vocational colleges on the basis of existing surveys and give reflection from technical support, teachers’ and students’ digital literacy and practical community on the ways to improve teachers’ digital literacy and online education in vocational education in the post pandemic era.