Assessing the impact of digital education transformation on high school education
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i1.1640
Abstract
The purpose of this study is to comprehensively evaluate the impact of digital education transformation on high school education, including three dimensions of teacher competence, classroom teaching and school management. Through qualitative and quantitative research methods, this paper analyzes how digital technology changes the teaching experience of high school classrooms, explores the key factors affecting the success of digital education transformation, and the impact of digital education transformation on student participation, achievement and school management efficiency. The results show that digital education transformation has significant advantages in improving teaching efficiency and student engagement, but it also faces challenges in resource allocation, teacher training and technical support. In response to the challenges, this paper puts forward corresponding countermeasures and suggestions to provide theoretical and practical guidance for the transformation of digital education in senior high schools.
Keywords
digital education transformation; high school education; teacher competence; classroom teaching; school management
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[6] Li JC, Liu HM. 1999. On the influencing factors of education quality. Science of Education, 1: 1-3.
[7] Yang XM. 2022. Opening up a new situation of comprehensive digital transformation of education. China Education Daily, 2022-04-07 (02).
[8] Yang ZK, Wang J, Wang MQ. 2022. Digital transformation promotes innovative development of foreign language teaching. Foreign Language Audio-visual Teaching, 5: 3-5+105. (in Chinese)
[9] Li J. 2022. Research on improving the quality of online education in the digital transformation of education. China Audio-Visual Education, 9: 38-42.
[10] Luo L. 2021. The times value and practical strategy of ideological and political education innovation driven by artificial intelligence. Ideological and Theoretical Education, 3: 88-93.
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