A qualitative analysis of the digital literacy of arts education teachers in Chinese junior high and high schools

Abstract

Information communication technologies and media have challenged traditional education and changed teachers’ thinking. These technologies present unique opportunities for supporting creativity, which is the key aim of learning in arts education. Despite the direct and close link between them and arts education, how to integrate these technologies into traditional education has long challenged government and educational experts. Teachers’ digital literacy has been regarded as an important part of information communication technologies-enabled education. Because an arts education uses more equipment than other types of education, it is more dependent on digital media. Thus, arts teachers’ digital literacy has directly affected their teaching, and has played an increasingly important role in education. This paper, having investigated eight Chinese arts teachers’ digital concepts and utilities in their teaching, explores digital literacy in arts teaching in China from different perspectives. It also offers recommendations for research into arts teachers’ digital literacy and arts education research in China for the future. Overall, this study designs a framework of factors for Chinese arts teachers’ digital literacy.