Research on the Implementation of Teachers’ Information Technology Literacy Training from the Perspective of Action Learning

The rapid development of information technology has profoundly influenced today’s educational practice. Against the background of the reform of teaching methods and talent cultivation, teachers are expected to have high-level information technology literacy. Compared with traditional training methods, the action learning method emphasizes practical issues, group collaboration, reflection on behavioral experience and experts’ guidance, which has an enlightening effect on the implementation of teacher information technology literacy training. This study proposes four strategies of teacher information technology literacy training from the perspective of action learning: taking practical information technology problems as the starting point of learning, inspiring information creation ability by group collaboration, promoting information ethics through communication and reflection, and ensuring the development of teachers’ information technology literacy with expert guidance. In terms of supporting conditions, the internal factors include previous training to prepare teachers for knowledge basis, guidance for teachers to clarify their shared professional development expectations, and the cultivation of a good way of teachers’ collaboration. External factors consist of the democratic and equal partnerships among teachers, and the establishment of evaluation systems which encourage teacher professional development.