EDUCATIONAL MANAGEMENT OF KINDERGARTEN TEACHERS’ INFORMATION LITERACY DEVELOPMENT BASED ON TPACK IN CHINA

Abstract

In the era of fast development on educational informatization, how to enhance the information literacy of kindergarten teachers is an urgent problem facing preschool education in China. Based on the framework of Technological Pedagogical Content Knowledge (TPACK),this paper reviews some of the most recent Chinese as well as foreign related empiric studies in order to shed light on how development trends and institutional barriers shape teacher information literacy.Results suggest that even with policy encouragement and increased training, skill levels are disparate: technical skills tend to be restricted to use of the technology,while it remains loosely connected to pedagogy and content knowledge. Information literacy tends to be taught as a stand alone generic technology course,leading to recurring deficits of reflection and teaching practice, as well as geographical imbalances and an insufficient training culture.In conclusion, in terms of educational leadership and administration, this research suggests that long-term progress is contingent upon organisational leadership that makes information literacies integral to itscross-domain element of TPACK and align leadership, professional learning and policy implementation in support of equitable and developmentally appropriate digital pedagogy.