The Limited Classroom Application of Teacher Digital Literacy Training and Its Improvement Paths

Abstract

Teacher digital literacy training is an important part of teacher professional development, but its effect is often limited when training content is not fully transferred into classroom practice. Teachers may learn how to use digital tools but still find it difficult to connect them with lesson goals, subject content, student needs, and real classroom conditions. This paper examines the main forms of limited classroom application and the reasons behind them. The discussion focuses on the separation between training and teaching needs, the strong focus on tool operation, limited practice opportunities, weak follow-up support, completion-based evaluation, and the practical costs of digital teaching. The paper argues that training should start from real classroom problems, connect digital skills with subject teaching, provide repeated practice, offer continued support, and evaluate changes in teaching practice rather than course completion alone. Teachers also need enough space to decide when and how digital tools should be used.