Relationship Between Teacher’s Teaching Expertise and Digital Literacy

The purpose of this study is to find out how teachers’ digital literacy affects teaching expertise. A teacher’s teaching expertise is defined as a teacher’s classroom teaching behavior observed as the tool used in International Comparative Analysis of Learning and Teaching (ICALT) research. In addition, digital literacy was measured using the TK survey tool developed by So Yeon-hee (2013) for Korean teachers according to the TPACK model. A learning model for Korean elementary school teachers’ teaching expertise was constructed using the observation data of 297 elementary school teachers. As a result of applying this model to the class observation data of 18 elementary school teachers who participated in participatory observation, it was found that the digital literacy of elementary school teachers positively influenced the teaching expertise.