In the classroom of Jiyuan Experimental Primary School in Henan Province, mathematics teacher Fan Xiaofeng is using multimedia to demonstrate physical images such as the Leaning Tower of Pisa, candles, lanterns, and pen holders. On the screen, the process of rotating a rectangle repeatedly to form different shapes of cylinders allows students to intuitively feel the "face moving into a body" and exclaim "magic". "This class is about 'Understanding Cylinders'. We will introduce real-life objects into the classroom, allowing students to experience mathematics in daily life and intuitively discover the connection between cylinders, unfolding diagrams, and cross-sections. In the digital classroom, children find mathematics very vivid and interesting to learn." Fan Xiaofeng said. During this year's National People's Congress and Chinese People's Political Consultative Conference, "vigorously developing digital education" became a hot topic of discussion. The 2024 World Digital Education Conference also proposed that digital literacy and competence must be regarded as essential qualities for teachers. As early as December 2022, the Ministry of Education released the "Teacher Digital Literacy" education industry standard, proposing a framework for teacher digital literacy, which requires teachers from five aspects: digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development. As cultivators of digital talents, it is particularly important for teachers to enhance their digital literacy and skills. Faced with new situations and requirements, how should teachers achieve effective digital transformation in the wave of educational digitization? How to improve one's digital capabilities? Why do teachers urgently need to improve their digital literacy in the current context where digitalization has given rise to new learning methods and environments? Professor Xu Xin from the School of Economics and Management of East China Normal University and the Shanghai Institute of Intelligent Education said, "On the one hand, the requirements for education are changing. With the continuous evolution of national development strategies and social development needs, the requirements for 'what kind of talents to cultivate and what kind of knowledge to impart' have also undergone profound changes. The digital construction of education requires talents with high digital literacy and skills, and teachers bear the educational mission of cultivating such talents. On the other hand, education and teaching methods also need to be constantly adjusted and updated. From chalk chalkboards to projector PPTs, from remote network education to large-scale online education, from virtual simulation platforms to portable AR/VR teaching equipment, metaverse teaching warehouses, and from graphic, audio, animation, and video resources." As a frontline teacher, Fan Xiaofeng believes that in this era of digital transformation in education, becoming a smart educator has become an inevitable trend. Fan Xiaofeng also felt that big data support makes feedback on teaching and learning more accurate. "For example, the 'Henan Compulsory Education Basic Homework Evaluation Platform' we use can collect daily homework data, use big data analysis to generate personalized and exclusive error question sets, learning situation analysis reports, etc., thereby helping teachers better achieve personalized guidance and targeted evaluation, making learning guidance more targeted. In addition, digital practices within the region make resource flow more efficient and convenient.". Zhang Yan, Deputy Director of the Education Bureau and Director of the Teacher Development Center in Gulou District, Xuzhou City, Jiangsu Province, told reporters, "We have built a network ideological and political education platform in Gulou District based on the Xuzhou Smart Education Cloud Platform."