The Relationships Between Information and Communications Technology Development Level and Student Literacy in Reading, Mathematics, and Science

• In Event: 16.030 - Impacting What Matters: Using Assessment to Examine Student Outcomes

Abstract

The purpose of this study is to investigate the relationship between ICT development and literacy in reading, mathematics, and science for primary and secondary school students. Large- scale international database including TIMSS 2011, PIRLS 2011, PISA 2012, International Telecommunication Union, and World Bank datasets were employed in the current study. Hierarchical linear models (HLM) were applied to examine both country- and individual-level variables. According to the findings of this study, national ICT development level was a significant positive predictor for individual literacy in reading, mathematics, and science, but ICT rate of change was not. On the other hand, individual-level ICT use was a negative significant predictor even if the socioeconomic status and gender were controlled.

Authors

• Maxim Skryabin, Stepik

• Danhui Zhang, Beijing Normal University

• Luman Liu, Beijing Normal University