Predicting Students’ ICT (Information and Communications Technology) Literacy During Secondary School: The Long-Term Roles of Teacher and Family Factors

• In Event: Predictors for Students’ and Teachers’ ICT (Information and Communications Technology) Literacy: Insights From an International Perspective

Abstract

Theoretical framework:
Nowadays, ICT literacy has become more important than ever due to the rapid development of technology and artificial intelligence (Casal-Otero et al., 2023; Fraillon et al., 2020). In past years, researchers attempted to examine possible factors from school and student levels that can promote students’ ICT literacy (e.g., Gerick et al., 2017; Hübner et al., 2023; Senkbeil, 2022). However, relatively few studies have examined how factors from school and family levels jointly predicted students’ ICT literacy. Also, a very few longitudinal studies addressed the long-term effects of school and family factors on students’ ICT literacy. Most importantly, teachers’ instruction and parental involvement were less focused in previous ICT research. Despite that these factors have been demonstrated their salient predictions to mathematics, reading, and science achievement (Hattie, 2018; Ma et al., 2016; Wang et al., 2023), it remains unclear whether these predictions can be generalized into ICT literacy.

Purpose:
We examined whether school and family factors would jointly predict secondary school students’ ICT literacy longitudinally. First, we hypothesized that teachers’ instruction and ICT learning opportunities in school would predict students’ ICT literacy. Second, parental involvement, home possessions, and ICT learning opportunities in the family were assumed to predict students’ ICT literacy.

Methods:
We analyzed the large longitudinal dataset in Germany (i.e., National Educational Panel Study; NEPS-Netzwerk, 2021). 2,229 participants (50% female) participated in four measurement waves at Grades 5, 6, 9, and 12. A standardized ICT literacy test (i.e., abilities to use software applications based on problem-oriented process components; Senkbeil et al., 2013) was administered in Grades 6, 9, and 12. Four teachers’ instruction scales were assessed in Grades 6 and 9: (a) autonomy support, (b) organization of learning, (c) classroom interaction, and (d) goal setting. Two parental involvement scales were assessed at Grade 5: (a) autonomy support and (b) structure. ICT learning opportunities (e.g., operating system, internet use) in the classroom, at home, and by self-learning were assessed at Grade 6. Parent-child discussions and home possessions were assessed in Grades 5 and 9. Overall, scale reliabilities of study constructs ranged between .71 and .82 (NEPS, 2021). Students’ prior ICT literacy at Grade 6, ICT self-learning, home PC, gender, cultural capital, and immigrant background were control variables.

Results:
Analyzing structural equation modeling, we included all predictors and control variables in Grades 5, 6, and 9 to predict students’ ICT literacy at Grade 12. The results showed that possession of an own room (Grade 5), ICT learning opportunities at home (Grade 6), and positive parent-child discussion (Grade 9) positively predicted students’ ICT literacy in Grade 12. In contrast, teachers’ goal setting (Grades 6 and 9) negatively predicted students’ ICT literacy at Grade 12.

Scientific significance of the study:
Our results suggest that possession of an own room, ICT learning opportunities at home, positive parent-child discussion, and less goal-oriented teaching methods could longitudinally foster students' ICT literacy during secondary school. This result provided practical implications that teachers’ instruction and a supportive family environment can improve students' ICT literacy.

Authors

• Sittipan Yotyodying, Goethe University Frankfurt

• Yi-jhen Wu, TU Dortmund University

• Nele McElvany, TU Dortmund University