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Predictors for Students’ and Teachers’ ICT (Information and Communications Technology) Literacy: Insights From an International Perspective
Sun, April 14, 11:25am to 12:55pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 403Session Type: Symposium
Abstract
Given that information and communications technology (ICT) is essential for youth and adolescents to participate effectively in a digital society, researchers have attempted to explain how to successfully promote students’ ICT literacy. Likewise, research on promoting teachers’ ICT literacy has also received great attention as teachers play an important role in promoting students’ ICT literacy. This symposium will provide results based on analyses of representative data from diverse cultural samples, thereby helping to understand how to promote students’ and teachers’ ICT literacy better. The three papers will address two central questions: (a) what school, family, and personal factors are beneficial for fostering students’ ICT literacy and (b) how teachers’ pedagogical knowledge and dispositions are related to their ICT literacy.
Sub Unit
Chair
Participants
Yi-jhen Wu, TU Dortmund University
Meng-Jung Tsai, National Taiwan Normal University
An-Hsuan Wu, National Taiwan Normal University
Jan Michael Vincent Abril, University of New South Wales
Jihyun Lee, University of New South Wales
Papers
Personal and Social Factors for Predicting Taiwanese Students' ICT Literacy - Meng-Jung Tsai, National Taiwan Normal University; An-Hsuan Wu, National Taiwan Normal University; Ching-Yeh Wang, National Kaohsiung University of Hospitality and Tourism; Po-Fen Hsu, National Taiwan Normal University; Kai-Chuan Wu, National Taiwan Normal University
Predicting Students’ ICT (Information and Communications Technology) Literacy During Secondary School: The Long-Term Roles of Teacher and Family Factors - Sittipan Yotyodying, Goethe University Frankfurt; Yi-jhen Wu, TU Dortmund University; Nele McElvany, TU Dortmund University
Relationships Between Teachers’ Pedagogical and Technical Knowledge: Evidence from PISA 2018 Teacher Questionnaire Data - Sittipan Yotyodying, Goethe University Frankfurt; Jan Michael Vincent Abril, University of New South Wales; Jihyun Lee, University of New South Wales