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Article: Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions

TitleDeveloping and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions
Authors
KeywordsICT literacy scale
Junior secondary school students
Reliability
Validity
Gender differences
Issue Date2014
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers & Education, 2014, v. 78, p. 1-9 How to Cite?
AbstractEducators in the 21st century increasingly argue for the importance of information and communication technology (ICT) literacy and ask how it can be acquired formally and informally for students' effective participation in this highly technology-dependent society. There are, however, insufficient empirical measures to assess students' ICT literacy. In this study, a three-factor, 17-item perceived ICT literacy scale (3F-PICTLS) assessing information literacy (information), internet literacy (communication), and computer literacy (technology) was developed and validated using a stratified random sample of 826 junior secondary school students from 36 schools in Hong Kong. Results indicated that the scale demonstrated good reliability and validity. We discussed the pedagogical and educational contributions of the scale.
Persistent Identifierhttp://hdl.handle.net/10722/199267
ISSN
2015 Impact Factor: 2.881
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLau, WFen_US
dc.contributor.authorYuen, HK-
dc.date.accessioned2014-07-22T01:10:41Z-
dc.date.available2014-07-22T01:10:41Z-
dc.date.issued2014en_US
dc.identifier.citationComputers & Education, 2014, v. 78, p. 1-9en_US
dc.identifier.issn0360-1315-
dc.identifier.urihttp://hdl.handle.net/10722/199267-
dc.description.abstractEducators in the 21st century increasingly argue for the importance of information and communication technology (ICT) literacy and ask how it can be acquired formally and informally for students' effective participation in this highly technology-dependent society. There are, however, insufficient empirical measures to assess students' ICT literacy. In this study, a three-factor, 17-item perceived ICT literacy scale (3F-PICTLS) assessing information literacy (information), internet literacy (communication), and computer literacy (technology) was developed and validated using a stratified random sample of 826 junior secondary school students from 36 schools in Hong Kong. Results indicated that the scale demonstrated good reliability and validity. We discussed the pedagogical and educational contributions of the scale.en_US
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu-
dc.relation.ispartofComputers & Educationen_US
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Computers & Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computers & Education, [VOL 78, 2014] DOI 10.1016/j.compedu.2014.04.016-
dc.subjectICT literacy scale-
dc.subjectJunior secondary school students-
dc.subjectReliability-
dc.subjectValidity-
dc.subjectGender differences-
dc.titleDeveloping and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributionsen_US
dc.typeArticleen_US
dc.identifier.emailLau, WF: wwflau@hku.hken_US
dc.identifier.emailYuen, HK: hkyuen@hkucc.hku.hk-
dc.identifier.authorityLau, WF=rp01723en_US
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.compedu.2014.04.016en_US
dc.identifier.hkuros230572en_US
dc.identifier.volume78en_US
dc.identifier.spage1en_US
dc.identifier.epage9en_US
dc.identifier.isiWOS:000341675100001-
dc.publisher.placeUnited Kingdom-

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