Abstract
Although information and communication technology (ICT) literacy is a key competence for students in the 21st century, most scholars only focus on ICT literacy in higher education and vocational education, while neglecting to discuss this competence on primary education. Given that it is not clear how various level factors affect primary school students' ICT literacy, this study conducted a multilevel analysis to examine the possible factors influencing primary school students’ ICT literacy. The data was released by Taiwan's administrative department in 2013, and the valid sample number is 943 students (including one of their parents) and 89 school deans. The results showed that: 1) The variables at student-level including gender, self-efficacy, ICT application in spare time and family salary income were significantly related to students' ICT literacy; 2) At the school-level, the larger the school size was, the higher the students' ICT literacy was.
Highlights
The daily environment in the 21st century is full of information and communication technology products and related applications, which have a significant impact on everyone's life style nowadays
As far as the results of student-level variable groups, Table I shows that the associations between the variables used to explain the impact on students’ ICT literacy are significant, and the direction of the coefficients conforms to the hypothesis of this study
The results of this study show that the student-level variables including gender, self-efficacy, ICT application in spare time and salary income have a significant effect on students' ICT literacy
Summary
The daily environment in the 21st century is full of information and communication technology (referred to as ICT) products and related applications, which have a significant impact on everyone's life style nowadays. In China, faced with the above-mentioned world educational trends, the administrative departments of education make the cultivation of students' ICT literacy an important educational policy, such as the general implementation of information technology courses in primary and secondary schools, and the construction of various national computer examinations. These policies are Manuscript received June 20, 2020; revised October 26, 2020. In terms of the ICT education research, most scholars focus only on higher education and vocational education [1]-[3], and empirical studies on ICT literacy of primary school students are rare This problem is not unique in China. Since the compulsory primary education stage is the basis for follow-up studies of pupils, it is necessary to explore the relevant factors affecting the ICT literacy of primary school students
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