Information And Communication Technology Literacy Research Articles

Institutional Factors as Precursors of Consortium Building Readiness among University Libraries in Southwestern Nigeria

In many countries, especially developing ones like Nigeria, university libraries face tremendous challenges in meeting the needs of the ever-growing world of knowledge and information, particularly the demands of their users. These challenges result from diminishing budgets and the galloping cost of subscriptions to periodicals, purchasing materials, and Information and Communication Technology (ICT) tools, and they have warranted the need for building consortia among university libraries as an approach to address the foregoing problems. University libraries must, therefore, be ready for consortium building by providing institutional factors within them. The study investigated institutional factors as precursors of consortium building readiness among university libraries in Southwestern Nigeria. It adopted the survey design of the correlational type. Total enumeration was used to sample all 643 library personnel in the 45 university libraries in Southwestern Nigeria. The library staff sampled possess at least a diploma or degree in Library and Information Science, even a PhD. There are 45 universities located in Southwestern Nigeria. 549 copies of the questionnaire were returned and used for the study, giving a response rate of 85.4 per cent. The self-constructed questionnaire and interview schedule validated and tested on 30 library personnel at the University of Ilorin, Kwara State, Nigeria, were used for data collection. The data was analysed qualitatively and quantitatively using descriptive and inferential statistics, correlation, and regression analysis. Findings revealed that organisational culture (=3.20; std dev. =0.66) was the most prevalent institutional factor for consortium building. It was followed by ICT literacy skills (=3.18; std dev. =0.64), electricity (=3.16; std dev. =0.73), automation/digitisation (=3.09; std dev. =3.95), training (=2.91; std dev. =0.83), Internet connection (=2.90; std dev. =0.78), finance (=2.89; std dev. =0.81), and organisational policy (formal written document) (=2.79; std dev. =0.81). The findings also reveal that institutional factors altogether (r = .508; p<0.05) have a significant positive relationship with consortium building readiness among university libraries in Southwestern Nigeria. Institutional factors aid consortium building readiness among university libraries in Southwestern Nigeria. The study recommends that university libraries must provide institutional factors to show their readiness for consortium building.

THE RELATIONSHIP BETWEEN PUBLIC INFORMATION OPENNESS AND ICT DEVELOPMENT

The relationship between Information and Communication Technology (ICT) development and the level of Public Information Openness (KIP) holds significant implications for inclusive and sustainable societal development. This study employs statistical analysis, including Pearson correlation, to examine this relationship across Indonesian provinces in 2022. Findings indicate a positive correlation between ICT development and KIP. Access to ICT infrastructure and ICT usage show significant correlations with IKIP levels across various provinces. Provinces with better ICT development generally exhibit higher KIP levels. However, the relationship with ICT skills is comparatively weaker, indicating other influencing factors on ICT literacy within the community. The conclusion drawn from this research is that ICT development positively contributes to enhancing Public Information Transparency in Indonesia. Therefore, further efforts are needed to support equitable ICT development, enhance digital literacy, and strengthen public information transparency, enabling the population to effectively harness information and communication technology

A Multi-Factoral Approach to Enhancing Millennial Teachers' Personal Knowledge Management

Prior research has emphasized a need for scholarly works investigating millennial instructors' knowledge management (PKM) practices at the individual level within an institution. In addition, there needs to be more research examining the role of organizational learning as a mediator between transformational leadership and personal knowledge management among millennial instructors. This study examines how transformational leadership, ICT literacy, and organizational learning affect personal knowledge management (PKM) among Indonesian school instructors in their 20s and 30s. Another goal is to investigate the function of organizational learning as a mediating factor. We administered questionnaires to 100 teachers at some private Islamic schools in Bengkulu, Indonesia, and evaluated them subsequently using partial least squares structural equation modeling. The results suggest that proficiency in information and communication technology (ICT), the ability to inspire and guide others through transformational leadership, and the presence of a culture that promotes continuous learning within the business all contribute positively to the practice of personal knowledge management (PKM) among instructors from the millennial generation. The study determined that ICT literacy had the most substantial impact on teachers' PKM. Furthermore, organizational learning mediates between transformational leadership and PKM, resulting in a slight rise. These findings have practical consequences for school administrators who aim to increase millennial teachers' information and communication technology (ICT) skills in the region. One way to achieve this is by creating an ICT literacy ecosystem within schools, which will help strengthen the personal knowledge management of these instructors.

Empowering Mathematics Education in Greek Primary Schools: Bridging the Divide through ICT Integration and Interactive Boards for Enhanced Teacher ICT Literacy

This article advocates for a tech-enriched teaching approach using Information and Communication Technologies (ICT) and interactive boards to enhance students’ understanding and problem-solving skills. Overcoming challenges requires systematic planning, progressive policies, dedicated funds, and regular teacher training. The essay also discusses the benefits and limitations of ICT, the key principles of interactive whiteboard application in pedagogy, and the dynamic challenges faced by Greek elementary schools in redesigning mathematics pedagogy with ICT. It proposes blending modern technologies with traditional instructions, emphasizing the need for continuous teacher development and a positive attitude toward technology. The way forward involves leveraging Optical Character Recognition (OCR) systems and interactive boards, necessitating strategic planning, training programs, and infrastructure investment for a tech-enriched teaching future in Greek primary schools.

Overcoming Distance Education Challenges in Nigeria: A Call for Collaborative ICT Integration

This article looks at the benefits of Distance Education (DE) or Open Learning Systems as the means of providing education that meets the growing demand for education on the account of the financial concerns and changing priorities. The historical development of communication methods is one of the factors that shaped the education sector considerably and now we have the open learning systems as a popular way of. The aim of the establishment of DE as highlighted by scholars is to create another parallel system which can be integrated with formal education. Other objectives include promoting flexibility, constructing an egalitarian society, facilitating in-service and lifelong education and utilizing communication technology for wider outreach. ICTs hold the key to global educational initiatives, providing an environment of collaboration and disseminating ideas in the most effective manner. Although ICTs belong to one of the most transformative technologies, Nigeria is faced with challenges of integration of ICTs, among them deficiencies in ICT infrastructure. Distance education has proved to be successful for the purpose of widening educational chances but Nigeria faces problems like low ICT penetration, erratic power supply, and meagre economy. It is noted that ICTs play a critical role in the development of distance education in Nigeria and that this research stresses the need for collaboration among all relevant stakeholders— government, private companies, and international organizations—to enhance ICT infrastructure, implement international cooperation frameworks, and integrate ICT literacy and use into academic courses. Keywords: Distance Education (DE), Information and Communication Technologies (ICTs), OLS, Education Issues, Flexibility in Education, ICT Infrastructure, and Inclusive Learning.

Teachers’ technological (pedagogical) knowledge–predictors for students’ ICT literacy?

With the integration of information and communication technologies (ICT) into curricula, teachers are responsible for promoting ICT literacy among secondary school students, which requires in-depth technological knowledge (TK) and technological-pedagogical knowledge (TPK) on the part of teachers. This study uses a multilevel analysis to examine how teachers’ professional knowledge at TK and TPK influences secondary school students’ ICT literacy. Using data from n = 1,566 students from a larger sample taught in N = 134 classes by N = 220 teachers in N = 39 schools, our results show contrary to our hypotheses, no significant relationship between teachers’ professional knowledge regarding TK and TPK and students’ cross-curricula ICT literacy. Furthermore, we did not find any significant relationship in our model between students’ study-related ICT use and ICT literacy. By analyzing the relationship between teachers’ TK and TPK and students’ ICT literacy, our study provides new insights into the relationship between teachers’ cross-curricular knowledge and students’ cross-curricular achievements. It discusses further possible explanations and directions for future research.

Examining the linkages between digitalisation, public service delivery and corruption in Ghana

Purpose This study aims to examine the linkages between digitalisation, public service delivery and corruption in Ghana using survey data from 121 respondents in Ghana. The authors also examine the mediating role public service delivery offers on corruption. Design/methodology/approach This study relied on the capability theory as its theoretical lens and partial least squares structural equation modelling (PLS-SEM) as the data analysis technique. Findings Results from the PLS-SEM analysis show that public service delivery significantly reduces corruption, whilst digitalisation does not. However, public service delivery significantly mediated the relationship between digitalisation and corruption. Research limitations/implications This study’s limitation is that the data was collected from Ghana only. To enhance the generalisability of findings, future research could collect data from multiple countries. In addition, the study did not factor in the moderating effects of demographic variables such as information and communication technology (ICT) literacy. Future research could consider these variables, given the low ICT literacy level of individuals in developing countries. Finally, future researchers could triangulate results with interviews and focus groups to provide more value to the identified questionnaire-based data. Practical implications The findings of this study highlight the need for digitalisation to be included in Ghana’s national policy objectives and service delivery objectives. It is essential for the government to ensure broader public engagement with stakeholders, including citizens, to ensure that digitalisation goals are achieved. The study’s results indicate that digitalisation does not significantly influence corruption. This calls for the government of Ghana to consider raising the level of human capital for the successful planning and deployment of e-services. This includes raising citizen ICT literacy and adopting cutting-edge technology to fully realize the benefits of online services. Developing capabilities, e-government leadership, and public sector employees as enablers of online public services should go hand-in-hand. It is also important to build connected capacities in the country and enhance access to information and technology, along with increasing digital infrastructure. Originality/value To the best of the authors’ knowledge, this is the first study to examine and offer a dual perspective on the role of digitalisation on public service delivery and corruption whilst considering the mediating role public service delivery offers on corruption.

ANALYSIS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) LITERACY SKILLS OF VOCATIONAL HIGH SCHOOL TEACHERS IN THE ERA OF INDUSTRIAL REVOLUTION 4.0

This paper aims to provide an overview of the information and communication technology (ICT) literacy skills of Vocational High School (SMK) teachers in the era of the industrial revolution 4.0. The development of this era is marked by the digitization of internet-based information and the use of artificial intelligence, which requires teachers to have ICT literacy competencies so that they can prepare their students to have a 21st century competitive advantage. This paper answers questions about what ICT literacy competence means, what is its urgency, what is the level of information and communication technology (ICT) literacy skills of SMK teachers; and how to improve teachers' ICT literacy competencies. The method of writing is descriptive qualitative through literature review obtained from scientific journals and related books. The results of the discussion show that the average ICT literacy skills of SMK teachers are still classified as low - medium. A number of efforts are needed as a solution to improve the ICT literacy skills of SMK teachers.

The Challenges and Factors Influencing ICT Integration for EFL Teachers in China: A Systematic Review

The advantages of using information and communication technology (ICT) in English as a Foreign Language (EFL) teaching and learning have been well documented in research studies. The international trend and Chinese national policies on education both call for EFL teachers to effectively integrate ICT into their teaching. However, only a few studies have explored the challenges of ICT integration into EFL teaching, especially in China. This study draws data from four databases based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist to ensure a comprehensive and rigorous analysis of the available literature. By synthesising and analysing the findings from the final selected 17 articles between 2019 and 2022, this study highlighted the research designs of the relevant studies on the use of ICT by EFL teachers in China, along with the two most important underlying theories (TPACK and TAM) associated with ICT integration. It also provides insights into the specific challenges and influencing factors that impact ICT integration in EFL teaching in the Chinese context. The findings reveal that EFL teachers’ ICT literacy and acceptance are influenced by many factors which are frequently classified into external and internal ones. The majority of the reviewed studies offered recommendations on how to use technology more effectively, apply ICT in EFL teaching, and create authentic teaching and learning environments. Additionally, the findings of this study offer suggestions for future research and teaching approaches, particularly for overcoming the challenges of ICT integration.

Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure

This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy and their use of information and communication technology (ICT) after school closure. The results reveal that teachers' positive teaching experiences were associated with their technology integration self-efficacy and their self-reported changes in technology use after the school closure. The results show effects of ICT literacy and general teacher self-efficacy on technology integration self-efficacy. ICT literacy, teacher self-efficacy, and positive experience had indirect effects, whereas support and technology integration self-efficacy had direct effects on changes in teachers’ ICT use for teaching.

The Information and Communication Technology Literacy Level of Sukoharjo’s Senior High School Students

The Ministry of Education and Culture inaugurated the Independent Curriculum for primary to secondary education in the new school year 2022/2023. Therefore, this study aims to obtain an overview of the readiness of information and communication technology (ICT) literacy skills mastered by public high school students. Research samples were taken from nine public high schools in Sukoharjo Regency, which implemented the Independent Curriculum. The focus of the research is directed at obtaining an overview of how their ICT literacy skills. The method used is a survey compiled based on the idea of Helsper Schneider, Deursen, and Laar about indicators of digital skills for the younger generation. They divided ICT literacy indicators into information, literacy of computers, media, communication, visuals, and technology. The survey results show that public high school students in Sukoharjo Regency have high ICT literacy skills, 59% in the good category and 5% in excellent. They are ready to take part in teaching-learning processes using the Independent Curriculum.    

Need assessment of ICT literacy for development of multi‐domain telehealth intervention among cognitive frail (CF) older adults: A preliminary study

AbstractBackgroundTelehealth is an alternative platform in managing and delivering health care services to clients using information and communication technologies (ICT). Usage of digital technology among older adults is influenced by many internal and external factors. However, information related to the readiness of tehnology use in developing multi‐domain telehealth among community‐dwelling older adults was still lacking.MethodThis study was part of the screening phase of an ongoing Ageless trial for developing multi‐domain telehealth intervention for CF older adults. This study included community dwelling older adults aged 60 years and above with cognitive frailty assessed using Fried’s criteria. A questionnaire related to digital technology usage was administered to evaluate the need assessement of ICT literacy. Sampling method was purposive sampling. Data was analysed descriptively and using the Chi Square test.ResultAt this preliminary stage, 170 older adults (68.5 year old ± 5.7) living in Kuala Lumpur city participated. Majority of the participants were females (60.6%), from Malay ethnic group (71.2%), married (60.6%), attained upper secondary education level (29.7%) and retired. About one‐third of participants were precognitively‐frail (30.4%) and prefrail (32.8%) and were able to access internet (26.7%) at their homes using smartphones (34.1%), followed by computers or laptops (3.0%) and tablets (2.7%). Older adults with CF used less digital technology and reduced playing games on their phone (4.4%). Therefore, the framework of multi‐domain telehealth intervention designed for older adults must include senior‐friendly specifications for motivating its use among them. Proper training and guidance may boost confidence of older people to use the telehealth. Components in multi‐domain telehealth have to provide more educational talks, assistance during session and design more friendly‐user.ConclusionOur preliminary results suggest that older adults with cognitive frailty utilised less digital technology and preferred senior‐friendly and less complex digital technology. Promotion and expansion of the use digital technology among older adults with CF especially in rural area must be emphasized. Framework of multi‐domain telehealth intervention have to be refined in order to be suited among older adults, their cargivers and stakeholders.

What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school

Information and communication technology (ICT) literacy is key to solving future societal challenges and to leading an independent and responsible life in an increasingly globalized and digitalized world. Hence, countries around the world have promoted research on students' ICT skills and their inclusion in curricula. Despite these efforts, little is known about what predicts future ICT literacy, and prior research has almost exclusively conducted cross-sectional studies. In the present study, we addressed this gap by using data from a large-scale longitudinal study of 6810 students in 311 schools from Germany. These students participated in the National Educational Panel Study over the course of secondary school (in Grades 6, 9, and 12). We were particularly interested in investigating potential spillover effects from skills and dispositions that are inherently fostered in school on ICT development. Thus, we considered a rich set of different types of predictors related to the students' social, cultural, demographic, and learning backgrounds; their subject-specific motivation; and the composition of their schools, and we assessed the extent to which these variables explained variation in ICT literacy development at two key stages in the educational system (Grades 9 and 12). Our results indicated that prior ICT literacy was the most important predictor of future ICT literacy but more so for the development between Grades 9 and 12. In addition, variables related to the students' learning backgrounds, followed by variables related to the composition of their schools and students' subject-specific motivation explained future ICT literacy. Overall, the predictors explained between 49% and 67% of the variation in future ICT literacy. Our longitudinal findings suggest that the learning environment and students’ skills and dispositions are crucial for understanding ICT development and are indicative of the deliberate design of ICT interventions.

ICT literacy and community connectedness in a Hispanic-majority community

While many studies have examined information and communication technology (ICT) among digital natives, there has been little investigation of the ICT literacy skills among digital immigrants, individuals who were raised in a time before the widespread use of digital technology. This study examined the ICT literacy skills of Hispanic-majority communities relative to measures of community connectedness, Internet use and demographics of individuals. The researchers made use of a survey method in collecting the data from participants involved in the study. Data collected were later analyzed using regression and correlation analysis techniques with the help of the SPSS tool, to find the relationship and effect among variables under study. The findings suggest that it is exposure to technology, not age, gender, ethnic, or educational factors, that is responsible for the development of greater ICT literacy skills. As discovered in the study, factors like age, ethnicity, educational attainment and political beliefs have no significant effect on ICT literacy.

Predictors of academic performance of distance e-learners in a Nigerian University

This study was designed to analyze the predictors of the academic performance of distance e-learners. The population consisted of all distance learners in the university study centers in the South-West geopolitical zone. The sample of the study was made up of 1025 respondents from the university, which were selected using a purposive sampling technique. A mixed-method approach was used for the collection of data. This study applied ordinal regression analysis in searching for the best predictors among the variables under investigation in predicting the academic performance of distance e-learners. A quantitative approach was used to determine the best predictors. In contrast, a qualitative approach was used to support the quantitative results and reveal other variables not covered in the questionnaire. Results showed that five variables best predicted academic performance, and together they explained 10% of the variance in academic performance after considering all the rules that guide ordinal regression analysis. Frequency of engagement with information and communication technology (ICT) was found to be the strongest predictor, followed by students’ ICT literacy levels, marital status, previous academic performance and entry qualification. Based on the study's findings, it was recommended that policymakers and educational stakeholders fully support the implementation of e-learning in Nigerian universities.

Older adults' needs and requirements for a comprehensive exergame-based telerehabilitation system: A focus group study.

Telerehabilitation in older adults using information and communication technologies (ICTs) provides therapy, which is potentially equally effective as traditional rehabilitation, yet more accessible. This study aimed to analyze the needs and requirements of older adults (OA) and healthcare-professionals (HP) toward ICTs and telerehabilitation in general as well as toward a specific novel exergame-based telerehabilitation system (COCARE system, Dividat). The COCARE telerehabilitation system enables individual training based on exergames, as well as an assessment system and a digital centralized case management. Six focus groups with in total 34 participants were conducted. A mixed-methods approach was used comprising questionnaires and semi-structured interviews. Both OA and HP would engage to an exergame-based telerehabilitation program. Major motivating factors are the relevance of such a training for health and the entertainment component of exergames. Main requirements are simplification of the system, variety, a personalized training, a constantly available contact person, and comprehensive instructions for use. Besides, HP praised the system's motivational effect, but remained concerned about risk of falls and social isolation. ICTs for telerehabilitation are accepted by OA and HP but should be adapted hardware- and software-wise to address OA' age-stemming vulnerabilities (e.g., risk of falls) and low ICT literacy.

Information and communication technology (ICT) literacy skills among librarians in tertiary institutions in Imo State

This study explored information and communication technology (ICT) Literacy Skills among Librarians in Tertiary Institutions in Imo State, Nigeria. The study was guided by three objectives and three research questions. The study adopted survey research design. The population and sample of the study were eighty-one (81) librarians in the six tertiary institutions studied, in Imo State. The instrument that was used for data collection was a four-point rating scale based on the research questions. The rating scale is entitled “Information and Communication Technology (ICT) Literacy Skills Rating Scale (ILSRS)”. The instrument was given to three specialists in order to establish its face and content validity. The reliability (internal consistency) coefficient of the instrument was computed cluster by cluster using Cronbach alpha. Cluster A of ILSRS yielded reliability coefficient of 0.688, cluster B yielded 0.808 while cluster C yielded reliability coefficients of 0.719. The research questions were answered using mean and standard deviation. The major findings of the study include: many of the core ICT literacy skills were not possessed by the librarians in tertiary institutions in Imo State. The extent to which ICT skills are possessed by librarians in tertiary institutions in Imo State is not significant; the extent to which ICT literacy skills are of benefit to the librarians in tertiary institutions in Imo State is significantly beyond expectation; and the extent of application of ICT literacy skills acquired by the librarians in tertiary institutions in Imo State to library services is significant. The researcher recommends that: the institutions‟ authorities in conjunction with the library management should encourage the librarians who make personal efforts to acquire ICT skills on their own with little financial, as well as moral back up; The benefits of ICT literacy skills should be fully explored by librarians, and efforts should be made by librarians to integrate ICT literacy skills in all areas of service delivery in the library.

Application of Information and Communication Technology (ICT) in Agriculture: A Case of Women Farmers in Sri Lanka

Summary The role of women in the growth and development of agriculture in Sri Lanka has been increasing considerably. However, inadequate attention has been devoted to the use of information and communication technology (ICT) by Sri Lankan women farmers. Therefore, the purpose of this study is to explore the application of ICT in agriculture by women farmers in the Imbulpe Divisional Secretariat (DS) Division in Sri Lanka. The primary data used in the study were collected from a total of 230 women farmers in the study area from March to July 2019, using a pre-tested, self-administered questionnaire survey. Moreover, focus group discussions and participatory observations were also conducted. The results obtained indicate that the majority of the women farmers considered were middle-aged and married, belonging to families with 4-6 members. Most of them had received education up to a junior secondary level. Their monthly total average income was 24,000 LKR. The below mentioned ICT equipment were commonly used by the women farmers for agricultural purposes: television (51.5%), the radio (43.9%) and mobile phones (52.1%). The use of personal computers, the internet and CD/DVDs was at lower levels. Although they were found to use ICT mostly for day-to-day activities, the application of ICT in their agricultural activities was fairly low. However, most of them expressed the desire to learn about ICT. According to the regression analysis conducted, a positive and statistically significant relationship was established between the farm size and respondents’ ICT literacy. Furthermore, a positive and moderately significant relationship was found between the respondents’ educational level and ICT use. High initial costs and the lack of comprehensive knowledge about ICT equipment maintenance were the major challenges they had encountered. Admittedly, as the women farmers considered apply ICT to a certain level, their use of ICT in agriculture should be further enhanced. Therefore, supplying useful ICT equipment to Sri Lankan women farmers at concession prices, accompanied by an awareness program on the use and maintenance of such equipment, would be highly beneficial.

“A STRUCTURAL EQUATION MODEL OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK), SCHOOL CULTURE AND ICT LITERACY ON THE TECHNOSTRESS OF SCIENCE TEACHERS”

Teachers' Information and Communication Technology (ICT) literacy skills in employing teaching-learning modalities opened new avenues for making the teaching and learning process more dynamic and engaging. This study developed a model of TPACK, School Culture, and ICT Literacy Skills on Technostress of Science Teachers in secondary schools of Bukidnon Divisions in the School Year 2021-2022. The study examined teachers' best predictors of technostress, resulting in the development of a structural equation model (SEM). Descriptive, correlational, and causalcomparative designs were utilized, employing adapted survey questionnaires as instruments to obtain information from the 320 participants. Mean, Pearson Product Moment Correlation, Multiple Regression, and SEM were the statistical tools used. The results show that the level of science teachers' technostress, TPACK, and school culture was high and moderate in ICT literacy skills. Moreover, there was a positive and signicant relationship between the science teachers' TPACK, school culture, and ICT skills with their technostress. The ICT skills and school culture were predictors of science teachers' technostress. Finally, the best t model of science teachers' technostress is best predicted by ICT skills and TPACK. Hence, the model suggests the following: ICT Skills and TPACK inuence teachers' technostress; the collaborative inuence of teachers on ICT Literacy Skills and TPACK leads to less technostress; teachers' high level in TPACK with their basic level in ICT are inuential factors in their technostress, and less technostress when there is basic ICT Skills and high TPACK levels with regards to doing the new modality of teaching and learning.

ICT Self-efficacy scale: the correlations with the age of first access to the internet, the age at first ownership of a personal computer (PC), and a smartphone

ABSTRACT Background Because of the wide use of information and communication technologies (ICT) in healthcare, medical students’ knowledge and skills of modern ICT have been considered essential for their successful learning and future careers. According to Bandura’s self-efficacy, enhancing ICT self-efficacy, which might be affected by technology experience, could be a pathway to improving ICT literacy and competence, which should be one focus of medical educationalists. However, there is a lack of suitable measurements of medical students’ self-efficacy and a clear understanding of its relationship with technology experience. Materials and methods We conducted a literature review and direct consultation with an expert panel to identify potential items for the ICT self-efficacy scale. Based on the data collected in a survey of 486 first-year medical students in China, the exploratory factor analysis (EFA) was employed to confirm the structure of the final version. Furthermore, we used linear regressions to quantify the association between ICT self-efficacy and technology experience measured by the age of first access to the Internet, the age at first ownership of a personal computer (PC) or a laptop, and that of a smartphone. Results The EFA results derived 15 items of four factors, with 67.02% of the total variance explained: Privacy and Safety, Differencing, Communication, and Learning and Application. The Cronbach’s alphas for the four subscales and the overall scale ranged from 0.78 to 0.89. Regression results demonstrated a significant association of ICT self-efficacy with age at first ownership of a personal computer (PC) and the mediation role of the general self-efficacy in the ICT self-efficacy’s association with the age at first ownership of a personal smartphone. Conclusion The ICT scale developed is a reliable and valid task-specific measure to assess ICT Self-Efficacy for medical students. In addition, enhancing students’ technology experience might improve their ICT self-efficacy.