The Effects of Information Literacy and ICT Self-Efficacy on K-12 Teachers' Intention to Use ICT for Teaching

Abstract

The primary task for realizing K-12 education informatization is to train a group of K-12 teachers who have strong intention to use information and communication technology (ICT) during teaching practices. This paper conducted a questionnaire survey among 842 K-12 teachers in Chengdu and aims to explore the effects of information literacy and ICT self-efficacy on K-12 teachers' intention to use ICT for teaching. The results show that K-12 teachers' ICT self-efficacy and information literacy significantly affect their intention to use ICT for teaching. What's more, this paper analyzed the effects of different dimensions of information literacy and affirmed the mediating role of ICT self-efficacy. On this basis, this paper also puts forward some strategies to improve K-12 teachers' intention to use ICT from the three aspects of the policy makers, the schools, and the teachers themselves.