Teachers play a significant role in integrating information and communication technology (ICT) in schools as well as in fostering information literacy among students. However, there is a lack of research that focuses on the differential influence of teachers' profiles concerning ICT-related dispositions on students' information literacy. To fill this gap, the present study examined whether teacher profiles differ in terms of their ICT-related dispositions. If so, the relationship between the identified teachers' profiles and their students' information literacy was investigated. Three distinct teacher profiles were identified based on their ICT-related dispositions: negative users, moderate users, and positive users. In addition, teachers' ICT-related dispositions were found to significantly affect students' information literacy. Specifically, students from schools with a higher percentage of positive teachers demonstrated higher levels of information literacy than other students. This finding confirms the importance of teachers' ICT-related dispositions for improving students' information literacy. Based on these findings, this paper discusses several implications and strategies for enhancing teachers' ICT-related dispositions, as well as students' information literacy.
The work was supported by the Key Project of National Education Scientific “13th Five-Year Plan” in 2020, Research on the Connotation, Standard and Evaluation System of Student Information Literacy (project number: ACA200008)
Wu, D., Yu, L., Zhu, S., & Wang, Q. (2021). Teachers' profiles of ICT-related dispositions and relations to secondary school students’ information literacy: a latent profile analysis. Journal of Educational Technology Development and Exchange (JETDE), 14(2), 21-40. https://doi.org/10.18785/jetde.1402.02
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