Educational Technology Research and Development

, Volume 55, Issue 6, pp 547–572 | Cite as

Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities

Research Article

Abstract

There is growing concern over graduating trainee teachers’ insufficient level of Information and Communication Technology (ICT) literacy. The main purpose of this research was to describe the nature of trainee teachers’ ICT literacy at the beginning of preservice training: (a) to explore the structure and to identify the main components of ICT-related capabilities, and (b) to examine possible relationships between these components. Data from trainee teachers’ ICT literacy self-assessment survey were examined using exploratory and confirmatory factor analysis. Two elements of ICT-related general cognitive capabilities and three elements of technical capabilities were identified, respectively: (a) problem solving, (b) communication and metacognition, (c) basic ICT capabilities, (d) analysis and production with ICT, (e) information and Internet-related capabilities. It was found that general cognitive and technical capabilities are two separate areas of ICT literacy; however basic ICT capabilities are an important component of both areas.

Keywords

Higher education ICT literacy Preservice teachers’ training Principal component analysis Structural equation modeling Self-efficacy 

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Copyright information

© Association for Educational Communications and Technology 2007

Authors and Affiliations

  1. 1.Centre for Research on Computer Supported Learning and Cognition (CoCo), Faculty of Education and Social Work (A35)The University of SydneySydneyAustralia

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