Information and Communication Technologies for Literacy Education in China

  • Xun Ge
  • Jiening Ruan
  • Xiaoshuai Lu
Part of the Multilingual Education book series (MULT, volume 2)


This chapter begins with a brief overview of the historical development of information and communication technologies (ICTs) in literacy education in China. A number of themes related to current trends in ICT integration and the uses of ICTs to teach Chinese language and literacy were identified from an extensive review of over 600 journal articles. The authors present the types, functions, and uses of ICT tools and resources, discuss the roles of ICTs in literacy education, and analyze current trends of ICT integration in literacy education in China. ICT tools that have been widely used to teach Chinese include standalone multimedia programs or courseware, character encoding and inputting systems, communication and collaboration tools, mobile technology, corpora, and instructional delivery devices. The uses of these specific tools are further discussed. The chapter concludes with a discussion of the implications of ICT integration for future literacy education and some recommendations for ICT integration in Chinese literacy education in China.


Reading Comprehension Collaborative Learning Chinese Character Mobile Technology Literacy Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



This research was supported by a Faculty Development Research Grant sponsored by the Institute for US-China Issues, University of Oklahoma, awarded to Xun Ge and Jiening Ruan.


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Copyright information

© Springer Science+Business Media Dordrecht 2012

Authors and Affiliations

  1. 1.Educational PsychologyUniversity of OklahomaNormanUSA
  2. 2.Reading/Literacy EducationUniversity of OklahomaNormanUSA
  3. 3.Information and Communication TechnologyChina University of Petroleum-BeijingDongyingChina

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