Abstract—This study was conducted to explore the relationship between secondary school students’ perceived teacher use of Information and Communication Technology (ICT) and their information literacy. The research used three scales to assess 502 students in vocational and technical schools in Shenzhen: The Information Technology Application Scale for Primary and Secondary School Teachers Scale, the ICT Self-Efficacy Scale, and the Information Literacy Scale for Secondary School Students Scale. The results indicated that male students had a significantly higher ability to share information than female students, and students’ perceived use of ICT for teaching and learning varied significantly based on the amount of time they spent using information devices. The study also found that teachers’ ICT self-efficacy, their use of ICT for student learning, and their collaboration with other teachers were positive predictors of students’ information literacy. On the other hand, teachers’ use of ICT for teaching and learning was a negative predictor of students’ information literacy. Additionally, the results showed that perceived ICT use had a positive and significant impact on students’ information literacy, and that perceived teacher ICT use had a positive and significant effect on ICT self-efficacy, which in turn partially mediated the relationship between perceived teacher ICT use and students’ information literacy.  

Cite: Xiaorui Chen, "The Impact of Perceived Teacher IT Use on Information Literacy among Chinese Secondary School Students," International Journal of Learning and Teaching, Vol. 9, No. 4, pp. 381-390, December 2023. doi: 10.18178/ijlt.9.4.381-390

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