A Study on the Effects of Teachers’ Information Literacy on Information Technology Integrated Instruction and Teaching Effectiveness
Anxin Xu 1, Guisong Chen 1 *
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1 Fujian Agriculture and Forestry University, CHINA* Corresponding Author


In face of changes, first-line teachers are in education required for adequate information literacy to integrate information technology equipment into instruction and to be competent for the role of teachers. Nonetheless, successful information technology teaching environments simply with adequate computer hardware and software equipment could not guarantee excellent teaching performance. Instead, it is necessary for teachers presenting adequate information literacy to integrate information technology into instructional processes, having students perceive the convenience and use security of information technology equipment, enhancing students’ learning interests, and promoting teachers’ professional growth and teachers’ teaching efficacy.

Materials and methods:
Aiming at university teachers in central Taiwan and Fujian Province, 450 copies of questionnaires are distributed in this study. Total 288 valid copies are collected, with the retrieval rate 64%.

The research results are summarized as below. 1. Information literacy reveals significantly positive effects on information technology integrated instruction. 2. Information technology integrated instruction shows notably positive effects on teaching effectiveness. 3. Information literacy presents remarkably positive effects on teaching effectiveness.

Aiming at the research results, some suggestions are proposed, expecting to help teachers promote the teaching effectiveness by applying information technology equipment to teaching activities or processes with sufficient information literacy.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 2, February 2016, 335-346


Publication date: 01 Jul 2016

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