Abstract
The educational ICT policy of Korea is carried out within the context of the national ICT policy. This study was conducted with the aim of analyzing how the variables of the educational ICT policy, carried out nationally, actually affect the digital literacy of students. For this study a total of 230 elementary schools in Korea were randomly sampled and analyzed. The results of this analysis are as follows. First, the influence on digital literacy can be analyzed in greater detail if variables concerning students individually are taken into consideration within the context of the level of individual schools. Second, contextual variables are important, but the variables of individual students were found to be of more direct influence on digital literacy. Unlike previous studies, this study is significant in that it examined a greater variety of variables and showed which variables affect digital literacy through various models.
| Original language | English |
|---|---|
| Pages (from-to) | 9207-9216 |
| Number of pages | 10 |
| Journal | International Journal of Applied Engineering Research |
| Volume | 9 |
| Issue number | 21 |
| Publication status | Published - 2014 Jan 1 |