The Impact Of Investment And Application Of Information And Communication Technology On The Middle School Students' Digital Reading Literacy

It is one of the ten key tasks to push forward the educational informationization in order to realize the educational modernization in our country.The educational informationization is to effectively apply the information technology means to the teaching management and scientific research,and pay attention to the development and utilization of the educational information resources.Network and information are the typical characteristics of the 21 st century society while reading has also entered the digital era.Digital reading literacy has become one of the core literacy that people should have in the 21 st century.School education should cultivate students' reading literacy,attach importance to the teaching of digital reading and the cultivation of multi type and cross text reading skills.From the perspective of information technology,this study explores the factors and mechanisms that affect the digital reading performance of middle school students.This paper mainly uses descriptive analysis,difference comparison,multilevel linear model and intermediary model to analyze the test data of the Programme for International Student Assessment(PISA)in Hong Kong,China in 2018.The research idea is: under the condition of controlling the school background and student background variable,regarding the performance of students and school in information technology as independent variable,the digital reading achievement of students in Pisa as dependent variable,using multilevel linear model to quantitatively study the role of the two,and using intermediary model to analyze the existence of the mediation effect between the online time spent outside school and the dependent variable.According to the analysis results of this study,the following conclusions are drawn:1)The information technology factors that significantly affect the digital reading literacy of middle school students include: Number of available computers per student at modal grade,the ability to use ICT,the time spent on Internet inside and outside the school,students' preference for study、and perceived autonomy of ICT.And the school level variables have a greater impact on the digital reading performance than the student level variables.2)For the school level,the school's investment in information technology resources does not mean the growth of students' digital reading performance(in some cases,it may be a negative effect),that is,when the vitality ratio and the networking ratio are both 1,students' digital reading performance is the highest,and when the resource investment is increased,the opposite result will be obtained.The application of information technology resources is the key to improve students' digital reading performance.In addition,the school's vitality ratio and ICT use ability positively regulate the positive relationship between students' ICT interest and digital reading performance,that is,the stronger the school's ability to apply information technology resources or the higher the school's vitality ratio,the greater the positive impact of students' ICT interest on digital reading performance.3)For students,when the frequency of surfing the Internet for learning purposes is moderate,students' digital reading performance is the highest.When the frequency of online learning is too high,students' digital reading performance will be reduced.The longer the online time spent in school is,the lower the students' digital reading performance is.However,for the off campus online time,the students who surf the Internet for 2-4 hours every day have the best digital reading performance.It shows that moderate access to the Internet is beneficial to students' digital reading performance.The stronger the students' self-awareness of electronic equipment,the higher their digital reading performance.Most of the students who are more aware of it autonomy will actively apply new technology to learn new knowledge and skills,so as to improve their digital reading literacy.4)For the mediating effect,students' sense of belonging to the school significantly affects the relationship between the time of using electronic equipment outside the school and students' digital reading performance.Among them,the students who surf the Internet for 2-4 hours have the highest sense of belonging and the best performance.The students who spent more than 6 hours on the Internet outside the school had the lowest sense of belonging to the school and the lowest score among the students.