| Summary: | 碩士 === 朝陽科技大學 === 應用外語研究所 === 95 === With the coming of the technology era, Internet literacy has become a requisite skill for everyone in an information society. Most previous related studies focused primarily on computer literacy rather than Internet literacy, the research subjects were elementary, junior, and senior high school students. In other words, survey studies on the Internet literacy of technology university students have rarely been conducted. Therefore, the present study was conducted in order to investigate the current Internet literacy of technology university students in an information age.
This study had three purposes. The first purpose was to discover the current Internet literacy of technology university students. The second purpose was to identify the differences among technology university students’ Internet literacy with regard to personal backgrounds, individual factors, family factors, and school factors. The third purpose was to determine the effects of computer and Internet-assisted teaching on the development of students’ Internet literacy.
This study employed survey research by using cluster sampling of students in a randomly selected classroom setting. A pilot study of 200 subjects was initially conducted in order to validate item, factor, and reliability analyses. The subjects of the formal study were a sample with a 95% return rate of 722 technology university students from one university located in Wufong township, Taichung county, Taiwan. Data analyses were quantitative and were performed by using the Statistical Package for the Social Sciences (SPSS) 12.0 of Microsoft Windows.
The major findings of this research were as follows: (1) Technology university students’ Internet literacy was high-intermediate level. (2) Differences in personal backgrounds, individual factors, family factors, and school factors, had the significant effects on technology university students’ Internet literacy. (3) The teacher’s computer and Internet-assisted teaching were significantly high correlated with the students’ Internet literacy.
This study offered contributions to the investigations of Internet literacy of current technology university students, and the results could be used as a reference for the implementation of Internet literacy policies by related educational administrations. Moreover, the findings of this thesis also expected to have pedagogical implications for Internet users, students, teachers, and Internet-related researchers.
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