Research aims is to introduce a ISST model to measure teachers' ICT literacy. Research Methods is descriptive and the survey was collected data. Population is all teachers in Tehran that299 numbers is randomly selected. Data collection tool, which is based on a questionnaire prepared by the ISST Model. Content validity is used by experts has been approved. Cronbach's alpha to measure reliability of the method used. The results showed that experts and teachers had critical evaluation components of information and communication technology literacy (based on ISST). also attitudes of experts and teachers about the components of ICT literacy, in Information Society, Information tools and Information Management there was significant difference(P<0/05), but there wasn't significant difference in information processing (p>0/05).
Ahmadi, A. and Pourkarimi, J. (2013). Literacy Information and Communication Technology (ICTL) Teachers Based Model ISST. Academic Librarianship and Information Research, 47(4), 449-468. doi: 10.22059/jlib.2013.51135
MLA
Ahmadi, A. , and Pourkarimi, J. . "Literacy Information and Communication Technology (ICTL) Teachers Based Model ISST", Academic Librarianship and Information Research, 47, 4, 2013, 449-468. doi: 10.22059/jlib.2013.51135
HARVARD
Ahmadi, A., Pourkarimi, J. (2013). 'Literacy Information and Communication Technology (ICTL) Teachers Based Model ISST', Academic Librarianship and Information Research, 47(4), pp. 449-468. doi: 10.22059/jlib.2013.51135
CHICAGO
A. Ahmadi and J. Pourkarimi, "Literacy Information and Communication Technology (ICTL) Teachers Based Model ISST," Academic Librarianship and Information Research, 47 4 (2013): 449-468, doi: 10.22059/jlib.2013.51135
VANCOUVER
Ahmadi, A., Pourkarimi, J. Literacy Information and Communication Technology (ICTL) Teachers Based Model ISST. Academic Librarianship and Information Research, 2013; 47(4): 449-468. doi: 10.22059/jlib.2013.51135
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