From a static to dynamic concept: a model of ICT literacy and an instrument for self-assessment

A dynamic model of information and communication technology (ICT) literacy is proposed. It is based on a "blended" approach to ICT literacy, which integrates general problem-solving and ICT-related technical capabilities. The model covers not only present level of ICT literacy, but also situational and longitudinal sustainability and transferability of ICT-related capabilities into the professional domain. A theoretical framework is presented, which was used in the construction of an instrument for the self-assessment of ICT literacy for trainee teachers.