Bunda Cermat: Integrating Financial, Nutrition and ICT Literacy for Women in Indonesia

2018 ◽  
Author(s):  
Yoke S. Irawan ◽  
Allya P. Koesoema ◽  
Soegijardjo Soegijoko ◽  
Annisa Riyani ◽  
Dody Q. Utama
Keyword(s):  
Ict Literacy

Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 147-157
Author(s):  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Panel Study ◽  
Multiple Choice ◽  
Ict Literacy ◽  
Computer And Information Literacy ◽  
Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤  r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

scholarly journals ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge

2021 ◽  
Vol 18 (13) ◽  
pp. 6770
Author(s):  
Marta Medina-García ◽  
Lina Higueras-Rodríguez ◽  
Mª del Mar García-Vita ◽  
Luis Doña-Toledo
Keyword(s):  
Inclusive Education ◽  
Positive Impact ◽  
Measurement Scale ◽  
Ict Literacy ◽  
Information Communication ◽  
Five Dimensions ◽  
Care And Support ◽  
Education Levels ◽  
Digital Knowledge ◽  
Educational Inclusion

The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies.

scholarly journals A Study in the Early Prediction of ICT Literacy Ratings Using Sustainability in Data Mining Techniques

2021 ◽  
Vol 13 (4) ◽  
pp. 2141
Author(s):  
Kyungyeul Kim ◽  
Han-Sung Kim ◽  
Jaekwoun Shim ◽  
Ji Su Park
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
Technology Literacy ◽  
Early Prediction ◽  
Ict Literacy ◽  
Educational Strategies ◽  
Achievement Level ◽  
Data Mining Techniques ◽  
Educational Backgrounds ◽  
Customized Learning

It would be very beneficial to determine in advance whether a student is likely to succeed or fail within a particular learning area, and it is hypothesized that this can be accomplished by examining student patterns based on the data generated before the learning process begins. Therefore, this article examines the sustainability of data-mining techniques used to predict learning outcomes. Data regarding students’ educational backgrounds and learning processes are analyzed by examining their learning patterns. When such achievement-level patterns are identified, teachers can provide the students with proactive feedback and guidance to help prevent failure. As a practical application, this study investigates students’ perceptions of computer and internet use and predicts their levels of information and communication technology literacy in advance via sustainability-in-data-mining techniques. The technique employed herein applies OneR, J48, bagging, random forest, multilayer perceptron, and sequential minimal optimization (SMO) algorithms. The highest early prediction result of approximately 69% accuracy was yielded for the SMO algorithm when using 47 attributes. Overall, via data-mining techniques, these results will aid the identification of students facing risks early on during the learning process, as well as the creation of customized learning and educational strategies for each of these students.

Development of distance education in Chinese higher education in perspectives of accessibility, quality and equity under COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ying Chen ◽  
Angela Yung Chi Hou ◽  
Lei Huang
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Instructional Strategy ◽  
National Level ◽  
The Other ◽  
Research Articles ◽  
Chinese Higher Education ◽  
Chinese Government ◽  
Ict Literacy ◽  
Content Type

PurposeThis paper aimed to explore the development of distance education (DE) in Chinese higher education as well as the three significant themes: accessibility, quality and equity in Chinese DE and the performance of these three themes in Chinese DE.Design/methodology/approachDocument analysis was used as the major research method in this study to examine the development and challenges in terms of accessibility, quality and equity in Chinese DE. In this study, national-level official policy documents and reports from the Chinese government were collected and analyzed. Also, scientific articles from CNKI were analyzed to find out the evolution of the Frontier topics on Chinese DE in accessibility, quality and equity.FindingsThere are three major findings. First, the Chinese government has shown its positive attitude toward DE in higher education. Second, compared with the other two themes: quality and equity; the number of articles in the accessibility of DE was lower than the other two themes and the problems of accessing online courses were insufficiently caused by two reasons due to lack of basic ICT literacy and poor Internet infrastructure. Third, there was a gap between Chinese policies and research articles mainly because of the unbalanced development of accessibility in policy management and research articles.Research limitations/implicationsAlthough this paper has summarized the development of the DE in Chinese higher education, it was clear that accessibility, quality and equity were three critical issues in DE. However, there are still other essential factors that contribute to the development of DE that requires further investigation, such as learner satisfaction, different features of learning platforms and instructional strategy.Practical implicationsThe findings of this paper can be used to identify the attitude toward the DE of the Chinese government. Besides, the accessibility could be a research and practical focus for Chinese DE in the future.Originality/valueThis study showed some significant policies released by the Chinese government toward DE in higher education and revealed the achievements, trends and challenges in the accessibility, quality and equity of Chinese DE.

ICT Literacy for Marginalized Girls and Women’s Empowerment

Asian Women ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 51-91
Author(s):  
January D. Febro ◽  
Mia Amor C. Catindig ◽  
Lomesindo T. Caparida
Keyword(s):  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Ict Literacy

Design of contents for ICT literacy in-service training of teachers in Korea

2008 ◽  
Vol 51 (4) ◽  
pp. 1683-1706 ◽  
Author(s):  
Jong Hye Kim ◽  
Soon Young Jung ◽  
Won Gyu Lee
Keyword(s):  
Ict Literacy ◽  
Service Training
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