scholarly journals Sources of individual differences in adults’ ICT skills: A large-scale empirical test of a new guiding framework

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249574
Author(s):  
Alexandra Wicht ◽  
Stephen Reder ◽  
Clemens M. Lechner
Keyword(s):  
Individual Differences ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Empirical Test ◽  
Explanatory Power ◽  
Literacy Skills ◽  
Ict Skills ◽  
Engagement Theory ◽  
Ict Use ◽  
Information And Communication

We develop an integrative conceptual framework that seeks to explain individual differences in the ability to use information and communication technologies (ICT skills). Building on practice engagement theory, this framework views the continued usage of digital technologies at work and in everyday life (ICT use) as the key prerequisite for the acquisition of ICT skills. At the same time, the framework highlights that ICT use is itself contingent upon individual and contextual preconditions. We apply this framework to data from two recent German large-scale studies (N = 2,495 and N = 2,786, respectively) that offer objective measures of adults’ ICT skills. Findings support our framework’s view of ICT use as a key prerequisite for ICT skills. Moreover, they demonstrate that literacy skills have strong associations with ICT skills, largely by virtue of their indirect associations through ICT use. By comparison, regional digital cultures (as proxied by internet domain registration rates) evince only limited explanatory power for individual differences in ICT skills.

Measuring and Evaluating ICT Use

2009 ◽  
pp. 326-339 ◽  
Author(s):  
Romina Jamieson-Proctor ◽  
Glenn Finger
Keyword(s):  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Large Scale ◽  
Relative Advantage ◽  
Educational Systems ◽  
Ict Use ◽  
Strategic Plans ◽  
Teachers And Students ◽  
Information And Communication

Teaching and learning in the 21st Century requires teachers and students to capitalise upon the relative advantage of integrating Information and Communication Technologies (ICT) to enhance current curriculum, pedagogy and assessment approaches, as well as transform teaching and learning. While most educational systems agree that ICT has the potential to transform teaching and learning, attention has been given recently to the challenge of how to measure and evaluate the impact ICT is having on teaching and learning. This Chapter argues that the most important focus in measuring ICT use needs to be on student use of ICT, as policies and teacher professional development initiatives by themselves are insufficient to ensure that student learning is either enhanced or transformed through ICT use. Insights are provided into the development of a contemporary instrument, for use by Education Queensland, Australia, which aims to measure teacher perceptions of the quantity and quality of student use (as opposed to teacher use) of ICT in the curriculum. The instrument enables teachers and schools to identify their current and preferred levels of student ICT use, and from this, to generate discussion about the integration and transformational potential of ICT and to develop strategic plans to achieve their preferred level of student use. This Chapter also provides summaries of the implementation of the instrument in two large Queensland education systems, and argues that ICT research, such as this approach, which enables large scale, evidence-based research to measure student outcomes as a result of using ICT in the curriculum should be a matter of priority to effectively monitor and manage learning with ICT.

scholarly journals ICT Use and Successful Learning: The Role of the Stock of Human Capital

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1648
Author(s):  
Gregorio Gimenez ◽  
Luis Vargas-Montoya
Keyword(s):  
Human Capital ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Empirical Studies ◽  
Hierarchical Linear Model ◽  
Moderator Effect ◽  
Ict Use ◽  
Positive Externality ◽  
Information And Communication ◽  
Pisa Data

Previous empirical studies have found a weak nexus between the use of information and communication technologies (ICT) for learning and students’ outcomes. However, this literature has not considered the role that the countries’ stock of human capital can have in the successful use of ICT for learning. In this paper, we test empirically the existence of complementarities between human capital and technology adoption for learning. We carry out an empirical analysis with PISA data from a large-scale sample of 363,412 students enrolled in 13,215 schools in 48 countries. We estimate a hierarchical linear model (HLM) of three levels: students, schools, and countries. Our results strongly support the evidence of a positive externality of the stock of human capital on ICT use for learning. When we consider the moderator-effect of the stock of human capital, we find that the negative outcome of ICT use on students’ outcomes in mathematics, reading and science turns positive (greater and more positive the higher the stocks of human capital are). The greater the stock of human capital an economy has, the more benefits it can get from investments in ICT for learning.

To the comparative analysis of the digitalization process of state administration in Russia and other countries

2020 ◽  
pp. 75-117
Author(s):  
A.N. Shvetsov
Keyword(s):  
Public Administration ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Communication Technologies ◽  
Developed Countries ◽  
Electronic Government ◽  
Digital Government ◽  
Information And Communication ◽  
The Developed Countries ◽  
Comprehensive Programs

The article compares the processes of dissemination of modern information and communication technologies in government bodies in Russia and abroad. It is stated that Russia began the transition to «electronic government» later than the developed countries, in which this process was launched within the framework of large-scale and comprehensive programs for reforming public administration in the 1980s and 1990s. However, to date, there is an alignment in the pace and content of digitalization tasks. At a new stage in this process, the concept of «electronic government» under the influence of such newest phenomena of the emerging information society as methods of analysis of «big data», «artificial intelligence», «Internet of things», «blockchain» is being transformed into the category of «digital government». Achievements and prospects of public administration digitalization are considered on the example of countries with the highest ratings — Denmark, Australia, Republic of Korea, Great Britain, USA and Russia.

scholarly journals ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic

2021 ◽  
Vol 13 (4) ◽  
pp. 1711
Author(s):  
Maja Batez
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Online Communication ◽  
Communication Technologies ◽  
Ict Skills ◽  
Information And Communication ◽  
Use Of The Internet ◽  
Novi Sad ◽  
Important Basis

Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information and Communication Technologies (ICT) skills: file creation, file management, the use of emails, the use of the internet, and online communication. In total, 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, participated in the study. (3) Results: The results show that there are differences between the estimated level of ICT skills and the ICT skills used in online education, such that students estimate their level of ICT skills as being higher than is necessary for online education (p < 0.05). There is also a correlation between the satisfaction with online education and ICT skills, showing that students with higher ICT knowledge are more satisfied with online education (p < 0.05). There is another correlation between the satisfaction with online education and the frequency of ICT use—the more ICTs are included, the more satisfied the students will be (p < 0.05). (4) Conclusions: The results of this study can serve as a recommendation for the implementation of FSPE students’ training in ICT skills, as well as an important basis for the systematic creation, improvement, and sustainability of online education in universities.

scholarly journals Enhancing the roles of information and communication technologies in doctoral research processes

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sarah J. Stein ◽  
Kwong Nui Sim
Keyword(s):  
Information And Communication Technologies ◽  
Thematic Analysis ◽  
Communication Technologies ◽  
Research Process ◽  
Formal Learning ◽  
Doctoral Study ◽  
Ict Skills ◽  
Doctoral Research ◽  
The People ◽  
Information And Communication

Abstract While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings. This project aimed to identify doctoral supervisors’ and students’ perceptions of their roles in using ICT. Data were gathered through participative drawing and individual discussion sessions. Participants included 11 students and two supervisors from two New Zealand universities. Focus of the thematic analysis was on the views expressed by students about their ideas, practices and beliefs, in relation to their drawings. The major finding was that individuals hold assumptions and expectations about ICT and their use; they make judgements and take action based on those expectations and assumptions. Knowing about ICT and knowing about research processes separately form only part of the work of doctoral study. Just as supervision cannot be considered independently of the research project and the student involved, ICT skills and the use of ICT cannot be considered in the absence of the people and the project. What is more important in terms of facilitating the doctoral research process is students getting their “flow” right. This indicates a need to provide explicit support to enable students to embed ICT within their own research processes.

How nonprofits use Facebook to craft infrastructure

First Monday ◽  
2021 ◽  
Author(s):  
Libby Hemphill ◽  
A.J. Million ◽  
Ingrid Erickson
Keyword(s):  
Civic Engagement ◽  
Information And Communication Technologies ◽  
Uses And Gratifications ◽  
Communication Technologies ◽  
Technology Choice ◽  
Non Profit ◽  
Ict Use ◽  
Information And Communication ◽  
Moral Economies ◽  
Task Technology Fit

We present findings from interviews with 23 individuals affiliated with non-profit organizations (NPOs) to understand how they deploy information and communication technologies (ICTs) in their civic engagement efforts. Existing research about NPO ICT use is often critical, but we did not find evidence that NPOs fail to use tools effectively. Rather, we detail how NPOs assemble various ICTs to create infrastructures that align with their values. Overall, we find that existing theories about technology choice (e.g., task-technology fit, uses and gratifications) do not explain the assemblages NPOs describe. We argue that the infrastructures they fashion can be explained through the lens of moral economies rather than utility. Together, the rhetorics of infrastructure and moral economies capture the motivations and constraints our participants expressed and challenge how prevailing theories of ICT use describe the non-profit landscape.

scholarly journals Neotecnicismo - a Retomada do Tecnicismo em Novas Bases

2018 ◽  
Vol 19 (1) ◽  
pp. 10
Author(s):  
Andréa Villela Mafra da Silva
Keyword(s):  
Information And Communication Technologies ◽  
Large Scale ◽  
Quality Criteria ◽  
Educational Process ◽  
Educational Policies ◽  
Present Moment ◽  
Total Quality ◽  
Use Of Technology ◽  
Information And Communication ◽  
Technical Rationality

Trata-se de um artigo de revisão, que busca estudar o contexto neotecnicista mais recente, apresentado agora sob a forma de um processo de ensino e aprendizagem centrado nos resultados, em que se propõe a mesma racionalidade técnica dos anos setenta, para assim garantir a efciência e a produtividade na educação. Fazendo um resgate da história da educação brasileira, já na década de setenta, a confguração do discurso pedagógico estava atrelada aos princípios de racionalidade, efciência e produtividade. A pedagogia tecnicista estruturava o processo educativo em uma perspectiva operacional. Reportando-se ao momento atual, ao se examinar as políticas educacionais se encontra a ideia do neotecnicismo atrelada às avaliações de larga escala, com base nos conceitos de efciência, de produtividade e de qualidade total. Nesse contexto, a estratégia parece ser a incorporação das tecnologias na educação no primado da dimensão técnica. Em outras palavras, o neotecnicismo pedagógico se faz presente nas atuais políticas educacionais, que enfatizam o critério da qualidade com base na utilização das tecnologias como estratégia de adequação da educação escolar à sociedade da informação. A pesquisa é bibliográfca com aportes em artigos científcos e documentos ofciais. O estudo conclui que o paradigma neotecnicista poderá trazer novas formas de racionalização do sistema educativo, especialmente, através de concepções educacionais ancoradas no discurso da qualidade total na educação.Palavras-chave: Políticas Educacionais. Neotecnicismo. Tecnologias de Informação e Comunicação.AbstractThis is a review article that seeks to study the latest neotechnical context, now presented in the form of a teaching and centered learning results, which proposes the same technical rationality of the seventies in order to ensure the efciency and productivity in education. Making a rescue of the history of Brazilian education, already in the seventies, the confguration of the pedagogical discourse was associated with the principles of rationality, efciency and productivity. The technicist pedagogy structured the educational process in an operational perspective. Referring to the present moment, as the educational policies are examined is the idea of linked neotechnicism to the large-scale assessments based on the concepts of efciency, productivity and overall quality. In this context, the strategy seems to be the incorporation of technology in education in the primacy of the technical dimension. In other words, the pedagogical neotechnicism is present in the current educational policies that emphasize the quality criteria based on the use of technology as a strategy of adaptation of education to the information society. The research is literature with contributions in scientifc papers and ofcial documents . The study concludes that the neotechnical paradigm can bring new ways of streamlining the education system, especially through educational conceptions anchored in total quality discourse in education.Keywords: Educational Policies. Neotechnicism . Information and Communication Technologies.

scholarly journals STRUCTURAL AND METHODOLOGICAL ASPECTS OF RESEARCH TYPOLOGIZATION ON THE USE OF ICT IN SECONDARY SCHOOL

2020 ◽  
Vol 79 (5) ◽  
pp. 1-14
Author(s):  
Антоніна Вікторівна Гривко
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Educational Process ◽  
School Education ◽  
Relevant Research ◽  
Ict Use ◽  
Search And Selection ◽  
Pedagogical Research ◽  
Research Types

The article features a methodology for systematization of research on ICT use in secondary education. Making important decisions about improving school education, including through the introduction of certain information and communication technologies into the educational process, is based on the study of relevant experience and relevant research results. The large number of diversified scientific works that make up the theoretical, practical, and methodological basis of the ICT use in school education necessitates the generalization, ordering, and determination of their typological features. The author singles out the following groups of studies related to the ICT use in school: generalizing theoretical-analytical (documentary), empirical and complex. Each of the groups is characterized by a variable set of typological features in terms of scale and independence of their conduct. They allow distinguishing their main types (10 types of research are considered in the article, for example, empirical/international large-scale/contextual studies or complex/local/separate studies, etc.). The author determined the structural and methodological criteria for the analysis of different research types (thematic, targeted, sampling, organizational, methodological, analytical, resultant) and carried out a selective analysis of the studies on the proposed typological features, structural and methodological criteria, the results of which were systematized in the matrix of methodological analysis of different research types on the ICT use in school education. According to the results of the works review, topical thematic areas of the analyzed research were identified, typical methods of data collection and analysis were singled out and the format of results reporting was highlighted for each selected research group. The approach to systematizing research on the use of ICT in secondary education institutions, presented in the proposed article, can be applied during the review of scientific achievements, the analysis of pedagogical research in the field of ICT, or to design individual research. Filling in the proposed analysis matrix will allow it to be further used as a database of relevant research papers, facilitate the search and selection of those that meet the objectives of a specific scientific search.

scholarly journals Migrants’ wellbeing and use of information and communication technologies.

2021 ◽  
Vol 1 (2) ◽  
pp. 139-160
Author(s):  
Jordana Salma ◽  
Lalita Kaewwilai ◽  
Savera Aziz Ali
Keyword(s):  
Social Support ◽  
Information And Communication Technologies ◽  
Social Role ◽  
Communication Technologies ◽  
Current Evidence ◽  
Social Activities ◽  
Digital Learning ◽  
Migrant Populations ◽  
Ict Use ◽  
Information And Communication

The number of migrants is increasing worldwide coupled with an ever-expanding entrenchment of information and communication technologies (ICTs) in the fabric of daily life. There has been little attention in the health disciplines to the unique ways migrants adopt and are influenced by ICTs across multiple local and transnational social spaces. This scoping review explores the current evidence on migrants’ ICT-mediated transnational social activities and related influences on wellbeing. The review was conducted using Arksey and O'Malley’s (2005) methodological framework and a total of 37 articles were included for the final study. Key findings highlight barriers and facilitators of ICT use in transnational contexts, types of ICT-mediated transnational social activities; and reported influences on migrants’ wellbeing. Migrants’ ICT use facilitates reciprocal channels of social support and continuation of valued social roles. Social role disruption, unequal exchange of social support, and mismatch between migrants’ expectations around ICT use and that of left-behind communities are some of the negative processes with psychological, social, and emotional consequences identified in the review.  Main review conclusions emphasize the need to further explore the quality and intensity of ICT-mediated social influences on migrants’ wellbeing and to incorporate a transnational lens in the design of digital learning interventions targeting vulnerable migrant populations.

scholarly journals Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives

2020 ◽  
pp. 172-194
Author(s):  
Azlin Zaiti Zainal ◽  
Siti Zaidah Zainuddin
Keyword(s):  
Education Policy ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Evaluation Studies ◽  
Communication Technologies ◽  
Virtual Learning Environment ◽  
Ict In Education ◽  
Educational Innovations ◽  
Teachers And Students ◽  
Information And Communication

Educational change, particularly change involving the adoption of educational innovations, is a complex process. In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success. Through a discourse analysis approach, this paper aims to examine the evaluation studies on large scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools programme to the incorporation of the Frog Virtual Learning Environment in classroom. The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analysed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies.

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