HABITS OF USING INTERNET AND DIGITAL DEVICES IN EDUCATION

2018 ◽  
Vol 5 ◽  
pp. 348-356 ◽  
Author(s):  
Kristīne Mackare ◽  
Anita Jansone
Keyword(s):  
Formal Education ◽  
Age Groups ◽  
The Internet ◽  
Digital Devices ◽  
Desktop Computers ◽  
Central Statistical ◽  
E Learning ◽  
Survey Results ◽  
Use Of The Internet ◽  
Study Process

According to Central Statistical Bureau data of 2017 at least 46.8% of Latvian population are involved in educational activities. Such digital devices as computers (both desktop computers and laptop computers), tablets, smartphones, book readers, etc. and the internet directly or indirectly are used in both formal and non-formal education. Digital devices can be used in training or study process, or some part of it directly, as well as students or training participants may be assigned tasks to be performed with these devices – searching for information, reading and learning e-material, writing articles, etc. In addition to statistical data research, two e-polls were conducted for respondents who are computer users in different age groups. Respondents were asked about their habits in using the internet and digital devices, additional interest was about which of the digital tools are used and for what purposes these devices are used. All answers have been analysed. The survey results show that the responses provided by the participants of the sample group are very close to the whole population, both for the use of the Internet and digital devices. The results also show the purpose of using digital devices, especially in education, and which devices are most commonly used for each purpose. More than 90% of respondents use digital devices to get information. In order to participate successfully in e-learning and e-studies, users need both good e-skills and well-designed e-learning materials: high-quality content, comfortable, easy-to-understand and comprehensible text, suitable formatting parameters of text.

Older Adults and Their Internet Behaviors

2012 ◽  
pp. 608-619 ◽  
Author(s):  
Elizabeth Mazur ◽  
Margaret L. Signorella ◽  
Michelle Hough
Keyword(s):  
Older Adults ◽  
Technology Use ◽  
Age Groups ◽  
Well Being ◽  
Future Research ◽  
The Internet ◽  
Attitudinal Barriers ◽  
Cognitive Limitations ◽  
Future Research Directions ◽  
Use Of The Internet

Early research on older adult computer users focused on the possibility for technology to increase social interaction and alleviate loneliness. Subsequent research has been equivocal on the possible benefits of the Internet for well-being. Nonetheless, in spite of an initial “gray gap,” older adults are increasingly joining younger cohorts in using the Internet. Barriers to older adults’ use of the Internet remain, such as physical and cognitive limitations. Attitudinal barriers may exist, but it is unclear whether these result from lack of experience or differences in income or health status. Business researchers have found that older persons differ from other age groups in their Internet engagement patterns, including online buying. Future research directions include whether computers can improve cognitive functioning and quality of life, how to increase engagement levels, and if there will always be a lag in technology use among older adults.

Pedagogical Perspectives on M-Learning

2011 ◽  
pp. 3041-3046 ◽  
Author(s):  
Geraldine Torrisi-Steel
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
The Internet ◽  
Wireless Internet ◽  
Media Technologies ◽  
Desktop Computers ◽  
E Learning ◽  
Wireless Application ◽  
Wireless Infrastructure

The advent of multimedia on desktop computers in the late 1980s and early 1990s heralded an era of educational technology that held the promise of revolutionising the business of teaching and learning by facilitating a shift from traditional teacher-centred methods to more effective student-centred approaches. During the mid-late 1990s the popularisation of the Internet, added to educational technology a new dimension of “connectedness” between people and between people and information resources. Online learning and e-learning became icons of the era. In late 1990s and early 2000s major players in the mobile phone industry worked on developing a wireless infrastructure to allow for wireless communication between devices, WAP (wireless application protocol) being one of the principle outcomes. This set the stage for the wireless Internet and for another new dimension to educational technology, mobility. Thus, the maturation of multimedia, the Internet and communication technologies together with development and availability of ubiquitous computing devices and wireless networking birthed the notion of mobile learning (m-learning) or “learning on the move.” Like many other media technologies before, m-learning is considered to have the potential to reshape teaching and learning, in this instance, holding promise of unprecedented connectivity and learning interactions between learners, learners and educators, information and computing resources, anywhere, anytime. This article seeks to facilitate the realisation of the pedagogical potential of m-learning by proposing a model for the construction of m-learning spaces. The proposed model is founded upon a pedagogical framework directing attention to guiding philosophies, technology integration, and the capabilities of mobile devices.

Creation Proposal for the Digital Competency Framework of the Middle-East European Region

2017 ◽  
Vol 755 ◽  
pp. 106-111 ◽  
Author(s):  
Zoltán Nyikes
Keyword(s):  
Information Technology ◽  
Age Groups ◽  
Complex Problem ◽  
The Internet ◽  
Age Group ◽  
Digital Competence ◽  
East European ◽  
Digital Devices ◽  
Digital World ◽  
Safety Awareness

Since the end of the 20th century the digital competence social and personal importance is increasingly heaves. Nowadays the basic level information technology knowledge is necessary because the penetration rate of the digital devices and the internet availability. Again the material world dangers the defense actions evolved. The cyber age started some decade ago. Civil people are not aware for attacks in the Cyber space and they can’t survey its danger. In Hungary the information technology and the internet penetration started in the last some decades. „Gen X” and older generation people users only in theirs adulthood met digital devices and its application. For the said generations to find a workplace was not required the digital competence, because the digital devices and the digital infrastructure wasn’t availability for everybody. This age-group has not enough motivation to improve the digital competence and herewith develop the safety awareness too. Nowadays this age-group needs significant helps to correspond to the challenge of the digital world. The digital competence and the safety awareness are improvable by the way of education. The knowledge levels are very different between the same age users. The assessment and the determination of the levels are a complex problem. Skills and routine levels of the users are approximately well determinable by questionnaire. The development of the different digital competence and safety awareness level user’s is workable by different knowledge transmission. I introduce in this paper like my research synthesis the assessment and the classification of the tested age-groups.

scholarly journals Does Ageism Widen the Digital Divide? And Does It Vary by Gender?

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 315-315
Author(s):  
Eun Young Choi ◽  
Youngsun Kim ◽  
Edson Chipalo ◽  
Hee Yun Lee
Keyword(s):  
Digital Divide ◽  
Internet Use ◽  
Empirical Studies ◽  
Age Groups ◽  
Interaction Effects ◽  
The Internet ◽  
Older Individuals ◽  
Cross Sectional ◽  
Use Of The Internet ◽  
Retirement Study

Abstract Existing literature informed that ageism might affect Internet use among older adults, further widening the digital divide among age groups. However, little empirical studies have been conducted on this topic. Our study aims to investigate (1) the current use of the Internet by gender, (2) the association between ageism and Internet use, and (3) potential gender differences. A cross-sectional data drawn from the 2016 Health and Retirement Study (HRS) was analyzed. Separate multiple regression analyses were conducted by gender to determine the varying impact of ageism on Internet use. We used two types of ageism (1) internal ageism (ingroup discrimination) and (2) external ageism (discrimination from external entities) to observe each type’s contribution to Internet use. About half of the sample (52% male and 54% female) reported using the Internet “daily,” while a quarter (26% male and 25% female) responded, “never/not relevant.” No significant differences between gender were found in levels of Internet use, the rates of external ageism, or the degree of internal ageism. A higher level of ageism was associated with a lower level of Internet use. Interaction effects between age groups and ageism varied across gender: external ageism had interaction effects on men’s Internet use whereas internal ageism showed significant results for women. Our findings suggest that ageism may influence Internet use and its impact differs by gender. Gender-tailored intervention strategies should be developed to help older individuals to diminish the adverse effects of ageism on Internet use.

Use of the Internet to Obtain Cancer Information Among Cancer Patients at an Urban County Hospital

2005 ◽  
Vol 23 (22) ◽  
pp. 4954-4962 ◽  
Author(s):  
Paul R. Helft ◽  
Rachael E. Eckles ◽  
Cynthia Stair Johnson-Calley ◽  
Christopher K. Daugherty
Keyword(s):  
Cancer Patients ◽  
Internet Use ◽  
Formal Education ◽  
Internet Access ◽  
County Hospital ◽  
Cancer Information ◽  
The Internet ◽  
Internet Information ◽  
Use Of The Internet ◽  
Barriers To Use

Purpose To evaluate rates, predictors, and barriers to use of the Internet to obtain cancer information among a cohort of cancer patients at an urban county hospital. Patients and Methods Of 208 cancer patients approached, 200 patients completed a structured interview study examining Internet use, perceptions of the accuracy of Internet information, and barriers to use. Results Only 10% of participants reported using the Internet themselves to obtain cancer information. Another 21% reported exposure to Internet information through proxies. The most common barrier to Internet use cited was lack of Internet access, with 44% reporting that they would use the Internet to obtain cancer information if they had Internet access. Younger age and more years of formal education were significantly associated with Internet use, although race and income were not. Less education, African American race, and female sex were associated with lower estimates of the accuracy of Internet information. Fewer years of formal education was associated with increased likelihood of reporting confusion after reading Internet information. Conclusion Very few cancer patients in this study of a cohort of generally disadvantaged individuals used the Internet themselves to obtain cancer information, although many more desired to do so. Significant opportunities for Web-based interventions aimed at improving cancer care outcomes in this population of cancer patients exist. However, further study will be needed to determine how to make such intervention accessible, trustworthy, and understandable to the disadvantaged.

scholarly journals Simple Recoder (SRc): Alat Bantu Pengkodean Hasil Kuesioner Online

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
R. Pasifikus Christa Wijaya
Keyword(s):  
Online Survey ◽  
Effective Means ◽  
Research Data ◽  
The Internet ◽  
Sample Sizes ◽  
Online Surveys ◽  
Large Sample ◽  
Current Survey ◽  
Survey Results ◽  
Use Of The Internet

Online survey is considered as an effective means to collect research data. The use of the internet benefits researchers to get large sample sizes in almost unlimited reach. Unfortunately, the editing and coding of the results of the current survey is often constrained by outcomes that are still in the form of word responses. We introduce Simple Recoder (SRc) to make it easier for researchers to provide codes on response responses, especially on the results of online surveys. This tool will make it easier for researchers and students to organize data from online survey results.

scholarly journals WhatsApp Grandpa? Determinants of grandparents-grandchildren digital contacts in Italy

2021 ◽  
Author(s):  
Bruno Arpino ◽  
Eleonora Meli ◽  
Marta Pasqualini ◽  
Cecilia Tomassini ◽  
Elisa Cisotto
Keyword(s):  
Life Cycle ◽  
Geographic Distance ◽  
Network Connectivity ◽  
Intergenerational Relationships ◽  
Digital Tools ◽  
The Internet ◽  
Face To Face ◽  
Digital Devices ◽  
Digital Network ◽  
Use Of The Internet

Intergenerational contacts have been broadly defined to include not only face-to-face relations as an important element of associational solidarity but also contacts at a distance, e.g., via telephone. With the spread of the Internet and of digital devices, digital contacts become another increasingly important option. We examined digital contacts between grandparents and grandchildren in comparison with traditional forms of contacts (i.e., by face-to-face and telephone) using Italian data from the 2016 Families, Social Subjects and life cycle (FSS) survey. We found that about 10% of grandparents use digital tools to contact their grandchildren. As the determinants of frequent digital contacts, we found that grandparents belonging to younger cohorts, those better educated, those who lived in more urbanised areas and those in better health were more likely to entertain digital contacts with their grandchildren. Results also show that digital contacts tend to substitute face-to-face contacts, and to cumulate with telephone contacts. Our results have important implications for the current and future development of intergenerational relationships suggesting an increasing role in situation of geographic distance. Against the background of persisting inequalities in the access and the use of the Internet, our findings emphasise the need to improve digital network connectivity and skills especially among specific sub-groups of the population.

Electronic portfolio use in Thailand

First Monday ◽  
2010 ◽  
Author(s):  
Noppadol Prammanee ◽  
Mahmoud Moussa
Keyword(s):  
Educational System ◽  
Electronic Portfolio ◽  
The Internet ◽  
Rapid Rate ◽  
Short History ◽  
The Future ◽  
E Learning ◽  
Thai Government ◽  
Use Of The Internet ◽  
Learning Issues

Although the use of the Internet in Thailand has a short history, it continues to develop at a rapid rate. The adoption of the Internet helps the Thai government to apply e-learning into national educational system. This paper presents a brief introduction on how the Thai government is using the Internet and e-learning in education. Beginning with Internet and e–learning issues, this paper discusses different occurrences of electronic portfolio use found in Thailand. Finally, it will examine the potential for electronic portfolio use in the future in Thailand.

scholarly journals Use of the Internet in educative informal contexts. Implication for formal education

Comunicar ◽  
2014 ◽  
Vol 22 (43) ◽  
pp. 163-171 ◽  
Author(s):  
Sebastiano Costa ◽  
Francesca Cuzzocrea ◽  
Antonella Nuzzaci
Keyword(s):  
Internet Use ◽  
Formal Education ◽  
Social Characteristics ◽  
The Internet ◽  
Negative Effects ◽  
Social Emotional ◽  
The Social ◽  
Information And Communication ◽  
Use Of The Internet ◽  
Source Of Information

Media use plays an important role in the social, emotional, and cognitive development of young individuals and accounts for a large portion of their time. For this reason it is important to understand the variables that contribute to improve the use of the Internet as a source of information and knowledge in formal and informal contexts. How is it possible to exploit the huge potential of this tool to help people learn? What are the cognitive and social characteristics that help individuals experience the Internet without being overwhelmed by its negative effects? What skills are needed to select and manage information and communication? What type of Internet use creates new relationships and ways of learning? A sample of 191 subjects was examined to determine certain characteristic differences between subjects with high and low levels of Internet use. The results show that individuals with high levels of Internet use have higher extroversion and openness scores. The research analyses the use of the Internet in informal contexts to determine the benefits that may result from Internet use in education which may include the development of the skill set necessary to evaluate information critically and analytically and build independent attitudes. El uso de Internet ofrece un importante espacio para el desarrollo social, emocional y cognitivo de los jóvenes y ocupa gran parte de su tiempo libre. Por lo tanto, es muy importante observar algunas variables que contribuyen a mejorar su uso como fuente de información y conocimiento en contextos formales e informales. ¿Cómo, entonces, aprovechar el enorme potencial de esta herramienta para ayudar a las personas en su aprendizaje?, ¿cuáles son las características cognitivas y sociales que ayudan a utilizarla sin que les afecte negativamente?, ¿qué habilidades se necesitan para seleccionar y gestionar la información y la comunicación?, ¿qué tipos de usos de Internet suscitan aprendizaje y nuevas y diferentes relaciones? En una muestra de 191 sujetos se examinan las diferentes características entre los sujetos con alto y bajo nivel de uso. Los resultados muestran que los individuos con alto nivel de uso de Internet tienen una puntuación más alta en lo que se refiere a las características de extroversión y apertura. La investigación se basa en un marco teórico que parte del análisis del uso de en un contexto informal para llegar a una reflexión sobre las posibilidades y ventajas que pueden derivarse de su uso en la educación, y del conjunto de habilidades que es necesario desarrollar para utilizar y evaluar la información de manera crítica y analítica y para construir una mente abierta y una actitud independiente.

scholarly journals Expressions of Individualization on the Internet and Social Media: Multigenerational Focus Group Study

10.2196/20528 ◽  
2020 ◽  
Vol 22 (11) ◽  
pp. e20528
Author(s):  
Gwendolyn Mayer ◽  
Simone Alvarez ◽  
Nadine Gronewold ◽  
Jobst-Hendrik Schultz
Keyword(s):  
Mental Health ◽  
Social Media ◽  
Focus Group ◽  
Baby Boomers ◽  
Generation X ◽  
Age Groups ◽  
Digital Natives ◽  
The Internet ◽  
Use Of The Internet ◽  
Internet And Social Media

Background Growing individualization within the past decades has been described as a fundamental shift in society. Studies have reported how the digital age promotes new forms of individualism with self-tracking technologies and self-presentation in social networks. Potential harmful effects on the mental health of young adults have already been at the forefront of research. However, 2 questions that remain unanswered are how emotional experiences and expressions of self-relatedness differ among generations in their usage of the internet and social media, and if an increasing individualism can be observed by this. Objective The aim of this study is to examine whether the use of the internet and social media has led people to be more concerned about themselves than former generations. The potential consequences of mental and emotional distress among different age groups are analyzed. Methods A focus-group approach was chosen to study the following age groups: Baby Boomers (those born in 1950-1965), Generation X (those born in 1966-1980), and Digital Natives (those born in 1981-2000). We organized 6 focus groups with 36 participants who discussed their private usage of the internet and social media, different devices, platforms and functions, communication behavior, and self-tracking. We applied inductive category formation and followed the Standards for Reporting Qualitative Research (SRQR) checklist. Results We found differences in the 3 studied generations regarding the reasons for their use of the internet and social media, the effects of this use, personal feelings and experiences, expressions of self-relatedness, and social relationships. The Baby Boomers voiced a wish to stay autonomous while being in contact with their personal network. Generation X included enthusiastic members who appreciate self-tracking for curiosity and fascination, as well as people who felt fears about data surveillance. The Digital Natives reported a wish to optimize their own body by self-tracking while being faced with norms and expectations that were communicated via the internet and social media. Conclusions All generations expressed self-relatedness, yet by different means. The Baby Boomers expressed less individualism than Generation X and the Digital Natives, who felt the highest strain due to social comparisons. However, all generations reported specific, potentially problematic consequences for their mental health. Age-specific coping strategies are necessary to promote a mentally healthy way of using the internet and social media.

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