Digital transformation of everyday lives of older Swiss adults: use of and attitudes toward current and future digital services

Digital (consumer) services, such as ticket machines, self-checkout, and online reservations, have become increasingly important in modern society. Studies on adoption of these services and openness to using future public digital services (e.g., online voting, online taxes, electronic patient records) have mostly focused on younger adults or nonrepresentative samples among older adults. Therefore, two important questions remain that can best be addressed with representative sampling: To what extent do older adults use or are willing to use current and future digital services in their everyday lives? How do older adults evaluate the ease of use of these services?. The study included data on use of current and future digital services among a large Swiss sample of 1149 people age 65 years and older (mean age: 74.1 years, SD: 6.69). Descriptive and multivariate analyses showed that (a) established services such as cash machines were used more often than new services, such as self-checkout apps or machines. (b) Perceived ease of use is related to age, socioeconomic status, health, and interest in technology. (c) Only 8.9% had an overall positive attitude toward these digital services, and this attitude was predicted by age, gender, socioeconomic status, and interest in technology. (d) Participants were more often open to filing taxes online than voting online, and openness was predicted by age, income, and interest in technology. Today, mainly older adults with a high interest in technology use digital services. Nevertheless, potential for greater use is evident.

Using Custom-Built, Small-Scale Educational Solutions to Teach Qualitative Research Literacy

This chapter considers ways in which educators can create their own educational applications to integrate into their teaching. It is argued that interactive uses of technology can aid student engagement and encourage uptake of skills presented to them. Today, tools available allow everyone to create not only static websites, but also functional applications. It is possible to get started without knowing how to code, empowering anyone with an interest in technology to become a creator. While these no and low code solutions may come with some restrictions, they may encourage users to explore more traditional ways to engage with code and its possibilities for teaching. The chapter aims to encourage readers to look at technology as a creative practice to include into their teaching. It suggests strategies to help readers select the most appropriate tool for their projects.

AN ANALYSIS OF TEACHERS AND STUDENTS' PERCEPTION OF ONLINE READING AT INTEGRATED ISLAMIC ELEMENTARY SCHOOL

This research purposes to analyze, how the teachers’ perceptions and students' perceptions of online reading in English learning. The explanation in this research is about the elements that influence online reading, the benefits of using online reading in class, and how online reading may help in the learning process, especially in reading. The questionnaire consists of fifteen statements and each statement has four alternative responses from one to four: agree, strongly agree, disagree, and strongly disagree. The questionnaire was distributed using Google Forms, and then the respondents were interviewed using WhatsApp. The results of the research indicate that teachers and the students show positive responses towards online reading. The teachers and the students perceived that online reading is ease than conventional reading. According to the research, there are benefits, including the ability for the teachers and students are to quickly find a reading topic by searching keywords, the ability for online reading to encourage students' independent learning attitudes, and students' increased interest in technology-based learning. There is one disadvantage: online reading is to be limited by the devices and tools accessible.

The Interface Between Intellectual Property and Information Technology Law

Over the years, intellectual property (IP) law has developed an increasingly profound link with both technological developments and the rules governing them. IP law is constantly challenged by new waves of technologies as often called to provide protection for them. At the same time, new technologies offer new ways to exploit protected works. Indeed, the more technology has become an autonomous subject matter governed by specific provisions, the more IP law has engaged in a constant dialogue with these provisions. This interaction between IP law and technology has significantly affected the contours of the field. In this chapter, I address the relationship between IP and the rules adopted to govern the specific technologies that are designed to handle information—known as ‘information technologies (IT)’. This set of provisions goes under the name of ‘IT law’. I examine the interface between IP and IT law from the standpoint of the IP scholars who have an interest in technology. In particular, I investigate how the IP/IT interface is, or could be regulated and how the rules regarding IP and IT law interact with each other. There is a circular relationship between law and technology as the former, while governing the latter, is also shaped by it and vice versa.

Students’ attitudes toward technology: exploring the relationship among affective, cognitive and behavioral components of the attitude construct

When studying attitudes toward technology education, the affective attitudinal component has primarily been the focus. This study focuses on how the affective, cognitive and behavioral attitudinal components of technology education can be incorporated using a two-step survey: the traditional PATT-questionnaire (PATT-SQSE) and the recently developed Mitcham Score questionnaire. The aim of this study is to explore the relationship among the cognitive, affective and potential behavioural components of students’ attitudes toward technology in a Swedish context, using the PATT-SQ-SE instrument including the Mitcham score open items. Results of the analyses show that relationships among the attitudinal components are observable. The results also imply that relationships among the attitudinal components are different for girls than boys. A key factor for the participating students’ attitudinal relations was interest (affective component) in technology education. An individual interest in technology education was related to both the cognitive component and behavioral intention. Another key relationship, for girls, was that the cognitive component had a strong relationship with behavioral intention, which was not the case for boys. Based on the observed relations between the cognitive, affective and behavioural components we have identified two key implications for educational practice: Girls should learn a broader conception of technology in technology education, if we want them to pursue technology-related careers to a higher degree; Students’ interest in technology should be stimulated through engaging tasks in technology education.

Coffee and cocoa dissemination through information and communication technology (ICT) during the Covid-19 pandemic

Digital transformation and COVID-19 pandemics have changed human behaviour in their interactions. Virtual communication has become a new behaviour in this era. Indonesia Coffee and Cocoa Research Institute (ICCRI) held Puslitkoka Webinar Series as part of digital transformation in the dissemination. This research discusses the effectiveness of virtual learning through webinars for disseminating coffee and cocoa innovation and technologies. This research applied a purposive method to the participants of the Puslitkoka Webinar Series. Data collection was conducted from February until May 2021 by a survey with 241 respondents. The research result showed that: 1) expectation attribute was 87.82%, meaning met their expectation, 2) the satisfaction attribute was very good (90.79%), 3) the attributes of the participants' desire to take part in the next webinar is great desire (93.03%), 4) participants were very eagerly (87.88%) to share webinar to their colleagues, 5) participants were very eagerly (91.12%) to recommend the webinar to their colleagues, 6) participants were very interested (90.46%) in participating in technology dissemination activities through webinars, and 7) participants' interest in technology dissemination directly (face-to-face) was lower than interest in webinars, but was still very interested (83.65%). Puslitkoka Webinar Series as a hub of coffee and cocoa dissemination.