Showing papers on "Computer literacy published in 2014"
TL;DR: Examining the factors that an influence higher education students’ intention to use technology showed that perceived usefulness and attitude toward computer use were significant determinants of the intention toUse technology, while perceived ease of use influenced intention to Use technology through attitude towards computer use.
Abstract: The aim of this study is to examine the factors that an influence higher education students’ intention to use technology. Using an extended technology acceptance model as a research framework, a sample of 314 university students were surveyed on their responses to seven constructs hypothesized to explain their intention to use technology. Data were analyzed using structural equation modeling and the results showed that perceived usefulness and attitude toward computer use were significant determinants of the intention to use technology, while perceived ease of use influenced intention to use technology through attitude towards computer use. Computer self-efficacy and subjective norm acted as antecedents for perceived usefulness and attitude towards computer use, while facilitating conditions acted as antecedents for perceived ease of use and attitude towards computer use. Together these constructs explained 54.7 % of the variance in students’ intention to use technology. Implications of the findings were also discussed.
233 citations
TL;DR: Using massive amounts of data to recognize photos and speech, deep-learning computers are taking a big step towards true artificial intelligence.
Abstract: Using massive amounts of data to recognize photos and speech, deep-learning computers are taking a big step towards true artificial intelligence.
196 citations
TL;DR: There is a significant gap in the literature for eHealth literacy interventions evaluating health outcomes as the outcome of interest, a lack of theory-based interventions, and few studies applied high-quality research design.
Abstract: Background: eHealth resources offer new opportunities for older adults to access health information online, connect with others with shared health interests, and manage their health. However, older adults often lack sufficient eHealth literacy to maximize their benefit from these resources. Objective: This review evaluates the research design, methods, and findings of eHealth literacy interventions for older adults. Methods: A systematic review of peer-reviewed research articles from 28 databases in 9 fields was carried out in January 2013. Four rounds of screening of articles in these databases resulted in a final sample of 23 articles. Results: Findings indicated a significant gap in the literature for eHealth literacy interventions evaluating health outcomes as the outcome of interest, a lack of theory-based interventions, and few studies applied high-quality research design. Conclusions: Our findings emphasize the need for researchers to develop and assess theory-based interventions applying high-quality research design in eHealth literacy interventions targeting the older population. [J Med Internet Res 2014;16(11):e225]
192 citations
Journal Article•
TL;DR: It is argued that children's learning with technology is conditioned by several factors categorized into children, adults, and technology aspects, and proposed a typology for conceptualizing the complexity of the relationships between technology use and children'slearning.
Abstract: * Corresponding author ABSTRACT This study aimed to conduct a systematic literature review on empirical studies of how technologies influence young children's learning. Eighty-seven articles published between 2003 and 2013 were identified through the Web of Science database. We employed content analysis to identify the research trends of this topic. "Technology evaluation," "adults' roles," and "teaching approaches" are three emerging research themes during 2008-2013. About one-third of the studies involved children who were from immigrant or low socioeconomic status families, or had special needs. The majority of the reviewed studies revealed that the technologies had positive effects on children's performance across developmental domains. Particularly, in social domain, most studies showed that technologies enhanced children's collaboration and interaction with others and their development of multiculturalism. We also propose a typology for conceptualizing the complexity of the relationships between technology use and children's learning. We argue that children's learning with technology is conditioned by several factors categorized into children, adults, and technology aspects. Moreover, a trend of examining children's development of digital literacy emerged, involving investigation of the skills needed for and perceptions of technology use. Lastly, while most studies viewed children as consumers of technology, their role as creators has been understudied and deserves more research attention.
166 citations
TL;DR: In this article, the authors present an overview of student attitudes towards ICT and e-learning, it outlines the factors influencing those attitudes, and it discusses the findings of the study.
Abstract: Introduction Many scholars agree that ICTs play an increasingly important role in facilitating the educational processes and systems of today (AL-Hunaiyyan, Al-Huwail, & Al-Sharhan, 2008; Oh & Park, 2009; Vaughan & Garrison, 2006). E-learning has started to emerge in many developing countries where it has the potential to help meet an increasing demand for education and address the growing decline of trained teachers (UNESCO, 2006). The application of e-learning in developing countries has gradually advanced in recent years with an improved availability of Internet connections, local area networks, and IT support (Omidinia, Masrom, & Selamat, 2011; Tedre, Ngubuke, & Kempainnen, 2010; Williams, Mayer, & Minges, 2011). However, other challenges still prevail. In those countries, the active, participative student who is required for interactive learning is rare, and the traditional methods are widely used in teaching and learning (Andersson & Gronlund, 2009; Eastmond, 2000; Evans, 2005; Sehrt, 2003). In addition, the developing countries often lack the ability to implement advanced educational practices on their own (Andersson & Gronlund, 2009). Student characteristics are regarded as a critical success factor in e-learning in developing countries (Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2012). These characteristics include computer self-efficacy, Internet self-efficacy, computer experience, Internet experience, computer anxiety, and attitudes toward e-learning (Chu & Chu, 2010; Chiu & Wang, 2008; Fuller et al., 2006; Pituch & Lee, 2006; Shih, Munoz, & Sanchez, 2006; Sun et al., 2008). Student attitudes are influenced by the quality and perceived ease of use of e-learning courses, functionality of e-learning platforms, and the level of student computer skills (Aixia W 2011). Their computer experience including perceived self-efficacy, enjoyment, and usefulness of using e-learning also plays a role (Liaw & Huang, 2011). In turn, positive student attitudes and behaviors towards e-learning are critical to their e-learning readiness and acceptance (Lim, Hong, & Tan, 2008; Selim, 2007). To inform the prospects of future e-learning initiatives in Libya, a study involving Libyan undergraduate engineering students was conducted in 2011-2013; the study examined the students' experiences and perceptions of e-learning to gauge their acceptance of, and preparedness for, e-learning. Statistical analysis was conducted to assess student attitudes towards e-learning, and to reveal the relationships between their attitudes and their demographic characteristics, access to technology, use of technology for learning, skill in technology, and satisfaction with technology. This paper presents an overview of student attitudes towards ICT and e-learning, it outlines the factors influencing those attitudes, and it discusses the findings of the study. Related Literature Student Attitudes towards ICT and E-learning in Developing Countries Research undertaken in the area of attitude and attitude formation shows that attitudes and beliefs are linked, and attitudes and behaviors are linked; moreover, attitudes are essentially divided into likes and dislikes (Siragusa & Dixon, 2008). With the broad expansion of ICT in education during the last decade, many research studies have explored the attitudes of users (educators and students) towards the integration of ICT in education (Gasaymeh, 2009; Mishra & Panda, 2007; Wen & Shih, 2008). University students in developing countries have varying attitudes towards e-learning but generally their attitudes are positive (El-Gamal & El-Aziz, 2011). This was emphasised by Nassoura (2012) who pointed out that many students had positive attitudes towards e-learning because it had a positive impact on their motivation as well as self-esteem. In some developing countries, the learning process and the adherence to traditional practices are inseparable. …
163 citations
TL;DR: This study examined whether pair programming is effective in K–12, what it is effective for, and how partners influence each other to find out how students’ initial computer experience and attitude toward collaboration influenced their partners.
Abstract: Pair programming is a strategy that grew out of industry and has shown promise for performance and retention in computer programming courses at universities and in industry. In this study, we examine whether pair programming is effective in K–12, what it is effective for, and how partners influence each other. We collected the data from 320 middle school students working alone or with a partner on a game programming task. Compared to working alone, pair programming was advantageous for computational thinking and for building programming knowledge, particularly among less experienced students. Students’ initial computer experience and attitude toward collaboration influenced their partners. Those with more experience relative to their partner achieved greater computer confidence and more positive attitudes toward computing. When students had a more positive attitude toward collaboration (relative to their partner), their programming knowledge decreased. We discuss implications for pairing students ...
159 citations
TL;DR: In this article, the authors argue that digital literacy is both inseparable from the liberal arts of today and fundamental to modern reading, writing and arithmetic, and argue that the academy must address this inadequacy in incorporating digital literacy as a core, foundational competency.
Abstract: Introduction Awareness of the growing importance of digital literacy in today's workplace coexists paradoxically with apparent foot-dragging on the part of many universities in assessment and amplification of these important competencies. Moreover, many employers and educators acknowledge that institutions of higher education are not adequately preparing college graduates in the area of digital literacy (Duggan, 2013). Digital literacy is widely acknowledged as essential and germane in today's highly competitive and global markets. In fact, digital literacy has been deemed an essential life skill (DG information Society and Media Group, 2008). But many institutions of higher education have not fully embraced digital literacy as a foundational literacy on par with reading, writing and arithmetic. At most universities, digital literacy is either taken for granted or assumed to be at an adequate level rather than being assessed, remediated and amplified. The academy must address this inadequacy in incorporating digital literacy as a core, foundational competency. Information technology is a high-velocity field, and defining and measuring a set of dynamic IT skills is both challenging and costly. Nonetheless, higher education must escape traditional approaches to relatively static competencies if it is to embrace the economic and social drivers of the future. Digital literacy does not diminish the standing of traditional literacies or the liberal arts. In contrast, we argue that digital literacy is both inseparable from the liberal arts of today and fundamental to modern reading, writing and arithmetic. This paper presents a study that underscores the salience of digital literacy and contributes to the dialog on its assessment and remediation. Defining Digital Literacy Educators have sought to define and measure computer literacy for decades. In this quest, the construct has been referred to by many names, often combinations of terms such as computer, information, technology or digital matched with literacy, proficiency, competency or fluency. Of late, the term digital literacy has gained prominence around the globe. As Martin (2006) stated, digital literacy is an integrating, but not overarching, concept that "focuses upon the digital without limiting itself to computer skills and which comes with little historical baggage" (p. 3). The first published use of the term digital literacy dates to 1997 and is attributed to Paul Gilster (1997). He noted that digital literacy is a special kind of mindset, "about mastering ideas--not keystrokes" (p. 15). Based on this precept, established and accepted definitions of digital literacy are built on three principles: * skills and knowledge to access and use a variety of hardware devices and software applications * adeptness to understand and critically analyze digital content and applications * ability to create with digital technology (Media Awareness Network, 2010). Using these principles as a foundation, the European Commission defines competencies related to digital literacy verbosely and thoroughly as the "knowledge, skills, attitudes (thus including abilities, strategies, values and awareness) that are required to use ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, leisure, participation, learning, socializing, consuming, and empowerment" (Ferrari, 2013, p. 3). In the context of higher education, the UK-based JISC refers to digital literacy as "the skill in using digital tools to undertake academic research; writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements" (JISC, 2013, para. 3). Whatever the case, comprehensive definitions of digital literacy go well beyond skill-based and incorporate critical thinking and problem-solving, capturing the notion that digital literacy is ultimately about the ability to effectively solve problems in a technology-rich environment (Organisation for Economic Co-operation and Development, 2013). …
154 citations
Journal Article•
TL;DR: Results show that teachers should always be ready and well-equipped in terms of ICT competencies and positive attitude to provide ICT-based learning opportunities for students to improve their learning quality.
Abstract: Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and replace their traditional methods with modern tools and facilities. The main focus of this paper is on effectiveness of ICT integration in education. More specifically, this paper aims at identifying the level of computer skills and knowledge of primary school teachers in the teaching and learning process. Moreover, the objective of this paper is to identify the level of ICT integration in teaching and learning process in classroom by primary school teachers. A total of 61 teachers from 10 public primary schools in Klang Valley, Malaysia have been selected randomly to complete this quantitative study’s survey questionnaire. The findings illuminate that most of the teachers are normal users, and many teachers more frequently use ICT in the teachers’ room for their work rather than using it in their classroom for teaching and learning. Moreover, results show that teachers should always be ready and well-equipped in terms of ICT competencies and positive attitude to provide ICT-based learning opportunities for students to improve their learning quality. Future studies need to consider other aspects of ICT integration specially from the management point of view such as strategic planning and policy making
130 citations
Journal Article•
TL;DR: In this paper, the authors investigated the perceptions academic staff have about blended learning and identified challenges facing academic staff that affected the adoption of blended learning in a Faculty of Education at a developing university in South Africa.
Abstract: Higher Education Institutions (HEIs) are striving to provide effective learning experiences to address the needs of the digitally-oriented generation of learners. Blended learning has emerged as a solution to address these needs and has been adopted by various HEIs. However, not all academic staff members adopt blended learning when it is introduced by their institutions. Although this teaching and learning approach offers various advantages to academic staff, negative perceptions held by academic staff may affect its adoption.The purpose of this case study was to investigate the perceptions academic staff have about blended learning and to identify challenges facing academic staff that affected the adoption of blended learning in a Faculty of Education at a developing university in South Africa. The study employed the Technology Acceptance Model (TAM) developed by Davis (1993) and the Innovation Diffusion Theory (IDT) by Rogers (1983: 246-250) in a qualitative exploratory research design. The investigation made use of focus group interviews with lecturers and individual interviews with heads of academic departments, as well as the dean of the Faculty. Data gathered pointed to various perceptions and practical problems hindering academic staff from adopting blended learning. Amongst these were perceptions pertaining to e-learning or blended learning policy, faculty support by management, computer skills of students and lecturers, as well as inadequate access for students to computers. This research is unique in that it applies known knowledge in the new context of a small South African university, which is a developing community. Lessons learned from this study will make a contribution to knowledge in the field of higher education, and will help developing universities to benefit from the research.
123 citations
TL;DR: The study shows that the program Vernetzte www.Welten can influence adolescents' media use behavior and suggests mediating and moderating variables of program effects should be addressed.
Abstract: The aim of this study was to evaluate the effects of a four-session school-based media literacy curriculum on adolescent computer gaming and Internet use behavior. The study comprised a cluster randomized controlled trial with three assessments (baseline, posttest, and 12-month follow-up). At baseline, a total of 2,303 sixth and seventh grade adolescents from 27 secondary schools were assessed. Of these, 1,843 (80%) could be reached at all three assessments (Mage=12.0 years; SD=0.83). Students of the intervention group received the media literacy program Vernetzte www.Welten (“Connected www.Worlds”) implemented by trained teachers during class time. The control group attended regular class. Main outcome measures were adolescents' computer gaming and Internet use: days per month, hours per day, and addictive use patterns. Parental media monitoring and rules at home were assessed as secondary outcomes. Results of multilevel growth-curve models revealed a significant intervention effect in terms of ...
94 citations
TL;DR: The purpose of this article is to provide some background, which will hopefully spark further professional discussion about the potential greater adoption of physical literacy as a key component in the authors' field.
Abstract: At the most recent SHAPE America National Convention held in St. Louis, MO, an international perspective of the term “physical literacy” was introduced. Experts representing North America, Europe, and Asia provided insight into the increased acceptance and implementation of the term. Since the terms “physical education” and “physical activity” are so widely used and recognized in the United States, it is important to discuss whether the use of the term physical literacy is just a fad, or whether it helps to elevate our profession, explain what we do more clearly and accurately, and bring us in line with all the other “literacies,” such as health literacy, computer literacy, etc. The purpose of this article is to provide some background, which will hopefully spark further professional discussion about the potential greater adoption of physical literacy as a key component in our field.
TL;DR: In this article, the authors explored the social and cultural uses of digital literacies by adolescent immigrants to cope with their new lives in the United States, focusing on three ethnic Karen brothers.
Abstract: This study explores the social and cultural uses of digital literacies by adolescent immigrants to cope with their new lives in the United States. This case study focuses on three adolescent ethnic Karen brothers. Two years of participant observations in their home and Karen community, accompanied by formal and informal interviews, served as the data. Findings report the ways in which these adolescent's digital literacy skills serve them and their family throughout the resettlement process by facilitating: (1) the maintaining and building of co-ethnic friendships, (2) connection to the broader Karen diaspora community, (3) the sustaining and promoting of ethnic solidarity, and (4) the creation and dissemination of digital productions. We argue that the Internet facilitates these youth as they cope with the economic, educational, and social demands of resettlement. This study can inform teachers and others working with immigrant communities about the literacy practices of their students.
Journal Article•
TL;DR: This paper aims to introduce and elaborate on a holistic framework that has been constructed as a guide towards the development of an educational multiplayer game that aims to further enhance computer programming education by addressing occurring problems.
Abstract: Computer science is continuously evolving during the past decades. This has also brought forth new knowledge that should be incorporated and new learning strategies must be adopted for the successful teaching of all sub-domains. For example, computer programming is a vital knowledge area within computer science with constantly changing curriculum and its teaching remains a difficult endeavour. On the other hand, students start from a very early age to interact with computers through games and other entertaining multimedia software. Therefore, they seem to be keen on environments with impressive special effects and graphical interfaces where they interact with the environment’s elements. In response, teachers are trying to connect computer programming learning with computer operations that students are familiar with, which does not include textual editors for programming lines of code with no other interaction. Educational games used in computer programming courses are considered to benefit learning, because they motivate students towards actively participating and interacting with the game’s activities. Thus, we have developed an educational multiplayer game that aims to further enhance computer programming education by addressing occurring problems. This process, however, requires proper planning during the design of educational games, and thus the availability of adequate guidelines that include all characteristics that should be incorporated in such games. This paper aims to introduce and elaborate on a holistic framework that has been constructed as a guide towards the development of this game. To this end, we study existing frameworks that have been proposed for the design of educational games and document features currently supported by educational games that teach computer programming. We conclusively propose the framework we have constructed for the design of our game. This framework can be used for the design of other computer programming-specific educational games and extended for other educational domains.
TL;DR: Study findings show that the level of eHealth literacy influences cancer information seeking and people who have a low level of EHealth literacy need more education about seeking information than do those with a higher level ofeHealth literacy.
Abstract: Cancer is a critical disease with a high mortality rate in the US. Although useful information exists on the Internet, many people experience difficulty finding information about cancer prevention because they have limited eHealth literacy. This study aimed to identify relationships between the level of eHealth literacy and cancer information seeking experience or prior experience with cancer screening tests. A total of 108 adults participated in this study through questionnaires. Data covering demographics, eHealth literacy, cancer information seeking experience, educational needs for cancer information searching, and previous cancer screening tests were obtained. Study findings show that the level of eHealth literacy influences cancer information seeking. Individuals with low eHealth literacy are likely to be less confident about finding cancer information. In addition, people who have a low level of eHealth literacy need more education about seeking information than do those with a higher level of eHealth literacy. However, there is no significant relationship between eHealth literacy and cancer screening tests. More people today are using the Internet for access to information to maintain good health. It is therefore critical to educate those with low eHealth literacy so they can better self-manage their health.
TL;DR: Teachers and institutions can take the results of this study into consideration when developing online courses and there was a negative relationship between computer aptitude and barriers of online learners at .01 level.
Abstract: This study investigated some specific barriers and needs that online students are facing when learning English through WebEx system. It compared students’ barriers and needs with their background including gender, computer ownership, and monthly allowance. It also investigated the relationship among computer aptitude, barriers and needs of online learners. The samples were 211 undergraduate students enrolled in Fundamental English course. The instrument in this study was a questionnaire. Results indicated that the levels of needs and barriers of online learners in general were moderate. There were no statistically significant differences at .05 level found in barriers and needs of online learners as classified by gender, computer ownership, and computer aptitude. As hypothesised, there was a negative relationship between computer aptitude and barriers of online learners at .01 level. Students with high computer aptitude had fewer barriers to learn online than those with low computer aptitude. In addition, there was a positive relationship between barriers and needs of online learners at .01 levels. Students with more barriers were found to have more needs to help them to learn online than those with few barriers. Teachers and institutions can take the results of this study into consideration when developing online courses.
TL;DR: Chinese elderly patients with cataract have inadequate health literacy and very limited computer skills, which place them at high risk of misunderstanding and mismanaging their ocular conditions.
Abstract: Purpose
The aim of the study was to assess levels of health literacy and computer skills in Chinese patients with cataract, and their impact on the doctor-patient relationship.
Methods
We undertook a cross-sectional study of cataract patients scheduled for cataract extraction procedures in Guangdong Province, China. Generic health literacy was assessed using 3 established screening questions. Adequate computer skills was determined if patients had used a computer and routinely used search engines on the Internet. Socio-demographic measures (e.g., age, sex, education) were obtained from a standardized interview. Participants who indicated that they could not understand what their doctors mean were considered to have had poor patient-physician communications.
Results
Of the 211 participants, 92 (43.6%) had inadequate health literacy and 204 (96.7%) inadequate computer skills. In multivariate analysis, females were more likely to have inadequate health literacy (odds ratio = 2.5, 95% confidence intervals [CI]: 1.3 to 4.7). People with inadequately health literacy were more likely to have a poor patient-physician communication (odds ratio = 3.5, 95% CIs: 1.3 to 9.0). Similar associations were found for inadequate computer skills.
Conclusion
Chinese elderly patients with cataract have inadequate health literacy and very limited computer skills, which place them at high risk of misunderstanding and mismanaging their ocular conditions. Patient education information other than online materials may improve the eye care and outcomes of these patients.
TL;DR: It is demonstrated that EMR users with high computer literacy skills were more satisfied with using the EMR than users with lowComputer literacy skills.
Abstract: The association of computer literacy, training on clinical productivity and satisfaction of a recently implemented Electronic Medical Record (EMR) system in Prince Sultan Medical Military City ((PSMMC)) was investigated. The scope of this study was to explore the association between age, occupation and computer literacy and clinical productivity and users' satisfaction of the newly implemented EMR at PSMMC as well as the association of user satisfaction with age and position. A self-administrated questionnaire was distributed to all doctors and nurses working in Alwazarat Family and Community Center (a Health center in PSMMC). A convenience sample size of 112 healthcare providers (65 Nurses and 47 physicians) completed the questionnaire. A combination of correlation, One Way ANOVA and t-tests were used to answer the research questions. Participants had high levels of self-reported literacy on computers and satisfaction of the system. Both levels were higher among physicians than among nurses. A moderate but significant (at p?
TL;DR: Results indicate that computer literacy can help form positive computer self-efficacy more effectively for males than for females, and computer anxiety can lead to more negative computer self -efficacy for females than for males.
Abstract: Although researchers have published many studies on computer literacy and anxiety related to computer self-efficacy, there are two gaps in relevant literature. First, the effects of computer literacy and computer anxiety on computer self-efficacy are considered separately, yet their interaction effect is neglected. Second, the role of individual gender characteristics in the relationships between computer literacy and anxiety on computer self-efficacy is far from clear. To address these two concerns, this study empirically investigates the interaction effect between computer literacy and computer anxiety, and the moderating role of gender. This study tests hypotheses using survey data from people who have experience using computers in Taiwan, and uses hierarchical regression to analyze the models. Results indicate that computer literacy can help form positive computer self-efficacy more effectively for males than for females, and computer anxiety can lead to more negative computer self-efficacy for females than for males. A three-way interaction also exists among computer literacy, computer anxiety, and gender. The results, research contributions, and limitations are discussed, and implications for future studies are suggested.
Posted Content•
1 Jan 2014
TL;DR: Findings revealed that employers have very high standards in choosing their prospective employees that the Higher Education Institutions must provide to their students like competencies in technical skills with relevant knowledge in research, communication skills, computer skills and leadership skills while entrepreneurial skills obtained the least.
Abstract: This study was conducted in support to the curriculum development of the Lyceum of the Philippines University (LPU) - Batangas. The findings will be used to strengthen its program offerings and ensure its relevance to the needs of the industry-partners of the university through asking their preferences of skills and values for graduates as employees. Descriptive type of research was used in the study. Findings revealed that employers have very high standards in choosing their prospective employees that the Higher Education Institutions must provide to their students like competencies in technical skills with relevant knowledge in research, communication skills, computer skills and leadership skills while entrepreneurial skills obtained the least. Work attitude and behavior of the employees are also important aspects of employment skills that should always be integrated in all curricula such as valuing commitment, loyalty, high sense of professionalism with moral integrity as well as the significance of being result-oriented, trainable and proactive individuals.
TL;DR: In this paper, the authors argue that the field of adult digital literacy acquisition has been under-researched, especially in relation to multiliteracies and multimodal literacy practices.
Abstract: In this column, the authors discuss emerging research in the field of adult digital literacy acquisition. The authors argue that the field of adult digital literacy acquisition has been under-researched, especially in relation to multiliteracies and multimodal literacy practices. Data emerging from a large scale mixed methods study of adults engaged with Learner Web, a self-access online learning system, indicate that opportunities to engage in tutor-facilitated digital literacy acquisition, among populations that have been historically left out of the digital revolution, have the potential to change lives. Additionally, the research provides insights into the shifts learners undergo as they gain experience and confidence with digital tools, which can help educators develop more robust systems for supporting vulnerable learners who are outside of the traditional educational system.
TL;DR: In this article, the impact of the internet on the academic performance of students in some selected tertiary institutions in Nigeria was investigated, the study found that majority of the respondents were computer literate and made use of the Internet, it was discovered that the students frequently access the internet from Cyber Cafe, and that they consult the internet in order to retrieve relevant academic materials, majority of students rated the internet for academic pursuit to be on the average, Ejournals and E-books were among the resources the students mostly used on the internet.
Abstract: This research work investigates the impact of the internet on the academic performance of students in some selected tertiary institutions in Nigeria. A survey research design was adopted in conducting this research. Questionnaire was the instrument employed for data collection. Frequency count and simple percentage was used to analysis the data. The study population comprises of six thousand (6000) students, drawn from the University of Benin, Benin City, Delta State University, Abraka, Western Delta University, Oghara and the Delta State polytechnic, Otefe. The study found that majority of the respondents were computer literate and that they make use of the internet, it was discovered that the students frequently access the internet from Cyber Cafe, and that they consult the internet in order to retrieve relevant academic materials, majority of the students rated the internet for academic pursuit to be on the average, Ejournals and E-books were among the resources the students mostly used on the internet. They also indicated that with the help of the internet, they are better prepared for their examinations. It was also revealed that Power outage, slow internet speed, lack of computer terminals, too many hits or information overload, Insufficient computer were some of the problems militating against effective internet access in tertiary institutions in Nigeria. Necessary recommendations were made. Keywords: internet, academic performance, internet resources, computer terminals, academic pursuit
TL;DR: In this article, the authors argue that when situated within an organizing framework, new media tools can help to promote the digital literacy, academic achievement, and civic engagement of low-income youth of color.
Abstract: As the gulfs between low-income and more affluent youth widen, researchers and practitioners continue to search for effective means of closing gaps in academic achievement, digital participation, and civic engagement This article examines how youth organizing offers a bridge across these divides We consider how one youth organizing group, The Philadelphia Student Union, integrated new media into its core functions and how the student members experience these tools Drawing on extant research, we argue that when situated within an organizing framework, new media tools can help to promote the digital literacy, academic achievement, and civic engagement of low-income youth of color, who have otherwise limited opportunities to contribute to the civic life of their communities
TL;DR: In this paper, the authors examined the use of educational technology by primary and subject teachers in a small town in the eastern part of Turkey in the spring of 2012 and found that the teachers think that they have good computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes.
Abstract: This study examined the use of educational technology by primary and subject teachers (i.e. secondary and high school teachers) in a small town in the eastern part of Turkey in the spring of 2012. The study examined the primary, secondary and high school teachers’ O personal and computer related (demographic) characteristics, O their computer self-efficacy perceptions, O their computer-using level in certain software, O their frequency of computer use for teaching, administrative and communication objectives, and O their use of educational technology preferences for preparation and teaching purposes. In this study, all primary, secondary and high school teachers in the small town were given the questionnaires to complete. 158 teachers (n=158) completed and returned them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. mean, Std. Deviation, frequency, percentage, ANOVA). The qualitative data were analysed with examining the participants’ responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results reveal that the teachers think that they have good computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes. There are also statistical differences between; O their computer self-efficacy perceptions, O frequency of computer use for certain purposes, and O computer level in certain programs in terms of different independent variables.
TL;DR: The results show that students who received OERs had significantly higher grades than those without in the PowerPoint module; however, the difference is not statistically significant in the Excel module.
Abstract: More and more educational institutions are using educational technologies and online learning materials to help students achieve satisfactory learning effects. However, not all teachers are able to prepare and design digital learning materials for students. This research attempted to empirically demonstrate the effects of applying open educational resources OERs and a cloud classroom developed by Ming Chuan University, which comprises access to related software and online learning materials, to enhance students' computer skills and also improve their scores on certification examinations. The researchers conducted an experiment that included 114 undergraduates from two class sections-the first section received OERs in a cloud classroom in addition to their traditional classroom instruction OER group, n=61, and the other learned in the traditional classroom without OERs non-OER group, n=53. The results show that students who received OERs had significantly higher grades than those without in the PowerPoint module; however, the difference is not statistically significant in the Excel module. The authors further discuss the implications and unexpected results in this paper.
TL;DR: In this article, the authors provide an overview of the connection between education, the digital environment and the labour market, emphasizing the role of digital education and how the educational process can be updated to meet the expectations of a growing and constantly changing digital environment.
Abstract: The world we live in is crossing an era of a digital revolution, which transforms everything and keeping up to these changes is important for every economy. The Internet, the globalization trend, the new ways of working and interacting are raising new challenges. This paper's aim is to provide an overview of the connection between education, the digital environment and the labour market. Our focus will be the strategy of the European Union to minimize the gap between the demand and the offer of the labour market of employees with developed digital competences. Also, we will study how important computer literacy is and how the educational process can be updated to meet the expectations of a growing and constantly changing digital environment. Using data from Eurostat, World Bank, the paper provides a fair analysis of the level of digital competences and their influence on labour market, emphasizing the role of digital education.
Journal Article•
TL;DR: The main result of this study indicated that computer skill levels did have a direct correlation with a student’s academic performance level, resulting in a set of recommendations to enhance the effectiveness of e-learning.
Abstract: This study was based on the current growing trend of implementing e-learning in high schools. Most endeavors have been inefficient, rendering an objective of determining the initial steps that could be taken to improve these efforts by assessing a student population's computer skill levels and performances in an IT course. Demographic factors were also taken into account while formulating these recommendations. Basic computer skill levels were measured through the administration of the Technical Survival Skill Test (TSST) questionnaire, developed by the University of Toronto. Academic performances were evaluated through several assignments designed by the IT course instructors. The main result of this study indicated that computer skill levels did have a direct correlation with a student’s academic performance level. The database was further parsed based on demographical factors, resulting in a set of recommendations to enhance the effectiveness of e-learning.
TL;DR: The analysis revealed a significant contribution of the ICT use, while critical thinking about its risks and some disappointment with the social needs that ICT does not address raise awareness of 'two-way streets' policies and programs to ensure e-inclusion.
Abstract: The current study examined by mixed method the effectiveness of an accessibility to Information and Communications Technology (ICT) program that provided computers, assistive technology, tutors, and internet connection to 65 youths with severe disabilities (aged 13.22 ± 3.4 years) in their homes. The quantitative evaluation included assessment of computer task performance, computer skills, and participation in social ICT leisure activities before and after the program. Findings revealed low baseline and significant progress on most outcome measures 6 months after the program, mostly among those youths who had tutors. Additional in-depth interviews were conducted 1 year later with 10 participants to explore their ICT use and its impact on their social participation. The analysis revealed a significant contribution of the ICT use, while critical thinking about its risks and some disappointment with the social needs that ICT does not address. Our findings raise awareness of 'two-way streets' policies and programs to ensure e-inclusion.
TL;DR: Pre-service English teachers’ perceptions of web-based assessment within the methods and approaches course they took in an English teacher training program at a large state university in Ankara were examined to explore individual differences by gender and the time spent using the Internet, as well as the relationship between their GPAs and perceptions.
Journal Article•
TL;DR: In this article, a survey of one hundred students from first degree and higher degree program at an academic institution, about their attitude and perception regarding the use of mobile technology in education is presented.
Abstract: The rapid growth of information and communication technologies and rising computer knowledge of the students have led to the usage of many innovative technologies in teaching and learning like e-learning, m-learning etc Though m-learning is used in other developed countries like UK, USA etc. as an effective educational tool, it is not yet being used in India The main aim of this study is to better understand and measure students' attitudes and perceptions towards the effectiveness of mobile learning. This paper reports on the results of a survey of one hundred students from first degree and higher degree programme at an academic institution, about their attitude and perception regarding the use of mobile technology in education. An analysis of the quantitative survey findings is presented focusing on the prospects for mobile-learning (m-learning) practices in university learning and teaching environments. The paper also highlights the crux of research studies undertaken in the area of m-Learning across domains. It finally presents a perspective to use mobile technologies optimally to improve the educational practices in Indian context.