Abstract: This study examines how older adults learn to use tablet computers. Learning to use new technologies can help older adults to be included in today's digital society. However, learning to use new technologies is not always easy, especially for older adults. This study focuses on how older adults learn to use a specific technology, tablet computers, and the role that social support plays in this process. Data for this project are from 21 in-depth interviews with individuals who own tablet computers. We examine how older adults engage with tablet devices and increase their digital literacy. The findings suggest that, for older adults to start to use tablets, social support plays an important role. In addition, a key way that many participants report gaining expertise with the technology is through "playing around" with the tablets. Suggestions for how to help older adults learn to use new technologies are detailed.

Abstract: This study investigated factors influencing college students’ self-directed learning with technology. A questionnaire was employed to obtain data from 153 college students on their self-directed learning readiness, the use of Web 2.0 tools for learning, online communication self-efficacy, and computer self-efficacy to predict their self-directed learning with technology. The data were analysed using sequential multiple regression and mediation analyses. The results showed that the predictor variables explained 19% of the variation in self-directed learning with technology. Self-directed learning readiness and the use of Web 2.0 tools for learning were found to be significant predictors of students’ self-directed learning with technology. Moreover, the results indicate that the use of Web 2.0 tools for learning significantly mediated the influence of students’ online communication self-efficacy and computer self-efficacy on their self-directed learning with technology. This study suggests that students be provided with scaffolding or assistance, not only for self-directed learning skills and the use of Web 2.0 tools for learning, but also for computer use and online communication in order to enhance their self-directed learning with technology.

Abstract: Educators have a variety of beliefs and attitudes about the best ways to support students' critical thinking, creativity, communication and collaboration skills by connecting the classroom to contemporary society, mass media and popular culture. Teachers who advance digital and media literacy may have a complex set of attitudes and habits of mind that influence their motivations to use digital media for learning. We conducted a survey research with a sample of 2820 Turkish educators to examine teachers' motivations for digital learning, using a 48-item Likert scale instrument that assesses teachers' perception of the value and relevance of six conceptual themes, namely: attitudes toward technology tools, genres and formats; message content and quality; community connectedness; texts and audiences; media systems; and learner-centered focus. Digital learning motivation profiles reveal distinctive identity positions of social science, language arts and information and communication technology (ICT) teachers in Turkey. The most common profiles include the identity positions of 'Techie,' 'Demystifier' and 'Tastemaker.' Statistically significant associations were found between teachers' subject-area specialization and their digital learning motivation profiles. Professional development programs should assess teachers' digital learning motivation profiles and build learning experiences that expand upon the strengths of teachers' beliefs and the conceptual themes of most importance to them. A video abstract of this article can be viewed at [ABSTRACT FROM AUTHOR]

Abstract: The Internet is a useful and accessible source for health-related information for modern healthcare consumers. Individuals with adequate eHealth literacy have an incentive to use the Internet to access health-related information, and they consider themselves capable of using Web-based knowledge for health. This cross-sectional study aimed to describe the relationship between eHealth literacy and health behaviors. A total of 230 adults aged 18 to 39 years and residing in South Korea participated in the study. The mean (SD) score for eHealth literacy was 25.52 (4.35) of a total possible score of 40. The main source of health information was the Internet. Using hierarchical linear regression, the results showed that eHealth literacy was the strongest predictor of health behaviors after adjusting for general characteristics. These findings indicate that eHealth literacy can be an important factor in promoting individual health behaviors. Further research on eHealth literacy and actual health behaviors including intention and self-reported health behaviors are required to explain the impact of eHealth literacy on overall health status.

Abstract: Computer programming is a highly in-demand skill, but most learn-to-code initiatives and research target some of the youngest members of society: children and college students. We present the first known study of older adults learning computer programming. Using an online survey with 504 respondents aged 60 to 85 who are from 52 different countries, we discovered that older adults were motivated to learn to keep their brains challenged as they aged, to make up for missed opportunities during youth, to connect with younger family members, and to improve job prospects. They reported frustrations including a perceived decline in cognitive abilities, lack of opportunities to interact with tutors and peers, and trouble dealing with constantly-changing software technologies. Based on these findings, we propose a learner-centered design of techniques and tools for motivating older adults to learn programming and discuss broader societal implications of a future where more older adults have access to computer programming -- not merely computer literacy -- as a skill set.

Abstract: The latest evaluation indicators of digital literacy are applied to college students to evaluate their level of digital literacy. Evaluation areas applied in this study are roughly classified into ...

Abstract: While there is growing recognition of the need to support young learners as they develop computational thinking (CT) skills, this paper advocates for an increased focus on computational identity (CI) and digital empowerment (DE) in particular, as we posit that these CT skills will help young learners become self-motivated, innovative creators. When nurturing identity and empowerment, it is a persistent challenge to provide youth with real-world experiences and suitable development tools. This paper advances two key approaches to address these issues: 1) A critical computational literacy approach to engage youth in developing personally meaningful applications that have impact in the real world; 2) the use of a tool, like MIT App Inventor, that lowers barriers to creating useful, impactful technology. Using two case-based studies, we show how these two approaches have supported youth in developing applications that respond to meaningful challenges in their communities and helped them to establish their computational identities and digital empowerment.

Abstract: Purpose The purpose of this study was to explore the essential digital competencies for developing and managing digital libraries. The study identified useful training programs for university librarians to acquire digital competencies. It examined their digital competencies for developing and managing digital libraries in universities of Pakistan. This study also evaluates their digital knowledge in applying security measures to protect digital contents. Design/methodology/approach The quantitative research method was used to conduct this study. Research questions and hypothesis were developed to achieve the objectives. In-depth review of related literature was conducted to draft a list of essential digital competencies for developing and managing digital libraries. It was circulated among the panel of experts to get their valuable feedback to make a final list of digital competencies for developing and managing digital libraries. A questionnaire was developed to measure the status of digital competencies of university librarians in Pakistan. It was pre-tested on 20 respondents before applying to the whole population. SPSS software was used to analyze data. Descriptive and inferential statistics were applied to achieve results. Findings The findings of the study showed that digital competencies for developing and managing digital libraries fall into three main categories: digital competencies for developing digital libraries; digital competencies for managing digital libraries; and digital competencies to protect digital contents. The results revealed that training programs offered by Higher Education Commission (HEC), library associations, library schools, in-house trainings, use of online tutorials and trainings offered by skilled professionals are highly important and useful for university librarians to acquire digital competencies. The study concluded that the university librarians working in HEC recognized universities in Punjab province possess basic level of digital competencies for developing and managing digital libraries. Their digital competencies vary on the basis of their university type, i.e. public and private sector. Research limitations/implications This study measures digital competencies of university librarians in Pakistan. The study has practical implications for librarians, library schools, library associations, university libraries and HEC. Practical implications This study has practical implications for librarians, information professionals, libraries and library schools. The results are useful for librarians to get knowledge of digital competencies which are essential for developing and managing digital libraries and protecting digital contents. They can develop their digital competencies in identified areas. This study has identified useful training programs for university librarians for acquiring digital competencies. The university librarians should use these programs to gain needed digital skills. Social implications Librarians can get knowledge of digital competencies for developing and managing digital libraries to face the challenges of digital age. Originality/value In contrast to previous research work on investigating computer skills, information and communication technology skills, technological skills and general digital skills, this study particularly identifies the essential digital competencies for developing and managing digital libraries. It helps library and information science schools, library associations, training groups and university libraries to offer adequate training opportunities in identified areas to meet the challenges of the digital age.

Abstract: The aim of the study is to identify the digital literacy levels of prospective teachers in terms of several variables. The study used quantitative model. The study group of research was constituted while 354 prospective teachers studying in different departments of Sakarya University College of Education. In order to gather the data of the research, 30 items of “Digital Literacy Scale” was developed and used by the researchers. The developed scale was composed of 5 different factors under the name of information literacy, visual literacy, software literacy, technology literacy and computer literacy. With regard to the research result, in terms of gender variable digital literacy levels of male prospective teachers and in terms of department variable digital literacy levels of computer education and instructional technology teaching department were found high. Besides, the digital literacy levels of prospective teachers having continuous internet connection or a computer that they can continuously use were found high. In addition to that, it was analyzed in the research that prospective teachers’ personal income levels had no effect on the digital literacy levels of prospective teachers. In the analysis of data gathered, Exploratory Factor Analysis, Cronbach Alpha, t-test and Anova analysis were used.

Abstract: The relevance of this research is due to the problem of modern society informatization, the need to form a single information space, the emergence of new competencies, which the modern teacher should master, increase in requirements for the qualifications and professional activity of the teacher; the need to set a strategic goal of transforming the country into a world intellectual State with the predominant development of discarnate intellectual and knowledge-based material industries. The purpose of this research is to identify the specificity of formation of future university school teachers’ ICT competence. Research methods. The leading method to investigate this problem is the pedagogical experiment (ascertaining, forming and control), and the method of statistical processing of quantitative results of research. 146 future university school teachers took part in the experiment. During the process of formation of ICT competence of future university school teachers, the phenomena of society informatization, the need to improve the information culture, and computer literacy were taken into account. Educational quest-technologies, tasks, exercises which form a unified system for the formation of ICT competence of future university school teachers were developed. Specificity of the author’s method of formation of ICT competence of future university school teachers is that this process is based on the simultaneous formation of media literacy and informational culture. Relevance of the research. The research proved the effectiveness of the proposed methodology for the formation of ICT competence of future university school teachers, the results of implementation of which mainly identified a sufficient level of the ICT competence formation of future university school teachers. The materials of the article can be useful for university school teachers, parents, teachers of higher education institutions while using this method of formation of ICT competence.

Abstract: In today's global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies influence pedagogy? How are student knowledge, attitudes, and behaviors changed? What are the best ways to assess students' digital and media literacy? These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate. Experimental and pilot programs in the digital and media literacy fields are yielding insights, but gaps in understanding and lack of support for research and development continue to impede growth in these areas. Learning environments no longer depend on seat time in factory-like school settings. Learning happens anywhere, anytime, and productivity in the workplace depends on digital and media literacy. To create the human capital necessary for success and sustainability in a technology-driven world, we must invest in the literacy practices of our youth. In this article, we make recommendations for research and policy priorities.

Abstract: Previous research on digital storytelling (DST) has focused chiefly on children and youth, but we know little about how it is used in non-formal adult education. This article analyzes a DST class in rural Ireland, which was organized by a family literacy program and offered for parents at an elementary school. Data sources included fieldnotes, interviews, and digital stories by the parents who finished the class (n = 3). Janks's interdependence model of critical literacy is used to analyze how the class incorporated power, access, diversity, and design. The class did not engage in ideology critique or analyze the origins or consequences of dominant technologies, languages, and literacies (i.e., investigate power as domination). However, the class did provide access to technology knowledge and skills; affirm parents’ diverse knowledge, languages, life experiences, and identities; and equip participants to design and disseminate their digital stories. The study highlights possibilities for using mul...

Abstract: The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. (PsycINFO Database Record

Abstract: Purpose Smart cities can be understood as an inclusive space for each and everyone to achieve their best options, within the framework of sustainable development, where institutions boost information and technology environments that help achieve the highest individual and social well-being with the aim of improving the lives of citizens. The youth group (between 15 and 24 years) was severely affected by the crisis. In this paper, youth employability, in relation to the new challenges of smart cities, is analyzed in the EU with the aim of assessing the influence of information and communication technologies (ICTs) skills on youth employability. Design/methodology/approach By means of a mean analysis and structural equation modeling, the differences between the Eurozone and the other countries in the EU is analyzed, as well as the importance of information technologies and the computer skills for increasing youth employability. Findings The results indicate that awareness of the importance of IT skills is greater in the Eurozone and that computer skills are highly significant to explain the employability of young people. Practical implications The achieved conclusions point out to the training on computers skills as a key factor for boosting youth employment. Social implications This work could provide some tools to help policymakers design instruments for increasing youth employment, as well as to provide training mechanisms to obtain the skilled workforce needed for the enterprises that emerged in the environment of smart cities. Originality/value The main original value of this work is to relate computers skills and the employment rates for youth in the framework of the European Union.

Abstract: Tamagawa University milliner@lit.tamagawa.ac.jp Study abroad programs provide an excellent opportunity for students to accelerate their language learning and acquire cultural capital (Byram & Feng, 2006). Research into returnees from a variety of study abroad programs, however, has revealed that this is not always the case (e.g., Kinginger, 2011; Sato & Hodge, 2015; Yoshimitsu, 2009). To promote a more positive academic and culturally-inclusive study abroad experience, one recommendation is for language teachers to focus on students’ digital literacy (Kinginger, 2011). Given the reported poor levels of digital literacy among Japanese freshman students (see Lockley 2011; Murray & Blyth, 2011), the researchers in this current study were attempting to determine if this wider trend also applied to students at their private university in Tokyo. The authors surveyed first-year College of Tourism and Hospitality (cth) students preparing for a year-long study abroad program. This paper will report on student responses to two sections of a computer literacy questionnaire created by Son, Robb and Charismadjiri (2011). The first section considers students responses to the digital self-assessment items, and in the second section, student results in a 10-item digital skills knowledge test will be reported on.

Abstract: The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate students’ integrated information and communication technology (ICT) literacy capacity that involves 12 items generated from the modified version of the Australasian Survey of Student Engagement (AUSSE) questionnaire (Coates, 2010); second, to illustrate the construct validity and internal consistency of the model as implemented in a sample of undergraduate students (n = 536) enrolled in two colleges within a large Ethiopian university; and third, to further demonstrate the criterion validity of the model by examining predictive validity of the identified ICT literacy factors on student learning outcomes. A multi-method approach is used, which comprises correlation analysis, multiple regression analysis and structural equation modelling (SEM) techniques. The main finding is the support found for the 4-factor model consisting of ICT use, cognitive process, reading task and writing task. Results of the multi-method approach provide specific guidelines to higher education (HE) institutions using this approach to evaluate ICT literacy capacity and the resultant learning outcomes among their undergraduate students. The paper provides a conceptual model and supporting tools that can be used by other HE institutions to assist in the evaluation of students’ ICT literacy capacities.

Abstract: One major threat to validity in high-stakes testing is construct-irrelevant variance. In this study we explored whether the transition from a paper-and-pencil to a computer-based test mode in a hig...

Abstract: The purpose of this paper is to examine the effect of computer skills on the successful integration of Information and Communication Technologies (ICTs) in Moroccan higher education institutions. Actually, the survival of these institutions in the expansion of modern technologies depends on their readiness to qualify professors and students to implement ICTs for educational objectives. Because of the significant role that computer technologies play in today’s job markets, higher education institutions are required to provide the most appropriate learning and teaching conditions for both professors and students to make effective use of these new technologies within classroom practices. The findings revealed that teachers consider ICTs very essential in their teaching. However, there are low levels of computer technology integration in teaching processes. This lack of computer technology use in instruction is attributed to several factors. One of these various factors is teachers’ computer skills. It has been found that there are statistically significant differences between professors’ use of ICT with respect to their computer skills, F (4,158) = 32.776, p<0.05.

Abstract: Information and communication technology (ICT) has become part of everyday life for the many people in business, entertainment, education and many other areas of human activity. Students in primary school are just beginning to learn and accept new ideas, show a maturing creativity, develop critical thinking and decision making skills. ICT enriches all these processes. In education, the successful integration of ICT into learning and teaching depends on teachers’ attitudes and their ability to use communication technologies, not just competently, but with skill and imagination. Experience is required with the medium, however, but ICT use in education has been largely ignored in Saudi Arabia. The study described here investigated the factors influencing the adoption of ICT as a teaching tool by teachers at Saudi Arabian primary schools. Analysis of the data showed computer literacy and confidence with technology registered a significant positive effect on the study, participants’ effort expectancy, which in turn positively influenced their behavioural intention to adopt ICT. On the other hand, Saudi culture, social conditions, system quality, and other obstacles discourage the uptake of ICT by primary school teachers. The findings of this study will assist the Saudi government to enhance the positive factors and eliminate or reduce the negative factors to ensure successful adoption of ICT in primary education by teachers.

Abstract: The study is aimed at investigating 1) the level of computer self-efficacy among public senior high school (SHS) teachers in Ghana and 2) the functionality of teachers’ age, gender, and computer experiences on their computer self-efficacy. Four hundred and Seven (407) SHS teachers were used for the study. The “Computer SelfEfficacy” (CSE) scale, developed by Teo and Koh (2010) was adapted and used for data collection. Descriptive statistics, t tests and univariate analyses were employed to analyse the data. The results showed that generally, SHS teachers neither disagree nor agree that they are computer self-efficacious; specifically they agree that they are self-efficacious in basic computer skills but not certain about their self-efficacy in web based skills and not self-efficacious in media related computer skills. Moreover, the results revealed that teachers’ age, gender, and computer experiences have similar and dissimilar influences on their computer self-efficacy related to different computer application software. Furthermore, according to the results, teachers’ gender and their computer experience have interaction effect on their computer self-efficacy whilst 1) teachers’ gender and age and 2) teachers’ age and computer experience have no statistically significant interaction effect on their computer selfefficacy. The study provides new and vital information for educational practitioners in Ghana. The findings suggest that xpecting teachers in developing country such as Ghana to teach with technology still remains as a very challenging issue which requires important attention. In addition, the study provides new insights into explanation for contradictory research findings of the effect of (SHS) teachers’ age, gender, and computer experience on their computer self-efficacy in the literature.

Abstract: The adoption of Information and Communication Technologies (ICT) in organizations favors business competitiveness. This article presents teleworking as a hiring mechanism through the use of ICT and the need to define the competencies related to a teleworker’s activities. The research was carried out with 114 entrepreneurs of the footwear sector in Bucaramanga, Colombia to ascertain their perceptions on the adoption of this work modality. The results reflect that hiring teleworkers will require establishing trust and developing skills that go beyond their computer knowledge. Entrepreneurs present evidence that teleworkers must be responsible, creative, innovative, compliant with their duty, and develop the competencies related to communication, time management, and literacy to improve business competitiveness.

Abstract: Many postsecondary institutions, and community colleges in particular, require that students demonstrate specified levels of literacy and numeracy before taking collegelevel courses. Typically, students have been assessed using two widely available tests — ACCUPLACER and Compass. However, placement testing practice is beginning to change for three reasons. First, the Compass test will no longer be offered as of the end of 2016. Second, questions have been raised about the validity of commonly used placement tests. Third, there are emerging discussions about the need to consider other aspects of students’ readiness to succeed in college, especially so-called noncognitive skills. In this paper, we discuss the history of college placement testing, with a focus on nonselective colleges. We describe the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement. The use of multiple measures is suggested as an approach that will result in more accurate placement. A typology of approaches to assessment and placement is described, including the identification of individual measures (e.g., alternative math and English tests, noncognitive assessments, and high school transcript information), ways to use them in combination (e.g., waivers, decision rules, and placement formulae), and how colleges might use assessment results in more varied ways (e.g., for placement into different course types or services). Finally, we include a discussion of emerging issues affecting assessment and placement practices.

Abstract: Today, Information and communication technology has become a way of life in which children are drawn. Today's children are beginning to use digital tools at a very young age, so that the school should respond to the needs of students. Also today it is impossible for any profession performs without the help of information technology. The computer and the Internet gives us endless possibilities and resources in improving the quality of work.Even in education, computer skills and additional equipment are needed, because they create great opportunities for teachers and inspire curiosity, imagination and interest of students.Teachers should not oppose change, but they should use new technology for better quality teaching and make it more interesting. The use of technology will positively improve results faculty and students.Teachers must carefully plan the use and integration of technology in teaching. How to integrate technology into teaching mainly depends on how many computers has at its disposal. Keywords : technology in education, computer in teaching, use of technology, integration technology.

Abstract: Although young people are increasingly turning to the Internet for health-related information, very little is known about the state of their digital health literacy skills. At the beginning of an a...

Abstract: Introduction. This paper reports the first stage of an ongoing information behaviour research project undertaken with a rural Indigenous community in South Australia. Method. Twenty-one Ngarrindjeri volunteers participated in the field study. Permission was granted and extensive community consultations were conducted. Analysis. Questionnaires and interview transcriptions were analysed using the open coding method. Results. Ngarrindjeri people’s everyday information needs included the gathering of information on weather, jobs, entertainment, culture, education, and health services. The Internet (37.6%) was the most frequently used source of information where participants obtained information from social media, specialised Websites and search engines. However, non-Internet resources accounted for 62.4% of overall information sources and these included local sources such as families and relatives, Elders, and local TV channels. Ngarrindjeri participants were distressed by a lack of computer literacy, costs of maintaining a network, and inadequate facilities in the rural area. Despite this, their attitudes towards the Internet were still positive: they recognised the value of technologies and would like to distribute their culture online, with caution and in an appropriate manner. Conclusion. The study provides insights into indigenous Australians’ information behaviour and Internet use in their daily lives. Future research directions are also discussed.