Abstract: Digital skills can be a valuable resource in work life, especially in such times as the current COVID-19 pandemic, during which working from home has become new reality. Although increasing numbers of older employees (aged 50 years and above) are using digital technologies to work remotely, many of these older adults still have generally lower digital skills. Whether the pandemic will be a push factor for the acquisition of computer skills in late working life remains unclear. This study investigated the explanatory factors of the computer skills gained by older workers who were working from home during the COVID-19 pandemic, using representative data for 28 countries from the Survey of Health, Aging and Retirement in Europe (SHARE). The analysis of the survey responses of 11,042 employed persons aged 50 years and older revealed that, 13% worked only at home due to the pandemic, while 15% said they worked at home and in their usual workplace. The descriptives indicate that full-time homeworking is more of an option among those with tertiary education and who already have some computer skills. Of the older employees who worked only at home, 36% reported an improvement in their computer skills, whereas of the older workers who worked at home and at their usual workplaces, only 29% reported such an improvement. Our results based on logistic regressions suggest that significantly more women, younger employees, respondents with tertiary educational qualifications, and those whose work was not affected by unemployment or even business closure acquired new computer skills, regardless of whether they were working permanently or only partly from home. The study underlines the importance of investigating the possible digital skills gained from the home office situation resulting from the pandemic.

Abstract: Background: The digital world is rapidly changing, and so do the required digital skills. As physical devices and software are adapted to meet new possibilities and demands, individuals’ skills must adapt to technological advancement. Digital literacy is increasingly used in the public discourse, becoming a core requirement of students, academics, patients and healthcare professionals. Assessing nursing students’ digital literacy at the entry-level is vital to ascertain their abilities to use digital technologies. This study aimed to assess basic digital literacy among first-year nursing students at a selected university in South Africa.Methods: This cross-sectional study was conducted from 1st March 2019 to 31st May 2019 at a university in South Africa. The population consisted of 82 nursing students from the first-year students in the 4-year nursing programme. The convenience sampling technique was used to determine the participants of this study, and 76 respondents completed a structured questionnaire. Data were analysed descriptively using the Statistical Package for Social Sciences (SPSS®) software (version 25) from the International Business Machines Corporation (IBM®). A reliability test of the instrument was conducted, and Cronbach Alpha was 0.85.Results: The students’ digital literacy included: (i) basic computer skills — performing basic computer operations, MS Word and PowerPoint; (ii) internet skills — using e-mail, Moodle®, social media platforms, accessibility to the internet; and internet searches (iii) digital device usage — desktop, laptops, tablets and smartphones. Overall, the mean for internet skills was 3.61 (SD = ±0.62), 3.11 (SD = ±0.85) for computer skills, and 3.00 (SD = ±0.47) for digital device usage. Computer skills was positively correlated with internet skills (r = 0.278, p = .012) and computer skills corrected with digital device usage (r = 0.384, p < .001). The overall score for internet skills was higher in the female group than in males, with the mean of 4.00 (SD = ±0.62) and 3.61 (SD = ±0.54), respectively (t74 = -0.405, p = .019). Furthermore, the overall score for digital device usage was higher in the age group of 20 years and above with a mean of 3.19 (SD = ±0.38) than in the age group under 20 with a mean of 2.90 (SD = ±0.48), and those differences were statistically significant (t74 = -2.420, p = .018).Conclusions: An adequate digital literacy at the entry-level of the nursing programme is a foundation and a critical factor to academic success and future use of technology in nursing education and practice. Having adequate digital literacy among nursing students would positively impact their ability to perform electronic documentation, communicate and collaborate, and search for information to support evidence-based practice.

Abstract: This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs.

Abstract: Creation of digital space in healthcare requires linking technical changes with raising trust in information and communication technologies (ICT) and development of appropriate skills of medical workers. Digital skills are considered as an important element of the general qualification of a medical professional. The paper examines to what extent doctors and nurses use ICT in their work, whether they have sufficient competencies and what are the scope and types of training in this field of knowledge. The sources of empirical materials are databases from two surveys conducted by Rosstat in 2020, namely, Comprehensive observation of the living conditions of the population and the second round of the Statistical Observation on the participation of the population in continuing education. It turned out that most doctors used computer and other digital equipment, but a significant part of nurses (47%) did not use them. In comparison with other specialists, doctors and nurses have a very limited remote format of work that is caused by both the field specifics and lack of opportunities. About 30% of doctors and nurses did not have enough digital competencies that reduced their job satisfaction. With basic computer literacy and the Internet skills, the lack of knowledge and skills concerned the field of medical information systems and specific digital tools. Medical professionals made up for the lack of skills mainly through self-education, rather than by specialized training. For successful implementation of a large-scale state program of digitalization in healthcare, it is necessary to create a flexible system of professional development in the field of ICT, included in the general system of continuing medical education.

Abstract: The digital revolution has had a significant impact on daily life, as shown by the widespread use of devices and the seamless incorporation of technology into everyday activities. The purpose of this research paper is to find out the weak points of students in the awareness and usage of essential software applications as the fundamental inputs to the Program Enhancement for Senior High School (SHS) Technical-Vocational-Livelihood – Information Communication and Technology (TVL-ICT) students at Lopez National Comprehensive High School. The study utilized descriptive method of research conducted at Lopez, Quezon. A purposive sampling method was used in selecting the sample size constituting 36 student-respondents in different age and year levels. The study used Google forms and the survey was conducted via the internet due to the pandemic. The findings of the study showed that the Grade 11 and 12 students are aware of ICT fundamentals and different computer software applications. It was further revealed that there was significant difference in the computer software application awareness between grade 11 and grade 12 students. In order to improve students’ knowledge and literacy in database applications, webpage design, and basic computer programming, an enhancement program may be applied to the specialization or integrated into other ICT subjects.

Abstract: People are living in an age of artificial intelligence. Artificially intelligent technology, such as virtual reality technology, is creating new horizons in every field. In this article, people are learning about the cultivation of Internet literacy among college in ideological and also in the political teaching under the application of virtual reality technology. Internet literacy is defined as the ability to search and utilise information from the Internet. It includes the person's ability to communicate with people, the ability to protect their own privacy, and stay away from harmful and malicious content on the Internet. The basic computer skills, along with the ability to assess social media and search engines, the knowledge to handle Microsoft Office tools, send and receive emails, search for answers online, ask questions in forums, enrol in educational courses, etc., form the basis of Internet literacy. Ideological and political education is vital educational courses that need to be upgraded with the latest technological growth. The main idea of this proposed system is to cultivate Internet literacy among ideological and political education students by using VI technology. The model is found to deliver great results under the application of virtual reality technology. The proposed model implements a Back-Propagation Network Algorithm for the cultivation of Internet literacy among college students.

Abstract: Thanks to the advances made in the field of artificial intelligence, which is a key technology of the 4th Industrial Revolution, society is changing into one that is driven by intelligent information. In an intelligent information society, talent with digital literacy and AI literacy capabilities is needed to utilize artificial intelligence technology. Digital literacy refers to the ability to solve problems using digital technology. In this type of society, AI literacy supported by the right ethical consciousness should be cultivated in applying and utilizing AI technology. Talent with digital literacy and AI literacy capabilities is required regardless of computer-related majors, and education regarding this sort of content is required in all academic fields. Currently, at domestic SW-centered universities, non-computer major students are also being provided with essential basic education to cultivate digital literacy and AI literacy. In this paper, digital literacy and AI literacy capabilities were proposed through related research analysis and analysis of the current status of basic domestic liberal arts courses conducted for non-computer majors. In addition, through the analysis of the current curriculum, the basic curriculum that should be aimed at in the future for non-computer majors was discussed. The results of this study show that basic data for designing a curriculum for AI literacy education for non-computer majors is necessary.

Abstract: Many government-sponsored policies and programs have been implemented in recent years to reduce digital inequality, but research on the effectiveness of such programs is severely lacking. We examine the short-term effects of participation in Lehava, the largest such program in Israel. Participants in our study completed a survey before and after taking introductory computer and internet classes. The findings demonstrate that motivations for participating in the program (measured before taking the course), as well as knowledge gains (i.e., differences between levels of familiarity with concepts before and after taking the course), were predicted almost exclusively by participants’ perceptions of technology and the internet, and not by socio-demographic or other variables. We conclude by discussing the significance of perceptions over and above socio-demographic considerations for bridging digital inequality gaps.

Abstract: Abstract: Purpose: to improve information technology literacy of employees in Ilir Barat Dua Subdistrict, Palembang City, especially regarding the use of software applications supporting office administration especially word processing, data processing, and presentation applications in order to improve employee performance. Method: The training was carried out face-to-face, in the form of demonstrations on how to use the menus in each application, questions/answers, and practice using application programs. The target of this activity was the village apparatus in the Ilir Barat Dua District, Palembang City, as many as 36 people. The training was carried out in the Computer Laboratory managed by the Quantitative and Qualitative Laboratory of the Faculty of Economics, Sriwijaya University. Results: After participating in this training, participants realized that this training contributed to improving their skills in using computer applications. Limitations: this activity only covers the use of office administration applications. Other materials should also be given, such as how to find data on the Internet Contribution: after participating in this training, the skills of employees have increased in using of computer applications to support office administration, so that they can contribute to improving employee performance. Keywords: 1. Information technology literacy 2. training 3. employee performance

Abstract: Abstract Introduction: in resource-limited settings incorporating the Telemedicine system into the healthcare system enhances exchanging valid health information for practicing evidence-based medicine for the diagnosis, treatment, and prevention of diseases. The successful implementation of a telemedicine system in health care inquires a study of numerous technical, organizational, infrastructure, and human elements. Objective: This study aimed to assess health professionals' readiness and its associated factors to implement a Telemedicine system at private hospitals in Amhara Region, Ethiopia 2021. Method: An institution-based cross-sectional study was conducted among 423 health professionals from March 3 to April 7 2021 at private hospitals in Amhara Region. A self-administered questionnaire was employed to collect the data. The data were analyzed by SPSS version 20 software. Descriptive statistics,bi-variable and multi-variable logistic regression analyses were performed. An adjusted odds ratio (AOR) with 95% CI was used to determine the s association between the independent and the outcome variable. Result: About Two-third (268;65.4%) of health professionals were ready to Telemedicine system.Knowledge (AOR=2.5;95% CI: [1.4, 4.6]), Attitude (AOR=3.2;95% CI: [(1.6,6.2]), computer literacy (AOR=2.2; 95% CI: [1.3, 3.9]), computer training (AOR=2.1;95% CI: [1.1, 4.1]), Computer skill (AOR=1.9;95% CI:[1.1, 3.4]),computer access at office (AOR = 2.1;95% CI: [1.1,3.7],Internet access at office (AOR=2.8;95%CI: [1.6,5.1]),Own personal computer(AOR=3.0;95% CI: [1.5,5.9])and work experience(AOR=3.1;95%CI: [1.4,6.7]) were significantly associated withTelemedicine readiness . Conclusion and Recommendation : In general the overall readiness of health professionals for the Telemedicine system is moderate. Inclusive packages of capacity building are fundamental to increasing the level of, knowledge, attitude, and training among health professionals.

Abstract: The study was conducted to determine how much computer anxiety, computer attitude, and computer self-access acy affect the digital literacy of the industrial food umkm of boalemo district. The study USES a quantitative method. The methods of data collection used in the study are carried out through field observation, disseminating questionnaires, interviews, documentation and literature studies. As for the population in this study are all the perpetrators of the food industry in the boalemo district with sample withdrawal using sampling cluster methods in tilamuta district. The data analysis technique used in the study is a linear, linear regression analysis technique with the help of version 24 SPSS software. The study suggests that (1) computer anxiety, computer attitude and computer self acy both simultaneously affect the digital literacy of umkm perpetrators, (2) computer anxiety can also have a partial negative and significant impact on the digital literacy of umkm perpetrators, And (4) computer self literacy has a partial positive and significant impact on the digital literacy of umkm perpetrators.

Abstract: The application of e-government for agencies from the basic level, sub-district, aims to create single-united data to be accessed from sub-district to district and even national. Then, human resources capability in Information and Communication Technology (ICT) literacy is also essential to maximize the application of e-government. However, the implementation of egovernment in Purbalingga has not been carried out optimally due to the lack of use of computers and the Internet by village officials. The research aims to measure the level of ICT literacy of village officials and the correlation between computer literacy and Internet literacy. The research is a quantitative study using a survey method with the People Capability Maturity Model (P-CMM) concept. Around 108 village officials in Purbalingga are involved in the research. The results show that ICT literacy is still at level 2. It implies that the village officials use computers and the Internet many times with the same usage pattern to assist their jobs. In addition, the correlation between computer literacy and Internet literacy is positive and strong. It means that if computer literacy increases, Internet literacy will also increase. Therefore, it is concluded that village officials in Purbalingga are accustomed to doing daily activities using computers and the Internet with the same usage pattern.

Abstract: Abstract Computer literacy courses provide opportunities for students to develop skills that are essential for lifelong learning. Many educational institutions in developing countries offer compulsory Information and Communication Technology (ICT) courses to help their first-year students develop these skills. Due to factors such as lockdowns imposed as a result of the COVID-19 pandemic, some first-year students may not be able to attend these courses in person. This chapter investigates the suitability of an online environment for teaching a Computer Literacy course to first year students with varied demographics. It takes as a case study the delivery of the Computer Literacy course on the University of Namibia (UNAM) Moodle Learning Management System (LMS) over one semester. The course caters to a diverse student population, some of whom come from marginalized backgrounds and have never used a computer before. Using a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study used a survey to determine the satisfaction of students and lecturers involved with the course. We also conducted semi-structured interviews to get an in-depth understanding of the actual use and level of satisfaction with Moodle. Results indicate that most students do not have access to ICT devices or the software required for the course. Although all students completed the course without any dropouts, the study also found that the students consistently accessed only two features supported by Moodle. The study recommends that all first-time users take an informal Introduction to Online Learning course before starting the Computer Literacy course. It also recommends that the current course be adapted to fit the context of use and to enhance online teaching of Computer Literacy to first-time computer users at UNAM.

Abstract: Globally, computer technology is changing the way educators teach and students learn. Faculty must be computer literate, competent to use available technologies and to become innovative and receptive to change. This study aimed to know the levels of computer anxiety and self-efficacy, use of computer applications in instructions and levels of computer anxiety explained by computer self-efficacy, computer usage and selected characteristics. Findings show the total composite anxiety score of 29.36 which is interpreted as Low Technophobia, Generally, Relax or Comfortable. Among the identified schools, self –efficacy of 96.61 was obtained which was interpreted as very confident. When the variables were grouped, a negative correlation (r =-.392) for computer self-efficacy and computer applications (r= -.22) were noted with the composite computer anxiety scores. These two variables had inverse linear relationships with computer anxiety but had a positive linear relationship with each other. The results revealed that groups’ having less self-efficacy have less enthusiasm to perform activities compared to groups having higher self-efficacy. Other findings shown that there are number of teachers whose responses are “not available” and only few hands are utilizing the benefit of using computer applications in their profession. It is recommended that schools should be more open to teachers in using computers and to provide comprehensive training to enhance their literacy and skills in computer application. For this effort, educators could use higher technology and the possibility to develop new instructional methods and materials in their teaching.

Abstract: As we built and deployed a digital storytelling system to teach digital literacy skills to rural Appalachians, we discovered key opportunities and challenges to promoting digital literacy in this region. We identified that the importance of storytelling in Appalachian culture made digital storytelling an effective means of teaching these skills to residents. However, the poor technology infrastructure at our study site posed challenges to our participants' ability to use technology and learn new skills. We found that poor infrastructure reinforces low self-efficacy, discouraging participants from using technology. In environments where computers are often slow and unreliable, it is not possible to form realistic expectations of how a computer should act. Therefore, it becomes difficult for users to untangle if the issues they encounter are because of usage errors or the technology. These findings highlight how infrastructure and self-efficacy should be accounted for together when conducting rural HCI research.

Abstract: Teaching the discipline "Fundamentals of Computer Design" to students of Computer Science specialties of pedagogical universities is connected with modern educational trends arising from the requirements of the labor market. The paper substantiates the need to introduce this course in the educational process of training of pre-service Computer Science teachers, taking into account the professional teacher standard and the state standard in Computer Science. It is noted that the teaching of this course contributes to the formation of important interdisciplinary and subject professional competencies, including information and digital competence, which are necessary for both a modern specialist in the field of ICT and pre-service Computer Science teachers. The connection of this course with other disciplines that should be taught to pre-service Computer Science teachers according to the curriculum is presented. A survey of 1st year students majoring in "Informatics" was conducted to determine their knowledge and skills that they received before entering the university, their attitude to the use of various software used in the modern market of information and communication technologies for processing graphic data. The analysis of the respondents' answers showed what kind of graphic editors they use, which in turn allowed us to conclude that the conditions for pre-service teachers to achieve relevant competencies in computer design have changed.

Abstract: This study aimed to assess the students' computer literacy in Surigao del Sur State University (SDSSU) - Cantilan Campus, 2019. Specifically, this study answered the sub-problem: the positive experiences of the informants in enhancing their academic performance through computers. This study employed a qualitative method of research with the aid of an interview guide to inquire about the students' experiences with computers during their senior high school. There were 18 informants who were interviewed individually. Two informants were selected per course. The study was conducted in SDSSU Cantilan, Surigao del Sur. The researcher utilized an interview guide and audio taped with the informants' consent. Thematic analysis was utilized to interpret data and identify meaningful information and organized it into themes. Based on the findings, three themes emerged: Enhanced Learning in Microsoft Office Tools, Practical Application of Knowledge, and Better Job Opportunities. In conclusion, we have to know the positive experiences of the informants in their senior high school, as these would be the reasons that would enhance their academic performance through computers.

Abstract: Objective. To determine whether the method of acquiring IT knowledge affects computer literacy and how the implementation of HIS affects work and quality control. Methods. The research was conducted as a cross-sectional study, in the population of nurses. The sample consisted of 116 respondents, who voluntarily agreed to participate in the research. Results. Respondents who have formal education in informatics showed a higher level of knowledge than respondents who do not. It was established that there is a statistically significant difference in computer literacy between respondents who acquired IT knowledge in different ways. Those who rated themselves better have higher scores on the knowledge test. The data indicate the existence of statistical significance of differences depending on the self-assessment of one's own computer skills. Almost half (46.7%) of respondents believe that the implementation of HIS made work easier, while 26% of them believe that it had no impact on work or made work more difficult. The largest percentage (59.9%) of respondents believed that the health information system facilitated quality control. Conclusion. The way of acquiring knowledge has the greatest influence on the computer literacy of nurses: nurses who had formal IT education showed a higher level of computer literacy. Nurses believe that thanks to the implementation of HIS, the quality control of the provided services has been significantly improved. The majority of health workers in the initial stages of introduction, application and development of the health information system had no formal education. Nevertheless, with the support of the institutions, they made a significant contribution to the implementation of HIS in the Republic of Serbia.

Abstract: Computer literacy is just as important in our modern world twenty-first century, digital literacies effectively prepare learners to acquire develop and prepare for better job prospects. The aims of this study analyses assessment of language education lecturers’ computer and digital literacy skills towards e-learning. The study adopted descriptive research of the survey type. The population for the study consisted all lecturers in the department of Language Education Lecturers. Eight language lecturers were purposefully selected for the study. The instrument for data collection was an adapted questionnaire. Descriptive statistics were used to answer the research question with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant. The findings indicated that some of these language education lecturers, though had some knowledge and skills in computers and digital literacy but their depth of applications of computer and digital knowledge and skills was limited or unsophisticated, and therefore did not meet the required computer and digital literacy skill competencies for language teaching and learning in the twenty-first century. This study concluded that computer, digital literacy and communication skills are compulsory requirements for twenty-first century education and job opportunities and Limited knowledge, skills and confidence in certain applications of some tools that are necessary and very relevant for effective use of them in teaching and learning. The study recommends that training in computer-assisted language learning should be included in language teacher education for both pre-service and in-service teachers.

Abstract: This article examines the structure and content of computer literacy in schools. Ways to distinguish three sets of issues that make up the content of students’ computer literacy are analyzed: covers schools’ algorithmic culture, familiarity with the basic elements of one of the programming languages, programming in that language, and computer skills.

Abstract: A survey on attitudes and perceptions toward computer technology was conducted among 464 teachers in five randomly chosen parishes in the State of Louisiana. In each parish one elementary school, one junior high or middle school, and one high school were randomly chosen. The sample included every teacher in each of the chosen schools. A total of 369 (79.5 percent) surveys were returned. The purposes of the study were to delineate, analyze, and document the reasons that teachers may avoid using computer technology. Lack of opportunity, lack of assistance, and lack of equipment and materials appeared to be the primary obstacles to teacher use of computers in schools. Findings included the following: (1) Teachers had generally positive attitudes toward computers. (2) A positive relationship appeared to exist between the educational degree possessed by a teacher and the perceptions the teacher had of computers. (3) Age, gender, teaching level, and teaching field did not appear to be significant factors in the predisposition of teachers to learn about computers. (4) A significant relationship appeared to exist between perceptions of negative factors surrounding computers and perceptions of the usefulness of computers. (5) Sixty-three percent of the teachers wanted to learn about computers at their own paces, and over 94 percent wanted to learn using the equipment and materials they will use in their jobs. In-school assistance was not available for 87.7 percent of the teachers in the sample. The following recommendations were made: (1) That individual computer training programs be made available to all teachers as part of their inservice training. (2) That computer equipment be made available to individual teachers engaged in the training programs. (3) That computer expertise be developed by teachers at various levels. (4) That software packages be developed to allow teachers to utilize classroom computer equipment while building computer skills. (5) That research be conducted to determine needs of individual teachers regarding content and emphasis of programs and depth of computer expertise.

Abstract: The purpose of this study was to investigate the level of computer literacy skills and institutional factors influencing postgraduates’ use of Electronic Resources (ERs) at the Federal University of Agriculture, Abeokuta. The Yamane formula for calculating sample size was used to determine 312 postgraduate students who represented the sample size of the study. A simple random sampling technique was used to administer the structured questionnaire, while the SPSS was also used to analyze the data. The majority (92.3%) of the postgraduates in FUNAAB have high computer literacy skills with skills in internet usage, word processing applications (81.6%) and spreadsheet applications (75.5%). They use e-prints, e-journals (76.9%), AGORA and HINARI (67.0%) often, but EBSCOHOST had low usage (34.6%). However, inadequate space, insufficient computer systems and inadequate ICT training programmes were institutional factors identified as challenges to using ERs by the respondents. The study established that computer literacy skills do not affect the use of ERs by postgraduates in FUNAAB. It was recommended that library management should work towards the expansion of the e-library unit as this will provide enough space to accommodate a large number of students using the library and improve the use of ERs by postgraduates.

Abstract: The skills required of academic library professionals are greatly influenced by the rapidly evolving digital technologies. The purpose of the present study is to observe the current state of job qualifications, skills and competencies required for working in academic digital libraries in India. The study was conducted to identify the 15 top ranked skills demanded for positions in academic digital libraries. A typology of 44 skills and competencies resulted from the content analysis of 180 job advertisements of academic digital libraries in India from January 2011 to December 2019. The resulting typology was divided into five different categories: technological skills, technical skills, information skills, collection development skills, and soft skills. The findings were found to emphasize the skills required for technical services. In addition to technical skills, employers were seeking candidates with basic computer knowledge, Microsoft office skills, website development and designing, database management, and networking skills. Moreover, the findings indicate that good communication skills were most in-demand in job advertisements. Ability to conduct information literacy programs and knowledge of digital resources and skills to build institutional repository are also emphasized in the study.

Abstract: The main objective of the study is to provide ICT awareness, literacy and skills development to the barangay officials of Agoo, La Union. Specifically, it aimed the following objectives: 1) to determine the profile of the respondents in terms of personal information, educational background and availability of computer unit and background in using computer; 2) to determine the effectiveness of the CILC in terms of services delivered, timeliness of the service, and improvement on the computer and internet knowledge of the trainees; and 3) to determine the level of relevance of the training sessions of the CILC. The study used a descriptive design. Data were gathered by using survey questionnaire and were analyzed by using statistical treatments such as frequency count, percentage and mean. As to the profile of the trainees, the study found that most of the trainees are female (88%); 84% are married, and 56% of them are at the age bracket of 30-39 years old. In terms of educational background, many are high school graduate (n= 17; 68%). In addition, most of them (84%) have background in computer. The result also shows that the CILC is at the high level of effectiveness (4.67) in terms of services delivered and is much relevant (4.45) in terms of its relevance.

Abstract: Teachers’ technological skills and blended learning competency play a very integral role in students’ understanding, in offering assistance, and in taking the necessary steps to ensure students achieve learning objectives. The main objective of the study is to determine the teacher’s level of technological skills in terms of Basic Computer Skills and Internet and Navigation Skills; determine the teacher’s level of blended learning competency and the significant relationship between teacher’s technological skills and teacher’s blended learning competencies. The study employed a descriptive-quantitative research design using a modified survey questionnaire based on the National ICT Competency Standard of the Commission on Information and Communications Technology and Computer Literacy Questionnaire and NGLC Professional Learning Blended Learning Teacher Competency Framework to determine the teacher’s level of technological skills and blended learning competencies among 18 teachers of the Local City College of Zamboanga City. It was concluded that the teacher-respondents are technologically skilled in terms of Basic Computer Skills and Internet and Navigation Skills. They were knowledgeable and equipped with the necessary skills on the basic components of a personal computer, the management of files and print documents, the uses of the internet and electronic mail for educational and personal purposes, and the tools for slides presentation. The teacher-respondents were competent in teaching in the blended learning modality. There was a moderate correlation between the teacher’s level of technological skills and level of blended learning competency when analyzed. Teacher-respondents who were skilled in the use of technology were also competent in teaching in the blended learning modality.

Abstract: Objectives In this study, affective factors such as self-efficacy, perception, and career expectations for Information and Communication Technology (ICT), which were surveyed in the ‘International Computer and Information Literacy Study (ICILS) 2018’, were analyzed. In particular, we focused on the effects of student characteristics such as Computer and Information Literacy(CIL) level, gender, and computer/software learning experience. Furthermore, these data were used to identify the ICT-related characteristics of middle school students in South Korea by identifying the similarities and differences with other participating countries through international comparison. Methods A total of 2,875 students (1,497 male (52.1%) and 1,378 female (47.9%)) enrolled in the second year of 150 middle schools nationwide participated in the computer-based assessment. Computer and Information Literacy was measured through self-report data. The information of educational use of ICT and student characteristics (gender, age), and student attitudes and perceptions were collected and analyzed. Results The percentage of students who responded that they were able to perform well on ICT-based learning tasks was lower than the ICILS 2018 average. In particular, ‘database creation’ showed the lowest rate. Also, students' self-efficacy for general and specialized applications was lower than the ICILS 2018 average. The perceptions of the positive and negative effects of ICT on society were higher than other participating countries. In terms of expectations for ICT-related careers, male students showed higher expectations than female students, indicating a gender difference. Conclusions Implications for effective approaches for nurturing future digital talents that can maximize the effect of education by improving the quality of computer and information education and reducing the gap between learners were proposed.

Abstract: Abstract This research examines the effects of a computer reading program as a supplement to classroom instruction for Kindergarten students across Study 1 and Study 2 (N = 55 and 88, respectively). Students attended schools in suburban settings and all students received their typical balanced literacy programming. Students in the treatment condition used the Ooka Island computer program (Scholastic F.I.R.S.T.TM, 2017) as a supplement to classroom instruction. The computer program targets phonological awareness, word reading, and reading comprehension. Across both studies, students in the treatment group (n = 26 and 49 for Study 1 and 2, respectively) had better outcomes for phonological blending, word reading, reading comprehension, and book-reading levels than the business-as-usual control group (n = 29 and 39). There were no group differences for phonological segmentation. The findings demonstrate that early-reading computer programs, such as Ooka Island, have the potential to supplement classroom instruction toward building foundational reading skills.