Optimization Strategies for Solving Students' Digital Equality and Scholarly Outcomes

Abstract

Previous work by Lam, February, 2017 and Lam, October, 2016 show that social objects, cultural identities and personality form another kind of Roger Penrose’s three world philosophy. Using the statistical data obtained from the Centre for Economic and Policy Research (CEPR) in United States, one can determine the relationship between the aforementioned fields. This can be done through the Principal Component Analysis method by using the statistical software “R”. It is hoped that this data can be used to validate the sociological aspect of the three worlds philosophy. Certainly, there are comments made against the proposed theory. This study will investigate some of the main one and suggest possible solutions. Furthermore, by analysing the data, one cannot only study current ICT usage amongst students but even predict their future tendency. In doing so, the way in which social objects influence cultural identity and then later affect the personality through ICT usage can be explored. Because the three fields - social, cultural and psychological have effects on the students’ academic achievements respectively. The three areas both influence in student ICT usage as well as their scholarly results. Indeed, this author finds that the parents’ culture and attitude towards their child’s ICT usage can affect educational performance (Lam, May 2016). As a result, the following separate elements: (1) sociological three world philosophy, (2) parents’ influence, (3) schools’ ICT leadership and (4) studious outcomes can finally coalesce into a new more rationalized connection presented in the form of a framework. This depicts the creative relationship among and helps us inspect how to minimize the digital equality (or inappropriate digital usage) and maximize students’ academic performance. Indeed, realization can be achieved through manipulating both the three world philosophy as well as the parental influence factors. Moreover, school’s successful of ICT pedagogy is related to her leadership that is connected to scholarly results. This means one can optimize (or balance) digital usage and studious outcomes. Then professionals and researchers can develop corresponding strategies such as providing philosophical education for the parents in the handling of child’s ICT usage enquiries etc. Consequently, the digital divide in education created by modern technology usage will be solved.