Abstract
The purpose of this research is to determine the digital propensities of post-secondary students (N=409) in various faculties/colleges at a large state university located in southwestern Turkey. It was also examined whether gender, the program attended, socioeconomic status, education type (first and second shift education), the number of family members and the number of computers per household are contributing factors to Information and Communication Technologies use. According to the data analyzed, male students use Information and Communication Technologies more than female students. Results also suggest that faculty attended, education type, family income, the number of computers and children per household are some of the important factors in having high digital propensity index.
Highlights
Background literatureNasah and colleagues (Nasah et al, 2010) investigated the information and communication technology (ICT) preferences of post-secondary students (N=580) through the Digital Propensity Index (DPI), based on their communication methods, internet practices and their ability to create online content
The purpose of this study was to examine the digital propensities of post-secondary students by using the Digital Propensity Index, which measures how often individuals use various forms of information and communication technologies in their everyday lives
The results of the research suggest that gender, faculty attended, education type (1st / daytime or 2nd /night), monthly income per-household, the number of computers per-household, and the number of family members per-household together make a significant contribution toward one’s digital propensity
Summary
Nasah and colleagues (Nasah et al, 2010) investigated the ICT preferences of post-secondary students (N=580) through the Digital Propensity Index (DPI), based on their communication methods, internet practices and their ability to create online content. They suggested that the students’ use of ICT might be affected by age, gender and socioeconomic status, which should be considered while developing an ICT policy for schools (Nasah et al, 2010).
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