Communication Technology Literacy Research Articles

The Integration of Soft Skills in Language Learning Classroom: The Perspective of Thai ELT Teachers at A University of Technology

Upon graduating, students are expected to have acquired soft skills to meet potential employers’ expectations. Since employers today are competing for qualified graduates possessing relevant training and workplace competencies, ELT teachers should guide their learners towards obtaining both a comprehensive understanding of theoretical concepts and a range of interpersonal abilities. This study examined whether Thai teachers incorporate these soft skills in the classroom, which soft skill elements are prioritized and taught, and how the teachers implemented these elements in their EFL classrooms. Twenty ELT teachers from Rajamangala University of Technology in Thailand participated in an online survey and semi-structured interviews. Data was collected using a 4-point Likert-scale questionnaire, which revealed that the teachers reported that they integrated soft skills into the classroom, primarily in the domains of learning skills, literacy skills, and life skills. The three soft skills reported to be most utilized were communication skills, technology literacy, and collaboration and teamwork, which are all essential for improving English language proficiency. The findings suggest that ELT teachers identify and facilitate the acquisition of weaker supplementary skills, such as leadership, to equip students with the necessary skills to succeed.

Role of Technology-Enhanced Service Learning in Empowering Marginalized Communities in Malaysia

Service learning (SL) provides a fitting opportunity for students to engage with and learn from the larger community. Such engagements are fast becoming a crucial facet of student and academic activities within Higher Educational Institutions (HEIs) in Malaysia. (SL) enhances pedagogical learning, fosters more durable relationships which extend beyond campus walls and appropriately prepares students for life outside the campus. The integration of community engagement within the (HEIs)’s curricula fosters an educational setting which facilitates the students’ academic, personal and professional developments. (SL) is a learning pedagogy that helps students identify issues within the community, work together and address some of the diverse challenges that have been identified. Today, without a basic knowledge of Information and communication technology (ICT) or digital literacy, it is very difficult to secure employment. Marginalized communities are faced with various socio-economic and environmental barriers which prevent them from obtaining such knowledge. This, in turn further perpetuates a vicious cycle that leaves them within a constant state of powerlessness. This study sought to explore the potential of (SL) in empowering marginalized communities by providing them with basic (ICT) training. A qualitative approach was utilized involving interviews with twenty respondents from marginalized communities. The respondents currently hold jobs which require a basic knowledge of (ICT). The findings indicate that basic digital literacy is becoming increasingly crucial toward the empowerment of marginalized communities in Malaysia. However, the relevant initiatives toward this are sorely lacking. Thus, service learning has a great potential to address the current gap.

Examining the linkages between digitalisation, public service delivery and corruption in Ghana

Purpose This study aims to examine the linkages between digitalisation, public service delivery and corruption in Ghana using survey data from 121 respondents in Ghana. The authors also examine the mediating role public service delivery offers on corruption. Design/methodology/approach This study relied on the capability theory as its theoretical lens and partial least squares structural equation modelling (PLS-SEM) as the data analysis technique. Findings Results from the PLS-SEM analysis show that public service delivery significantly reduces corruption, whilst digitalisation does not. However, public service delivery significantly mediated the relationship between digitalisation and corruption. Research limitations/implications This study’s limitation is that the data was collected from Ghana only. To enhance the generalisability of findings, future research could collect data from multiple countries. In addition, the study did not factor in the moderating effects of demographic variables such as information and communication technology (ICT) literacy. Future research could consider these variables, given the low ICT literacy level of individuals in developing countries. Finally, future researchers could triangulate results with interviews and focus groups to provide more value to the identified questionnaire-based data. Practical implications The findings of this study highlight the need for digitalisation to be included in Ghana’s national policy objectives and service delivery objectives. It is essential for the government to ensure broader public engagement with stakeholders, including citizens, to ensure that digitalisation goals are achieved. The study’s results indicate that digitalisation does not significantly influence corruption. This calls for the government of Ghana to consider raising the level of human capital for the successful planning and deployment of e-services. This includes raising citizen ICT literacy and adopting cutting-edge technology to fully realize the benefits of online services. Developing capabilities, e-government leadership, and public sector employees as enablers of online public services should go hand-in-hand. It is also important to build connected capacities in the country and enhance access to information and technology, along with increasing digital infrastructure. Originality/value To the best of the authors’ knowledge, this is the first study to examine and offer a dual perspective on the role of digitalisation on public service delivery and corruption whilst considering the mediating role public service delivery offers on corruption.

Infrastructure and Gender Disparity in Information Communication Technology Literacy: A Cross-Country Comparative Study

Abstract Information Communication Technology (ICT) literacy is essential in the digital age, and an important channel to acquire essential ICT skills is science education. Gender gap in ICT literacy and the associated reasons remain under-explored, especially at macro level. Using country level data from the database of Sustainable Development Goals (SDGs), this article explores the association between infrastructure and gender disparity in ICT literacy, both have direct relationship with science education. SDG Indicator 4.5.1 monitors the female/male ratio of acquiring the ability to use basic arithmetic formula in a spreadsheet (ARSP) at country level, which is selected into this article to measure gender disparity in ICT literacy. SDG Indicator 9.c.1 (the population coverage of 4G mobile network) is used to measure infrastructure development. SDG Indicator 4.4.1, monitors the percentage of population with ARSP skills, which also demonstrates the level of science education, is controlled as an independent variable. Linear regressions and correlations were conducted to explore the relationship between infrastructure and gender gap in ICT literacy in 30 countries, and Mann-Whitney U test was performed to conduce comparisons between high income and middle/low income countries. Infrastructure contributes to reduce gender gap in ICT literacy, because infrastructure can improve a country’s science education which can benefit both men and women’s ICT skills. However such influence may vary across countries. Reasons of the results were discussed with implications for policies.

Biology lecturers’ perceptions of genetics literacy in Indonesia: an explanatory sequential mixed methods study

ABSTRACT Given its impact on medicine, agriculture, and society, genetics literacy has attracted international interest. Biology lecturers play a crucial role in supporting students’ genetics literacy empowerment. However, research into biology lecturers’ perceptions of genetics literacy still needs to be undertaken. This study aimed to explore the understanding, perception, and awareness of genetics literacy among Indonesian biology lecturers. We performed an explanatory sequential mixed method study in two phases: online survey and semi-structured interviews. Results showed that (a) most biology lecturers agreed that genetics literacy was correlated with scientific literacy, information and communication technology literacy, reading literacy, and numerical literacy, and then genetics literacy is understood as consisting of genetics concepts and skills; (b) most biology lecturers agreed that argumentation, informal reasoning, and decision-making skills were appropriate for enhancing genetics literacy development; (c) despite less than half of the biology lecturers teaching skills related to genetics literacy and only a fourth assessing skills related to genetics literacy, most biology lecturers were willing to teach and assess skills related to genetics literacy comprehensively. The findings revealed that biology lecturers’ perceptions of genetics literacy must be explored, given their critical role in ensuring effective and successful genetics educational practice.

Students’ ICT literacy and conceptual knowledge correlation: from a genetic course and a gender perspective

<span lang="EN-US">The correlation between students’ information communication technology (ICT) literacy and conceptual knowledge from a gender perspective is essential to understanding the causal effects of student learning. Therefore, this study aimed to describe the relationship between students’ ICT literacy and conceptual knowledge in a genetics course, especially from a gender perspective. This study employed a descriptive research method that used randomized sampling. The instruments used were conceptual knowledge and ICT literacy test sheets. The data were analyzed by using analysis of variance (ANOVA) and Pearson correlational statistics. The results showed male students have higher ICT literacy than females. Otherwise, male students have a lower conceptual knowledge than females. Furthermore, male students’ ICT literacy and conceptual knowledge showed a strong relationship, while female students showed a weak relationship. The findings support the idea that integrating ICT into genetics curricula might help students develop their ICT literacy and conceptual knowledge more effectively, especially female students.</span>

Evaluation of Critical Thinking Skills in Medical Students of Kermanshah University of Medical Sciences

Background: According to the 21st Century Partnership Learning Framework, several competencies or skills should be possessed regarding critical thinking and problem-solving, communication and collaboration skills, creative and updating skills, information and communication technology literacy skills, contextual learning skills, and information and media literacy skills. Increasing critical thinking skills is necessary in modern and advanced educational systems. Objectives: This study aimed to evaluate the critical thinking skills of medical students. Methods: This descriptive and analytical cross-sectional study was conducted on 271 medical students in the primary science section of Kermanshah University of Medical Sciences, Iran, in 2023 who were selected by a convenient sampling method. The data were collected by demographic characteristics and the California Critical Thinking Skills Test (CCTST). Descriptive and inferential statistical methods were used to analyze the data using SPSS software version 21. Results: The total critical thinking skills score in the studied students was 8.89 ± 3.60, equivalent to 25% of the total score. The highest and lowest areas were related to comparative reasoning and inference, with an average of 4.35 ± 1.94 and 2.59 ± 1.56, respectively. There was no significant difference between the average critical thinking skills score regarding age, gender, academic semesters, and living or not in a dormitory. Conclusions: Based on the results, medical students’ critical thinking skills are weak and lower than the exam average. The educational system of Kermanshah University of Medical Sciences should be reviewed in designing a curriculum to foster critical thinking.

ANALYSIS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) LITERACY SKILLS OF VOCATIONAL HIGH SCHOOL TEACHERS IN THE ERA OF INDUSTRIAL REVOLUTION 4.0

This paper aims to provide an overview of the information and communication technology (ICT) literacy skills of Vocational High School (SMK) teachers in the era of the industrial revolution 4.0. The development of this era is marked by the digitization of internet-based information and the use of artificial intelligence, which requires teachers to have ICT literacy competencies so that they can prepare their students to have a 21st century competitive advantage. This paper answers questions about what ICT literacy competence means, what is its urgency, what is the level of information and communication technology (ICT) literacy skills of SMK teachers; and how to improve teachers' ICT literacy competencies. The method of writing is descriptive qualitative through literature review obtained from scientific journals and related books. The results of the discussion show that the average ICT literacy skills of SMK teachers are still classified as low - medium. A number of efforts are needed as a solution to improve the ICT literacy skills of SMK teachers.

IMPACT ON EDUCATION DURING COVID-19 PANDEMIC

The argument given in the article reflects how the education system has been affected due to the Pandemic. Education is not only a fundamental human right; it is the key driver of sustainable development and progress. When the education system breaks down, then growth and peace cannot be sustained in any society. The COVID-19 pandemic has pushed the world into the deepest global recession in living memory, which will have lasting effects on people’s lives, in the education sector, economies, and health care sectors. During the COVID-19 epidemic, providing and using an online environment has emerged as the primary problem for many educational institutions, including universities. As a result, teachers encountered difficulties managing their online classes and dealing with connectivity problems throughout COVID-19. It has been observed that educators also lack information and communication technology literacy.

Level and Nature of ICT Use in Teaching and Learning in the Special Primary Schools of Learners with Visual Impairments

Information communication Technology (ICT) has become the most suitable tool for learners with different learning demands exercise their rights to education. Information Communication Technology literacy has enhanced teaching and learning through its dynamics, interactive and engaging content and opportunities for individualized instruction. However, given the role that ICT plays in instruction, the level and nature of ICT use by learners with visual challenges in Kenya should be looked into. The findings are significant for it would help the policy makers as they will be able to come up with effective policies that will aid in the provision, planning and use of ICTs in schools of learners with visual impairment. The objective of the study was to determine the level and nature of ICT use in teaching and learning in the special primary schools of learners with visual impairments in Kenya. The survey adopted descriptive survey research design. The study targeted seven public special schools for visually impaired learners and 1667 learners. The study sampled three schools situated in different counties in the country; Kiambu county, Meru county and Mombasa county. Judgemental sampling technique, stratified random sampling and simple random sampling were used to draw samples. The sample consisted of three primary schools for learners with visual impairments, 168 learners and 18 class teachers. Data collection instrument was observation schedule. Content validity was determined by seeking expert review. The instruments were submitted to experts iteratively for consideration and their suggestions in different items were used to refine them increase validity. The Cronbach Alpha formula was employed to compute the reliability of the instruments. A reliability coefficient of 0.72 was used to judge the reliability of the instruments. Qualitative data was analysed using descriptive statistics. The study found that ICT enjoyed full support from learners with visual impairments and teachers in class. It was seen as an essential tool for teaching and learning in special schools for the learners with visual impairment. However, the use of ICT in teaching and learning was not effective. Both the teachers and learners’ ICT skills were low and the schools were not well equipped with quality ICT resources. The study recommended that schools be equipped with modern technologies and teachers be trained on the use of ICT in teaching learners with visual challenges.

OPTIMALISASI TELEMEDICINE OLEH TENAGA KESEHATAN DI FASILITAS PELAYANAN KESEHATAN PRIMER

The lack of health communication technology literacy in the elderly group affects the high mortality rate due to non-communicable diseases. Health communication and information technology media can be a medium for health workers and elderly participants such as telemedicine but there are still limitations in device use. This activity aimed to educate and socialize the concept of telemedicine applications to health workers and participants able to be independent in facilitating the community regarding health issues, especially the risk of Hypertension and Diabetes Mellitus. The implementation focused on empowering participants in the Elderly Chronic Disease Management Program and health workers in Primary Health Care Facilities in Semarang Regency with sub-activities of Communication Techniques Training and Socialization of Prolanis Telemedicine Applications to Health Workers and Elderly Participants. The results of the service show that health workers who are responsible for Prolanis activities understand the importance of communication with participants through health digitization and data recording for participants through health technology media. Participants found this application useful for communication systems and data collection, and hope it will be further developed and re-socialized.

The Information and Communication Technology Literacy Level of Sukoharjo’s Senior High School Students

The Ministry of Education and Culture inaugurated the Independent Curriculum for primary to secondary education in the new school year 2022/2023. Therefore, this study aims to obtain an overview of the readiness of information and communication technology (ICT) literacy skills mastered by public high school students. Research samples were taken from nine public high schools in Sukoharjo Regency, which implemented the Independent Curriculum. The focus of the research is directed at obtaining an overview of how their ICT literacy skills. The method used is a survey compiled based on the idea of Helsper Schneider, Deursen, and Laar about indicators of digital skills for the younger generation. They divided ICT literacy indicators into information, literacy of computers, media, communication, visuals, and technology. The survey results show that public high school students in Sukoharjo Regency have high ICT literacy skills, 59% in the good category and 5% in excellent. They are ready to take part in teaching-learning processes using the Independent Curriculum.

Self-Evaluation of Agro-Industry Prospective Teacher’s Skill at Vocational High School in Information and Communication Technology Literacy

Information and communication technology skill (ICT) in the millennium era be able to enhance teacher’s professional competitiveness. Primarily, teachers be able to transfer important skills through ICT to students in high schools, especially in vocational schools. As a step toward realizing ICT literate teachers, the current research provides an overview of self-evaluation of prospective Agro-industry teachers to find out their ICT skills during college. The results were presented as a projection of the prospective teachers to use ICT in their classrooms when they become teachers. A total of students from the first to fifth year were involved in the current research which then were analyzed in a simple quantitative to describe students’ ICT skills. The results based on the average score of ICT skill showed that there is a tendency for second year students and third year students to rate themselves good in ICT. They are currently active in the classroom lectures. Then, fisrt year students tend to rate themselves lower in ICT because they are still in the adaptation phase from high school to college. Meanwhile, fourth year students and fifth year students tend to have decreased ICT skill due to less classroom activities, and focus on completing their final assignment as undergraduate students. We conclude that the prospective teachers in each college year have almost identical ICT skills based on the average score. According to this description, study program and faculty develop strategies and support facilities in order to maintain and even enhance the ICT skills of Agro-industry prospective teachers.

THE MEDIATING ROLE OF INFORMATION COMMUNICATION TECHNOLOGY LITERACY ON THE ATTITUDE TOWARDS LEARNING WITH SOCIAL MEDIA AND ONLINE NEWSPAPER READING BEHAVIOR OF STUDENTS

The study aimed to determine if information communication technology literacy significantly mediates the relationship between the attitude towards learning with social media and the online newspaper reading behavior of the students. A quantitative correlation design and mediation technique was used to investigate the relationship between and among the three variables. This study used questionnaires that had been modified and pilot tested by experts. A stratified sampling technique was used to select and interview 300 college students. The questionnaire was personally handed to the respondents by the researcher via face-to-face and Google e-survey. The statistical tools used were a mean, product- moment correlation, and path analysis. The studys findings showed high levels of attitude towards learning with social media, online newspaper reading behavior, and information communication technology literacy. Moreover, the studys findings indicated a significant connection between and among the three variables. Results showed that information communication technology literacy partially mediated attitude towards learning with social media and online newspaper reading behavior. Keywords: ict literacy, social media, online newspaper, technology, path analysis, library science, Philippines

Digital transformation in foreign language education: Examining the position of the EFL teacher in ICT literacy diffusion

Digital transformation and ICT adoption in Japanese higher education has lagged behind other developed countries. Drawing on Diffusion of Innovation theory, this preliminary case study examines the role of English foreign language (EFL) teachers as opinion leaders in information communication technology (ICT) literacy diffusion in the Japanese university context. The preliminary findings indicate EFL teachers enhance ICT literacy in breadth and depth for both teachers and students. With these findings this study proposes a tentative conceptual model that adds to the current scholarship on ICT utilization in Japanese higher education by illuminating how teachers can support digital transformation to expand the breadth and depth of ICT literacy, and cross-cultural diffusion of technology. Policy and pedagogical implications for in-service teacher professional development are discussed.Keywords: EFL; opinion leaders; Japan; digital transformation; ICT literacy; higher educationPart of the Special Issue Teaching practices in times of digital transformation <https://doi.org/10.21428/8c225f6e.ac86609b>

What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school

Information and communication technology (ICT) literacy is key to solving future societal challenges and to leading an independent and responsible life in an increasingly globalized and digitalized world. Hence, countries around the world have promoted research on students' ICT skills and their inclusion in curricula. Despite these efforts, little is known about what predicts future ICT literacy, and prior research has almost exclusively conducted cross-sectional studies. In the present study, we addressed this gap by using data from a large-scale longitudinal study of 6810 students in 311 schools from Germany. These students participated in the National Educational Panel Study over the course of secondary school (in Grades 6, 9, and 12). We were particularly interested in investigating potential spillover effects from skills and dispositions that are inherently fostered in school on ICT development. Thus, we considered a rich set of different types of predictors related to the students' social, cultural, demographic, and learning backgrounds; their subject-specific motivation; and the composition of their schools, and we assessed the extent to which these variables explained variation in ICT literacy development at two key stages in the educational system (Grades 9 and 12). Our results indicated that prior ICT literacy was the most important predictor of future ICT literacy but more so for the development between Grades 9 and 12. In addition, variables related to the students' learning backgrounds, followed by variables related to the composition of their schools and students' subject-specific motivation explained future ICT literacy. Overall, the predictors explained between 49% and 67% of the variation in future ICT literacy. Our longitudinal findings suggest that the learning environment and students’ skills and dispositions are crucial for understanding ICT development and are indicative of the deliberate design of ICT interventions.

RELEVANSI PERUBAHAN KURIKULUM 2013 TERHADAP KURIKULUM MERDEKA BELAJAR DI ERA DIGITAL

The curriculum is a very important part of the educational process, because the curriculum is the main substance in the material being taught. The Minister of Education and Culture of the Republic of Indonesia emphasized the need for changes and developments in the 2013 curriculum Besides that, the 2013 curriculum also develops information and communication technology literacy, as well as strengthening character education in character building and spiritual values. All education standards in Indonesia are formulated into the Indonesian Partnership for 21st Century Skill Standards. The author takes a study where the curriculum was made when the times were so fast with the use of technology, namely the 2013 curriculum or better known as K13 with the independent learning curriculum. The rapid changes in the Indonesian education curriculum where the 2013 curriculum has begun to be seen and can be felt has born a new system, a new curriculum that is echoed as the Independent Curriculum which has started in the 2022/2023 school year. This research uses a systematic review approach because the writing of this article is based on several references in the form of books and articles as well as scientific publications online. The 2013 curriculum is a competency and character-based curriculum that aims to increase educational attainment and is expected to produce productive, creative, innovative and effective young people. independent learning focuses on the freedom to learn independently and creatively. It is very appropriate that now a different curriculum is needed from the previous curriculum in dealing with the digital era.

Integrating 21st Century Skills into Translation Classroom from Students' Perspective

First coined in the 1980s and instantly redefined ever since, the term "21st-century skills" has transformed education around the world. In their effort to best prepare students to become successful global citizens, teachers have integrated the teaching of 21st-century skills into their classrooms. However, research into how students perceive and incorporate these skills in their learning of such subjects as translation is not as so rigorous. Therefore, this study is aimed at bridging this gap. The research was conducted based on the Partnership for 21st Century Skills (P21) framework. A combination of survey questionnaires from 80 university juniors studying Translation 2 at Van Lang University and 10 interviews with them helped provide data for analysis. The results showed that among the skill sets (P21, 2013), most students gave preference to collaboration, critical thinking, and Information and Communication Technologies (ICT) literacy. They also shed some light on what hindered them from developing certain skills in their translation learning. The research, finally, suggests some possible adaptations in syllabus design and teaching approaches that can boost students' 21st-century skills while nurturing future qualified translators.

Information and communication technology (ICT) literacy skills among librarians in tertiary institutions in Imo State

This study explored information and communication technology (ICT) Literacy Skills among Librarians in Tertiary Institutions in Imo State, Nigeria. The study was guided by three objectives and three research questions. The study adopted survey research design. The population and sample of the study were eighty-one (81) librarians in the six tertiary institutions studied, in Imo State. The instrument that was used for data collection was a four-point rating scale based on the research questions. The rating scale is entitled “Information and Communication Technology (ICT) Literacy Skills Rating Scale (ILSRS)”. The instrument was given to three specialists in order to establish its face and content validity. The reliability (internal consistency) coefficient of the instrument was computed cluster by cluster using Cronbach alpha. Cluster A of ILSRS yielded reliability coefficient of 0.688, cluster B yielded 0.808 while cluster C yielded reliability coefficients of 0.719. The research questions were answered using mean and standard deviation. The major findings of the study include: many of the core ICT literacy skills were not possessed by the librarians in tertiary institutions in Imo State. The extent to which ICT skills are possessed by librarians in tertiary institutions in Imo State is not significant; the extent to which ICT literacy skills are of benefit to the librarians in tertiary institutions in Imo State is significantly beyond expectation; and the extent of application of ICT literacy skills acquired by the librarians in tertiary institutions in Imo State to library services is significant. The researcher recommends that: the institutions‟ authorities in conjunction with the library management should encourage the librarians who make personal efforts to acquire ICT skills on their own with little financial, as well as moral back up; The benefits of ICT literacy skills should be fully explored by librarians, and efforts should be made by librarians to integrate ICT literacy skills in all areas of service delivery in the library.

TECHNOLOGY LITERACY PROFESSIONAL DEVELOPMENT IMPACT ON THE 2018 NAEP EIGHTH GRADE INFORMATION AND COMMUNICATION TECHNOLOGY ASSESSMENT SCORES

This study explored the impact of teacher technology literacy professional development participation on the 2018 NAEP eighth-grade information and communication technology literacy scale scores. This quantitative study analyzed data from the National Assessment of Educational Process (NAEP) Data Explorer to examine the impact of teacher technology literacy professional development participation on the 2018 NAEP eighth-grade information and communication technology literacy scale scores. The findings of this study indicate that (1) there is no impact of teacher professional development on student achievement based on the NAEP data, (2) there is no significant impact on the frequency of team teaching on student achievement scores, and (3) teacher observation has no significant impact on the average scale scores. These findings may indicate that while teacher professional development participation does not have a direct impact on student achievement, it is beneficial to teachers, teacher candidates, and students in other ways.