Communication Technology Literacy Research Articles

The Role of Basic Vocational Education Towards Students Employability

This study aims to identify the role of the curriculum of the Basic Vocational Education (BVE) to the employability of pupils in selected secondary schools in Sabah. A total of 100 respondents involved in this study with a focus on preparation for further study at the Institute of Public Skills Training (IPST) and Private Skills Training Institutes (PSTI) or preparation for entering the workforce. In addition, the objective of this study was to identify differences employability among students and identify the direction of the transformation of the relationship with the employability of vocational education and vocational skills to identify the relationship with the employability of basic education students in vocational secondary schools selected. The findings show that there are significant differences in terms of gender, nationality and course of employability. While in terms of the transformation of vocational education and vocational skills showed a significant relationship with the employability of BVE pupils in secondary schools selected. Some proposals put forward to increase its employability among students BVE at the same time ensuring appropriate courses offered by IPST and improve the level of English proficiency as well as information and communication technology literacy of students.

What We Educators Get Wrong About 21st-Century Learning: Results of a Survey

Twenty-first-century learning and how it differs from prior conceptions of learning have received significant attention lately. Kereluik, Mishra, Fahnoe, and Terry (2013) offered a synthesis of multiple expert frameworks and perspectives on 21st-century learning, summarizing them in nine forms of knowledge (under three broad categories: foundational, humanistic, and meta). Using this framework, in this study, 518 practicing educators completed a survey on their beliefs about 21st-century learning, allowing us to compare practitioners' perspectives to that of the experts. Our analyses indicate that, in contrast to the expert view as Kereluik et al. synthesized, which equally valued all the categories, survey participants ranked creativity, collaboration, communication, and critical thinking (meta-knowledge) and digital/information and communication technology (ICT) literacy (one component of foundational knowledge) as being most important. Life/job skills, ethical/emotional awareness, and cultural competence (humanistic knowledge) were ranked lower, while disciplinary and cross-disciplinary knowledge (two components of foundational knowledge) were regarded as being least important. Though these results are consistent with some popular views about 21st-century learning, we argue that this reduced emphasis on foundational and humanistic knowledge is misguided. It is, we suggest, the consequence of an unreflective emphasis on the power of technology to access information and a fundamental misunderstanding of the very nature of learning and the broader goals and purposes of education. Finally, we highlight three myths about learning in the 21st century and offer recommendations to address these myths.

Needs Assessment of Information and Communication Technology Literacy (ICT Literacy) of Students in Secondary Educational Service Area

The objectives of this research were (1) to study authentic situations of Information Communication Technology literacy of students in secondary educational service area (2) to compare situations of ICT literacy of students in secondary educational service area, divided in each levels (3) to examine need assessment of ICT literacy of students in secondary educational service area (4) to prioritise needs assessment of ICT literacy of students in secondary educational service area. The sample consisted of 340 ICT teachers, teaching in Grade 7 to 9 from schools in secondary educational service area in 2015. The sampling group was drawn from 2,343 ICT teachers by using multi-stage sampling technique. Data were collected by using questionnaire, in order to collect data of expected and authentic situations of students understanding about ICT. The questionnaires include 76 questions from 7 components in which the questionnaires were approved content validity from experts at level of 0.98 and 0.99, respectively. The statistics were used to analyse the data as follows: mean (M), standard deviation (SD), one-way ANOVA, Matrix analysis, priority needs index modified (PNI modified). The study revealed that (1) authentic situation of ICT literacy of students in secondary educational service area was found at “Moderate” level (2) authentic situation of ICT literacy of students in secondary educational service area, divided in levels was found “No different” (3) authentic situation of need assessment in 7 aspects (Define, Access, Manage, Evaluate, Integrate, Create and Communicate) fell in the third quadrant, in which means “Need to be improved” (4) prioritise need assessment from the most necessary to the least was found as follows: Manage, Evaluate, Create, Define, Access, Integrate and Communicate, respectively.

Intercultural teaching through translation: an Information and Communication Technologies (ICT) literacy course case in Afghanistan

The purpose of this study was to teach and evaluate the effectiveness of an Information and Communication Technologies (ICT) course through translation to students in Afghanistan. First, an interview was conducted to determine students’ computer skills. It was concluded that the students had almost no computer skills. The course was delivered to two groups of first-year students for 14 weeks during one semester. In group one, students were taught by a Turkish instructor through a translator. The course was delivered to group 2 by a native-language speaking teacher. At the end of the semester, students of both groups were given a final exam and were asked to comment about teaching speed, overall satisfaction, teacher reactions, course materials and future improvements to the course. Statistically, there was no significant difference between the final performances of students in both groups. The students also declared that they wanted to greatly improve their computer skills and use the Internet to make use of digital ICT resources for other courses, too. An additional finding was that there was a 20-min time-delay between the Turkish and native groups due to the translation process throughout each course session.

The relative importance of paternal and maternal parenting as predictors of adolescents' home Internet use and usage

This study examined parental education, parental information and communication technology (ICT) literacy, and parenting style as predictors of adolescents' home Internet use and usage by employing relative importance analysis. Irrespective of adolescents' gender, the three most important predictors of learning-related Internet usage were maternal education, paternal monitoring style, and maternal monitoring style. Male adolescents were highly influenced by maternal education and paternal parenting styles, whereas female adolescents were highly influenced by maternal parenting styles and paternal education. The three most important predictors of leisure-related Internet usage were maternal permission style, paternal permission style, and paternal monitoring style. Maternal permission style and paternal permission style were the most important predictors for male adolescents. Maternal permission style, paternal ICT literacy, paternal monitoring style, and maternal worry style were the most important predictors for female adolescents.

Investigation on the Relationship between Information Communication Technology and Reading Literacy for Northeast Asian Students

The purpose of this study was to investigate the relationship of internet communication technologies (ICT) usage and reading literacy of Northeast Asian Students in PISA 2009. ICT was crucial for all governments in the world towards promoting equity. ICT had been considered a low cost opportunity towards equalizing educational systems. A multilevel modelling (MLM) was applied to identify at which school-level the largest variations in the three indicators exist in this study. With MLM, it could be examine simultaneously the effects of different hierarchical school-level variables; to take account of possible correlations of students’ reading literacy in this study within higher levels (Urbanization, Total number of students Computers for education) which may otherwise lead to incorrect standard errors and inefficient estimates; to treat higher levels as related; and to examine inter-area variations at each level. The empirical results include the different between group components was significant. Self-confidence in ICT high level tasks was positive with students’ reading literacy, and self-confidence in ICT high level tasks was negative with students’ reading literacy. The urbanization of schools’ area and total number of students of schools were positive with students’ reading literacy. The urbanization of schools’ area was negative with the relationship of ICT for school related tasks and students’ reading literacy. Total number of students was negative with the relationship of ICT for school related tasks and students’ reading literacy, and ICT availability in school and students’ reading literacy.

Information and Communication Technology Literacy Skills and Class Instruction: a Comprehensive Perception Survey of University of Benin First Year Students

This study investigates the influence of class instruction (GST 111 – use of library) on University of Benin (UNIBEN) first year students’ information and communication technology (ICT) literacy skills. The study adopted the survey research method using the questionnaire as research instrument. First year students in the 2013/2014 academic session constituted the population of study. Simple random and total enumeration sampling methods were used to collect data from students in five out of twelve faculties in the university. The questionnaire used is a 4-point likert scale instrument: SA (Strongly agreed) = 4; A (Agreed) = 3; D (Disagreed) = 2; and SD (Strongly disagreed) = 1. Data was collected at the end of the first semester when the GST 111 – use of library was concluded. Results revealed that Computer, Software, Internet, WWW and ICT literacy skills of the students are high. There is a significant difference in Computer, Software, Internet and WWW and ICT literacy skills of the students per faculty. Majority (65%) of the students are skillful in ICT use. Class instruction is very well perceived by the students and it positively influenced students’ ICT literacy skills. Gender and secondary school attended did not influence students’ ICT literacy skills. There is no significant difference between male and female students’ ICT literacy skills as well as students that attended private or public secondary schools. It is therefore concluded that the students are highly ICT literate and class instruction (GST 111 – use of library) course mainly influenced the students’ ICT literacy skills thus the class instruction programme in the university is adequate and effective.

ICT Literacy: An Imperative of the Twenty-First Century

The entanglement of ethics and technology makes it necessary for us to understand and reflect upon our own practices and to question technological hypes. The information and communication technology (ICT) literacy required to navigate the twenty-first century has to do with recognizing our own human limitations, developing critical measures and acknowledging feelings of estrangement, puzzlement as well as sheer wonder of technology. ICT literacy is indeed all about visions of the good life and the art of living in the twenty-first century. The main focus of this paper is to explore and discuss ICT in relation to pupils and teachers and try to understand why and how these technologies are implemented in the school system. This focus not only allows us to better understand how concepts and habits with respect to ICT are shaped in numerous children, but teaches us to acquire an enhanced sensitivity with regard to ICT in the ‘classic’ literacy context of the educational system.

DIGITAL INFORMATION EVALUATION SKILLS AMONG STUDENTS IN HIGHER EDUCATION

Despite the advancement of technology in the internet age, many college students lack the information and communication technology (ICT) literacy skills like evaluating which is necessary to navigate and using information available at present. Evaluating the quality of information sources encompasses students’ ability to determine relevance, accuracy, and overall credibility of sources and information. The quality of information found online is extremely variable because anyone can post data on the internet, and not all online sources are equally reliable, valuable, or accurate. From a study conducted on diploma students’ assignments using rubric at an international university in Kuala Lumpur, a problem in digital information evaluation skills and lack of ability in using evaluation criteria, including authority, accuracy, currency, objectivity, and coverage on digital information and sources among diploma students had been discovered. The future work of this study will be the use of mobile devices in collaborative and interactive learning to improve digital information evaluation skills among diploma students. This approach does not only improve the students’ learning attitude, but also enhances the effectiveness of learning.

Factorial invariance across gender of a perceived ICT literacy scale

This study used the framework of multiple-group confirmatory factor analysis (MGCFA) to test the factorial invariance (configural, measurement, and structural invariance) of a newly developed three-factor, 17-item perceived information and communication technology (ICT) literacy scale (3F-PICTLS) across gender, which includes the three subscales of information literacy (information), internet literacy (communication), and computer literacy (technology). Using a stratified random sample of 825 secondary school students (396 males) with ages ranging from 11 to 16 (mean=13.16, SD=.773), the scale showed configural and partial measurement invariance but not structural invariance across gender. These findings highlight the importance of measurement invariance as a methodological challenge for researchers who attempt to make meaningful comparisons and interpretations across gender in a variety of contexts in the scholarship of ICT in education, which is largely ignored in existing literature. From a practical standpoint, we discuss the implications for teachers to assess and promote ICT literacy for students of different genders. Taken together, this study provides new methodological and pragmatic insights into a greater understanding of the issue of gender differences in ICT literacy for researchers and practitioners.

Management of Knowledge Containers and Learning Strategies in the Context of Case-Based Reasoning

In a knowledge-based economy, collaborative learning in the onslaught of technological developments is a necessity; thereby 21st century professionals need the 21st century skills-set to tussle market breakaway. Educators and learners in this information age clinch ways of thinking, ways of working, tools for working and skills to sustain living in the competitive world. This paper presents walkthroughs on the adaptation techniques and learning strategies of the higher education students’ in a hybrid learning context. Hybrid or blended learning combines face-to-face and e-learning technologies with computer mediated activities. In this context, cloud-based learning management system with mobile application to countervail mobility issues has been embedded to facilitate online and computer mediated activities and served as submission and reporting tool. The study is set to ascertain the use of learning strategies as hybrid learning adaptation techniques among higher education students specifically the study aimed at (1) identify the types of learning strategies among higher education students; (2) ascertain attitude of students towards the use of hybrid learning strategies; and (3) examine the skills derived in the hybrid learning context; and (4) determine the effects of Case-Based Reasoning in the teaching-learning process. A Case-Based Reasoning (CBR) has been employed with four knowledge containers including subject knowledge, case knowledge, technology knowledge and the adaptation knowledge. A digital survey has been initiated including a focus group discussion were used to verify contentions of the participants. Based on the study, engagement to course discourse liberates the Community of Inquiry to which a permissive and non-judgemental climate promised an educational experience, social, cognitive and teacher presence were felt, selective content, assistive and supporting discourse where teacher always served as moderator. The study result in effective strategies, social strategies, meta-cognitive strategies, memory-related, general cognitive and compensatory strategies although geographical and cultural settings were not considered. Creativity, critical thinking, problem-solving, decision making, communication and collaboration, use of information and communications technology (ICT) and information literacy, value to citizenship, life and career, and personal and social responsibility were skills developed in the context and are associated as 21st century skills. Hybrid learning therefore helps someone who may found traditional classrooms boring compared to a transformed dynamic and re-structured course with selected learning objects. Generally, customized learning systems provided an adaptive interaction and course delivery, content assembly and discovery and assistive collaboration. Learners become the director and manager of their learning.

Computing Education in Korea—Current Issues and Endeavors

Computer education has been provided for a long period of time in Korea. Starting as a vocational program, the content of computer education for students evolved to include content on computer literacy, Information Communication Technology (ICT) literacy, and brand-new computer science. While a new curriculum related to computer science was established in 2007, the range of computer education being provided in Korean schools has been repeatedly reduced. To identify the cause of this recent phenomenon, we review the computer education environment using the Darmstadt model, including educational systems, curricula, and teaching environments. Then we examine what factors affected the decline of computer education. The major causes of failure are found to be the absence of policy and a comprehensive evaluation method. These causes have led to a reduction in the selection ratio of computer-related subjects and in the number of students taking computer classes. Based on this understanding, we bring some fundamental message for establishing robust computer science education.

Climate change and policy making in Zimbabwe. In search of evidence based policy making?

This paper examines the capacity of Zimbabwean policy makers to access and use climate change research outputs for evidence based climate change policy making. Due to impacts of climate change on developing countries, many stakeholders are now calling for crafting of national climate change strategic plans to mitigate and adapt to the impacts of climate change. However one of the main challenges affecting policy makers is access to research evidence in order to come up with evidence based policies. To achieve the study objective, a mixed method approach was adopted. Findings show that there are a number of challenges facing researchers and policy makers in Zimbabwe which are inadvertently affecting evidence based climate change policy making. These challenges range from the general weak and non performing economy which over the years has created an environment not conducive for research as well as minimizing avenues for accessing state of the art research around climate change issues. Low Information, Communication Technologies literacy is also limiting access to databases and online sources with topical issues on climate change.

Challenges and Prospects of Information and Communication Technologies Application Among Mass Communication Students of Tertiary Institutions in Lagos, Nigeria

This paper assesses the challenges and prospects of the application of information and communication technologies by mass communication students of tertiary institutions, focusing on three educational institutions in Lagos, Nigeria. Survey research method through a questionnaire as an instrument was applied in collecting data for the study. A sample size of 300 respondents drawn from the three institutions was used. Findings revealed that students’ use of these technologies have steadily risen in recent years due to the derivable utilitarian and gratifying values, among which are accessibility, versatility, speed, cost effectiveness and entertainment. Indeed, the application of these tools, according to the findings, is a necessity if the students must cope with the current demands of their studies. The outcome of the study also revealed that students’ use of ICTs in their studies is not without some inherent difficulties. These include inadequate information and communication technology literacy, epileptic power supply, high costs and negative application by unscrupulous users. Following the inevitability of the use of information and communication technologies by mass communication students and media practitioners, some useful recommendations made include, among others, stepping up of comprehensive ICTs appreciation training for students, improved accessibility, qualitative service delivery by communication service providers and constant public power supply. Key Words : challenges, prospects, technology application, mass communication, tertiary institutions.

Fortifying the Pipeline: A Quantitative Exploration of High School Factors Impacting the Information Literacy of First-Year College Students

The purpose of this study is to explore the relationship between a sample of first-time college freshmen students’ high school experiences that are developmentally related to information literacy competency and their scores on the iSkills assessment. iSkills is an online evaluation developed by the Educational Testing Service (ETS), which tests the range of Information and Communications Technology literacy (ICT literacy) skills aligned with nationally recognized Association of Colleges & Research Libraries (ACRL) standards. Through hierarchical multiple regression analysis, four variables predictive of a significantly higher score on the iSkills assessment at the p < .05 level were identified.

The computer-based assessment of complex problem solving and how it is influenced by students’ information and communication technology literacy.

The 21st-century work environment places strong emphasis on nonroutine transversal skills. In an educational context, complex problem solving (CPS) is generally considered an important transversal skill that includes knowledge acquisition and its application in new and interactive situations. The dynamic and interactive nature of CPS requires a computer-based administration of CPS tests such that the assessment of CPS might be partially confounded with information and communication technology (ICT) literacy. To establish CPS as a distinct construct that involves complex cognitive processes not covered by other general cognitive abilities and not related to ICT literacy, it is necessary to investigate the influence of ICT literacy on CPS and on the power of CPS to predict external educational criteria. We did so in 3 different samples of either high school or university students using a variety of instruments to measure ICT literacy and general cognitive ability. Convergent results based on structural equation modeling and confirmatory factor analyses across the studies showed that ICT literacy was weakly or moderately related to CPS, and these associations were similar to those between ICT and other general cognitive abilities. Furthermore, the power of CPS to predict external educational criteria over and above general cognitive ability remained even if the influence of ICT literacy on CPS was controlled for. We conclude that CPS is a distinct construct that captures complex cognitive processes not generally found in other assessments of general cognitive ability or of ICT literacy.

Concept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability

The concept map is now widely accepted as an instrument for the assessment of conceptual knowledge and is increasingly being embedded into technology-based environments. Usability addresses how appropriate (for a particular use) or how user-friendly a computer-based assessment instrument is. As we know from human-computer interaction research, if the interface is not user-friendly, a computer-based assessment can result in decreased test performance and reduced validity. This means that the usability of the interface affects the assessment in such a way that if the test is not user-friendly, then the test taker will not be able to fully demonstrate his/her level of proficiency and will instead be scored according to his/her information and communication technology (ICT) literacy skills. The guidelines of the International Test Commission (2006) require usability testing for such instruments and suggest that design standards be implemented. However, we do not know whether computer-conducted concept map assessments fulfill these standards. The present paper addresses this aspect. We conducted a systematic research review to examine whether and how researchers have studied and considered usability when conducting computer-based concept map assessments. Only 24 out of 119 journal articles that assessed computer-based concept maps discussed the usability issue in some way. Nevertheless, our review brings to light the idea that the impact of usability on computer-based concept map assessments is an issue that has received insufficient attention. In addition, usability ensures a suitable interaction between test taker and test device; thus, the training effort required for test use can be reduced if a test's usability is straight forward. Our literature review, however, illustrates that the interplay between usability and test use training has mostly been neglected in current studies.

Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions

Educators in the 21st century increasingly argue for the importance of information and communication technology (ICT) literacy and ask how it can be acquired formally and informally for students' effective participation in this highly technology-dependent society. There are, however, insufficient empirical measures to assess students' ICT literacy. In this study, a three-factor, 17-item perceived ICT literacy scale (3F-PICTLS) assessing information literacy (information), internet literacy (communication), and computer literacy (technology) was developed and validated using a stratified random sample of 826 junior secondary school students from 36 schools in Hong Kong. Results indicated that the scale demonstrated good reliability and validity. We discussed the pedagogical and educational contributions of the scale.

Development of a Cyber/Information Technology Knowledge Test for Military Enlisted Technical Training Qualification

An Armed Services Vocational Aptitude Battery (ASVAB) Review Panel, with expertise in personnel selection, job classification, psychometrics, and cognitive psychology developed recommendations for changes to the military enlistment test battery. One recommendation was to develop and evaluate a test of cyber/information and communications technology literacy to supplement current ASVAB content. This article summarizes a multiphased Cyber Test development process: (a) a review of information/computer technology literacy definitions and measures, (b) development and pilot testing of a cyber knowledge measure, (c) validation of test scores against final school grades (FSGs) for selected technical training courses, (d) development of an operational reporting metric and subgroup norms, and (e) examination of construct validity. Results indicate the Cyber Test has predictive validity versus technical training school grades and incremental validity comparable to the ASVAB technical knowledge tests when used with the ASVAB Armed Forces Qualification Test (AFQT) verbal/math composite as a baseline.

Measuring Information and Communication Technology Literacy using a performance assessment: Validation of the Student Tool for Technology Literacy (ST2L)

This paper reports the validation scores of the Student Tool for Technology Literacy (ST2L), a performance-based assessment based on the National Educational Technology Standards for Students (NETS*S) used to measure middle grade students Information and Communication Technology (ICT) Literacy. Middle grade students (N = 5884) from school districts across the state of Florida were recruited for this study. This paper first provides an overview of various methods to measure ICT literacy and related constructs, and provides documented evidence of score reliability and validity. Following sound procedures based on prior research, this paper provides validity and reliability evidence for the ST2L scores using both item response theory and testlet response theory. This paper examines both the internal and external validity of the instrument. The ST2L, with minimal revision, was found to be a sound measure of ICT literacy for low-stakes assessment purposes. A discussion of the results is provided with emphasis on the psychometric properties of the tool and some practical insights on with whom the tool should be used in future research and practice.