Level Of ICT Literacy Research Articles

Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy?

This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.

Reconfiguring Crisis Management Skills of Teachers in the New Normal

The outbreak of coronavirus 2019 (COVID-19) represents a significant danger to the general public’s health, particularly in educational institutions. This study aimed to determine the crisis management skills of teachers in the new normal. It aimed to assess the profile of the respondents and their responses to manage their skills in terms of in-placed policies and guidelines, ability to respond in emergencies, integration of crisis management in delivering instructions, and adaptive teaching practices. The study involved 80 respondents teaching in Higher Education Institutions and the Department of Education of Zamboanga City. This study employed a descriptive-quantitative design to determine the crisis management skills of the respondents in dealing with the crisis management response. The research study utilized a four-point Likert scale administered survey questionnaire consisting of two parts that include the profile of the respondents and a statement that measures the crisis management skills of teachers in the new normal. The study revealed that the majority of the respondents were between the ages 20 – 35 years old; mostly female and average ICT literacy level. It also found that the most highly applied crisis management skills of the respondents were in-placed policies and guidelines for students’ and teachers’ safety, the ability to respond to emergencies, and adaptive teaching practices during a crisis. While the integration of crisis management in delivering instructions involving teachers and students garnered only moderately applied interpretation. Respondents’ age, gender, and ICT literacy level were not predictors of crisis management skills of the respondents. Based on the findings, the following recommendations were made: implement a strategic plan that enables the institution to move forward while effectively managing and mitigating risks; encourage teachers to attend/participate in workshops that will strengthen their knowledge and skills; recalibrate the curriculum to enable teachers to revise the activities/course work/tasks/experiences that can be delivered through blending learning; and empower the faculty to reconfigure and reskill. Keywords: COVID-19, Crisis Management, Skills, Crisis, Teachers

The Information and Communication Technology (ICT) Literacy of Local Community in Tourism Village of Karo Regency, Indonesia

This research was motivated by an indication of low ICT literacy in rural communities, especially villages that have great tourism potential, which makes it difficult for villages to be part of the information society and to use information and communication technology as one of the tools to promote tourism in the region. This study was designed to determine the ICT literacy levels of Tongging tourist Village, Karo Regency. ICT literacy was determined by measuring computer literacy, internet literacy, information literacy, and digital literacy. The study was conducted by survey method with a quantitative approach. The result showed that computer literacy, the internet, information and digital literacy of local community in Tongging Village mostly in level. Therefore, the ICT-Literacy level of people in Tongging village were also in level 3, where most individual has a standard knowledge of ICT that they needed, and consistently use that standard as a reference in everyday activities.

Analisis Tingkat Literasi Teknologi Informasi dan Komunikasi Mahasiswa PGSD Di Kabupaten Sumedang

The development of information and communication technology is increasing. Globalization requires the implementation of technology in education, including intitutions of college. ICT literacy is a necessity for students for educational activities. This study aims to determine the level of ICT literacy of PGSD students. The method in this research is qualitative research with a survey research design. Data is collected using a questionnaire technique. The subject of this research is 100 PGSD students in Sumedang Regency. The results of this study showed: (1) Ownership of ICT devices is quite high category (70%); (2) The level of motivation to use ICT facilities (59%) of respondents agree that ICT is very useful for life; (3) The ability to operate technological devices is quite capable (61,3%); (4) The intensity of use of ICT devices (67%) ICT is used for task and learning activities; The level of ICT involvement in the learning process (60%) lecturers often use ICT to deliver learning materials.

ICT literacy level of Indonesian senior high school mathematics teachers

Industrial revolution 4.0 nowadays needs I CT literacy to proceed with the technology used for mathematics teachers. Meanwhile, the ICT literacy of mathematics teachers in Indonesia is at a low level and under the other Asia countries. This article aims to look at the level category of ICT literacy among Indonesian Mathematics Teachers in Senior School background. The researcher employed a quantitative approach in the term of descriptive statistical measurement. The collected data were used in order to determine descriptive statistical analysis for each construct; then followed by measuring the mean score, frequently, and finally, interpretation into each construct was applied; in order to set the level of ICT literacy using Dakich category level. This study used the ICT literacy questionnaire consists of 21 items in the form of a 5-point Likert scale. The results show that the level of understanding of the operation and use of ICT, ICT-rich pedagogy, ICT for teaching and professional involvement, and social ecology of ICT life and teaching and as a whole is in the category of access to ICT. This level implied that ICT literacy as a combination of intellectual ability, basic concepts, and new skills possessed by teachers to navigate and use information and communication technology effectively. Also, the level of ICT literacy is based on technical literacy and information literacy, which contains technical questions and information processing skills questions in accessing ICT for teachers. This study contributes to the ICT literacy level, which provides views to mathematics teachers to improve the quality of teachers’ ICT literacy in teaching mathematics.

Comparison of the ICT literacy level of the entering students in the Mexican and Serbian higher education

Communication and technology have an important role in life and especially in education. Nowadays, students generally use technology for communication. When using technology in education, there may be some communication barriers. An international comparison analysis tool is an effective way for understanding the situation between two or more different regions of the world. In this sense, literature shows the relevance of analyzing how ICT has been used in education to better understand educational strategies, learning methods and pedagogical techniques in order to effectively apply ICT in the classroom. The purpose of this study is to identify the levels of ICT Competencies of students from two countries, from two continent, one in Serbia (in Europe) and the other in Mexico. We have to see the ICT knowledge level of the students to make decision about the application and retraining methods.

Readiness of librarians in public libraries towards integration of social media tools in library services delivery in south-east Nigeria

The study is designed to x-ray the level of preparedness of librarians in Nigerian Public libraries towards integrating social media to the provision of library and information services (LIS). The survey research method was adopted using public libraries in south-east geo-political zone of Nigeria. The population of study comprises of core librarians working in the various public libraries in the south-east geo-political zone of Nigeria. It was revealed that the level of readiness among librarians in public libraries towards integrating social media to library service delivery is very low. Paucity of funds, indifferent attitude of public library managers, non-existence of social media policy, low level of ICT literacy among librarians in public libraries are the major constraints to effective integration of social media. This study has not only provided empirical evidences on the readiness of librarians in public libraries towards integrating social media tools to library and information services but also recommends ways for successful integration of social media into the public library system..Keywords: community libraries, public libraries, social media, information services, south-east

Analysis of ICT Literacy Competence among Vocational High School Teachers

To realize learning quality in Vocational Secondary School, and to achieve educational goal, teacher competence is needed. The application of ICT Literacy in vocational secondary school is intended to upgrade teachers’ knowledge, skill and competence in ICT. This paper is aimed to describe the process of teachers’ competence adaptation to ICT integrity in learning in Vocational Secondary School. This study use descriptive method with literature study and documentation technique. The source in this study is research journal and research report book. The study result showed that teachers lack of self-confident in using ICT, and gender factor influence ICT integration in which the level of ICT literacy in male is higher than female. The group of young teachers aged 21-40 have higher level of ICT literacy compared with the older group. Demographic factor in ICT literacy competence are gender, education level and age. This study suggest that teachers enhance the ability in ICT literacy competence, increase their knowledge and knowledge creation in each aspect of ICT literacy competence.

ICT 활용 습관에 따른 초등학생의 지역규모별 ICT 리터러시 수준 차이에 대한 원인 분석

ICT 활용 습관에 따른 초등학생의 지역규모별 ICT 리터러시 수준 차이에 대한 원인 분석

중학생의 성별에 따른 ICT 리터러시 수준 차이 원인 분석

중학생의 성별에 따른 ICT 리터러시 수준 차이 원인 분석

Analyzing of the self reported ICT literacy level of Slovakian and Serbian Students in the higher education

The students generally use technology for communication in the European Union and outside of the Union. First of all we have to see in this research the ICT knowledge level of the students in the higher education to make decision about the application and retraining methods. It is important to know can we find any difference in ICT literacy between the Slovakian and the Serbian students to see how long is the way to finish the ICT revolution in these countries. On the other hand is it important to see which topic need more attention from the teachers in the high school to give a good knowledge for the student before they go in the higher education. We measured the ICT literacy level with a tool consisting of 15 items (Likert scaled). The data analysis was performed with SPSS software using descriptive statistics and Mann-Whitney test.

초등학생의 ICT 리터러시 수준과 성별 ICT 활용 습관 차이와의 상관 분석

초등학생의 ICT 리터러시 수준과 성별 ICT 활용 습관 차이와의 상관 분석

학교장의 교육정보화 인식이 학생들의 ICT 리터러시 수준에 미치는 영향 분석

본 논문에서는 초 중등학교의 교육정보화 수준과 학생들의 ICT 리터러시 수준 결과를 연계하여 분석하였다. 특히 초등학교를 대상으로 학교장이 인식하는 학교의 교육정보화 수준에 따라 해당 초등학교 학생들의 ICT 리터러시 수준이 다르게 나타나는가를 분석하였다. 이를 위하여 전체 초등학교 4~6학년의 1%인 12,759명을 표집하여 ICT 리터러시 수준을 측정하였다. 그리고 표집된 학생들이 재학하는 250개 초등학교의 교육정보화 수준 측정 결과를 교육부 자료에서 추출한 후 두 자료를 서로 연계하여 분석하였다. 분석 결과, 학교장이 재직하고 있는 학교의 교육정보화 수준이 전체적으로 잘 되어있다는 인식이 높을수록 초등학생의 ICT 리터러시 수준이 높아지는 경향이 있지만 물적 영역과 활용 영역에서는 단정하기 어렵고 주로 인적 영역에서 확신이 가능한 것으로 나타났다. 이와 같은 결과에 비추어 볼 때 초등학교에서의 교육정보화는 물적인 인프라 구축과 자원의 활용성 강조보다는 교사들에 대한 역량 강화 및 인식 제고를 위한 노력이 더 필요한 것으로 판단되어지며, 향후 교육정보화 정책을 추진함에 있어 물적인 인프라 구축 지원과 함께 교사들에 대한 역량 강화 및 인식 제고를 위한 노력을 강화할 필요가 있는 것으로 나타났다. In this paper, we analyzed the link between school's educational information technology level and ict literacy level of students in elementary school. Specially we concerned about the link between principal's awareness of ict and ict literacy level of students. This ICT literacy levels were measured by sampling 1%(12,759 students) of the entire school year for elementary school 4-6. The educational information technology level of sample student's school was extracted from the Ministry of Education data. Then the two materials was analyzed in conjunction with each other. As a result, Higher recognize of principal, higher ict literacy level of students. That is sure in human realm. But that is difficult to conclude in ict infra and ict using realms. According to this result, it is more important to develop ability and awareness of teacher for ict than to support building of ict infra and using of ict. Therefore, we need to make a plan to develop ability and awareness of teacher for ict with building of ict infra.

Comparison of the ICT literacy level of the Slovakian and Hungarian students in the higher education

Communication and technology have an important role in life and especially in education. Nowadays, students generally use technology for communication. When using technology in education, there may be some communication barriers. In this research, it is studied about communication barriers that prevent teachers’ candidates to use technology. The aim of this research is to find the communication barriers which teachers’ candidates face when they utilize technology. First of all we have to see the ICT knowledge level of the students to make decision about the application and retraining methods. It is important to know can we find any difference in ICT literacy between the Hungarian and the Slovakian students. We measured the ICT literacy level with a tool consisting of 15 items (Likert scaled. We worked with 663 students. The data analysis was performed with SPSS software using descriptive statistics and Mann-Whitney test. ICT literacy comparison has showed significant differences by countries, the Hungarian students ICT literacy was on higher level (self-report) except by using learning platforms.

Challenges of E-Government Implementation in the Nigerian Public Service

The concept of e-government began in the early 1990s which is the use of information technology to improve governance, promote efficiency and effectiveness in the delivery of public service. In the year 2000, the Federal Government of Nigeria recognized the need to transform the public service into the modern day system through the use of information technology. This was necessitated by the urgent need to improve public service delivery, ensure transparency, make government accessible, and ensure that information dissemination to the public is in real time. This study explored the hurdles faced by public agencies in materializing the government’s e-government vision. This study found that despite the government investing hugely in the ICT to realise the objectives stated in the policy document, minimal progress have been achieved. The lack of massive success can be attributed to infrastructural gap, power failure, digital divide, low ICT literacy level, theft and vandalization of ICT equipment, privacy and security

Comparison of the ICT Literacy Level of the Mexican and Hungarian Students in the Higher Education

Communication and technology have an important role in life and especially in education. Nowadays, students generally use technology for communication. When using technology in education, there may be some communication barriers. In this research, it is studied about communication barriers that prevent teachers’ candidates to use technology. The aim of this research is to find the communication barriers which teachers’ candidates face when they utilize technology. First of all we have to see the ICT knowledge level of the students to make decision about the application and retraining methods. It is important to know can we find any difference in ICT literacy between the Hungarian and the Mexican students. We measured the ICT literacy level with a tool consisting of 15 items (Likert scaled. We worked with 720 students. The data analysis was performed with SPSS software using descriptive statistics and Mann-Whitney test. ICT literacy comparison has showed significant differences by countries, the Mexican students ICT literacy was on higher level (self-report) except by using learning platforms.

Acquisition of digital competence in ICT courses for students in pedagogy

Digital competence is one of the eight key competences, defined in the European qualification framework for lifelong learning, and it is a universal asset in the current computerized reality because it provides good educational perspectives and social prosperity. Digital competence is defined as skillful and correct use of electronic resources at work, for leisure and communication and is based on a high level of ICT literacy. Amongst the priority directions within the programs of Europe 2020 Strategy is the improvement and actualization of digital skills of all EU citizens regardless of their age, residence or economic status, so that they may participate fully in the digital society and the labor market. A key factor for promoting digital competence, which meets the requirements for information society as early as school age, is the role of teachers, their university formation and continuous postgraduate qualification. The present study focuses on specifying the conceptual meaning of “digital competence” for students in pedagogy, formed in the process of their education. The debatable character and different interpretations of the more general term “competence” invite different definitions of “digital competence”. The complex character of teachers’ integral professional competence complicates the creation of a universal content framework of digital competence. In this sense the present study is limited to determining the fundamental meaning of digital competence, and it serves as a basis for further analysis of different ICT education models in the training of students in education.

Comparing the role of ICT literacy and anxiety in the adoption of mobile learning

This paper explores the impact of ICT anxiety, ICT literacy, perceived ease of use and usefulness on the adoption of mobile learning. A modified version of the Technology Adoption Model was used to measure student and educator intention to adopt mobile learning. The research questions were tested using structural equation modelling. Two questionnaires were developed (one for students and one for educators) and used to measure ICT literacy and attitudes and perceptions towards mobile learning. Differences and similarities were found between students and educators on the relative importance of the influence of these factors on intention to adopt. A basic level of ICT literacy and an advanced level of mobile literacy had an impact on intention to adopt but an advanced level of ICT literacy was not found to have any effect.

An analysis of variables affecting the ICT literacy level of Korean elementary school students

With the study aim of examining individual- and school-level variables affecting the ICT literacy level of Korean elementary school students, a stratified sample of 11,767 students in 173 schools was analyzed using a two-level hierarchical linear model (HLM) and a two-level hierarchical generalized linear model (HGLM). Students' ICT literacy level was classified into four levels: below basic, basic, average, and excellent. First, HLM analysis results revealed that male student, completion of computer courses, log usage time for purposes other than study and satisfaction level of students in classes using ICT have positive effects on ICT literacy score, but that log usage time for study has a negative effect at the individual level. In addition, major city, achievement level and number of PCs per student have a positive influence at the school level. At the individual level, the results from HGLM analysis showed that the ICT level of female students was higher than that of male students in average or lower levels. The completion status of computer courses had a significant effect on the probability of attaining a basic or average level. The satisfaction level of students in classes using ICT had a positive influence on attaining a higher level of ICT literacy. At the school level, the number of PCs per student had a significant effect on the probability of attaining an average level. The ICT literacy of schools located in major cities was higher than that in rural area in average level.

Assessment of Information and Communication Technology Integration in Teaching and Learning in Institutions of Higher Learning

Employing survey research design of the ex-post facto type, this study examined information and community technologies integration in teaching and learning in institutions of higher learning in Delta State, Nigeria. Four research questions and four hypotheses guided the investigation. Descriptive statistical tools such as mean and standard deviation were used to answer the research questions while t-test of significant difference was used to test the hypotheses. A sample of 560 students and lecturers were selected through simple random sampling technique from four out of seven institutions of higher learning in the state. The result obtained showed that the level of availability of ICTs for their effective use in teaching and learning in institutions of higher learning in Delta State is low. The benefits of using ICTs in teaching and learning include improve quality of instruction, caters for different learning styles and increased opportunity for collaborative networking and research. The factors acting as barriers to effective integration of ICT in teaching and learning in the institutions include poor government attitude to ICT policy, inadequate funding of ICT facilities and low level of ICT literacy among students and Lecturers. The strategies for effective integration of ICT in teaching and learning in the institutions were identified to include provision of electronic classrooms and laboratories, provision of pedagogical training in ICT for Lecturers. The study recommends that administrators of institutions of higher learning should incorporate ICT into their strategic plan to ensure that they link the institution with Local Area Network (LAN).