ICT Proficiency Research Articles

Exploring Digital Fluency: A Study of First-Year Students' ICT Proficiency

Exploring Digital Fluency: A Study of First-Year Students' ICT Proficiency

The Influence of Teacher Skills in Using ICT Media and Satisfaction with Tutoring Services on Student Motivation in Learning Islamic Education at Junior High Schools in Semarang City

This study examines the impact of educators’ ICT skills and tutoring service satisfaction on student motivation in Islamic Religious Education (PAI) at junior high schools. Using an associative approach, the quantitative research involved 120 students and 20 educators from 20 schools in Semarang City. Data collection included questionnaires, observations, and documentation, while analysis involved descriptive statistics, classical assumption tests, and multiple linear regression. Findings reveal that educators’ ICT proficiency significantly influences student motivation (t-value: 1.782 > t-table: 1.740, significance: 0.04 < 0.05). Tutoring service satisfaction also significantly impacts student motivation (significance: 0.00 < 0.05, t-value: 1.939 > t-table: 1.658). These results highlight the essential role of ICT skills and tutoring satisfaction in enhancing PAI student motivation

Challenges in Technical Education in Bolivia During COVID-19 Pandemic

This research delves into the profound effects of the COVID-19 pandemic on technical and technological education within Bolivia’s Higher Education sub-sector, particularly focusing on Technical and Technological Training Institutes. The interruption of practical teaching, inherent in the curriculum of these institutes, due to stringent containment measures imposed by the Bolivian State since 2020, has presented significant challenges for both educators and students. Through a comprehensive examination employing interviews, surveys, and focus groups, the study identifies key concerns such as limited internet access, insufficient ICT proficiency, and pedagogical hurdles specific to technical subjects. The transition to virtual learning has widened the pedagogical gap in technical education, exacerbated by disparities in technological resources, particularly impacting rural educators and those teaching practical courses. Economic vulnerability among technical professionals, especially in the informal sector, underscores the necessity for financial literacy and access to credit. As Bolivia moves towards resuming in-person classes, the study advocates for sustained teacher training in ICTs, development of virtual labs for practical subjects, and targeted social programs to support vulnerable technical professionals.

Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic

This study intends to explore the challenges and opportunities in inclusive education using Information and Technologies (ICTs) during the COVID-19 pandemic from the perspective of teachers based in the Canary Islands. It focuses on the digital division and the implications involved while examining the impact of health on students with special needs (SEN) and Specific Educational Support Needs (SENS). For this research, a validated questionnaire was used to assess educators’ perceptions and attitudes toward the use of ICT in inclusive education practices. It reveals insights into the need for enhanced ICT training, age and gender disparities perceived in ICT proficiency, and the essential role of continuous professional development for teachers. The study highlights the importance of developing inclusive and comprehensive training strategies, as well as the need for educational institutions to provide effective digital resources and platforms. The findings show that students perceive both their ICT skills and the effectiveness of remote teaching methods as moderate, thus emphasizing the necessity for strategic interventions and collaborative efforts to enhance digital competencies in this educational sector.

The Use and Challenges of ICT in Primary Schools: A Study of Selected Primary Schools in Ilala, Tanzania.

The advancement of science and technology has led to profound changes in human life. The educational system, in particular, has greatly benefited from global progress, especially with the introduction of ICT. Today, teachers and students enjoy convenient access to vast information and resources through various technological tools like computers, tablets, smartphones, projectors, and online platforms. These developments have created opportunities for interactive and personalized learning experiences. In Tanzania, like other countries, ICT has been integrated into the education system. This study aimed to explore teachers’ knowledge and understanding of ICT utilization and its integration in classrooms and the challenges encountered during implementation Deliberating to the objectives of this research, the design of this study is descriptive quantitative research using questionnaires to gather insights. The findings indicate that; teachers possess a certain level of ICT proficiency, enabling them to incorporate it into both their classrooms and daily lives. However, obstacles such as inadequate availability of ICT devices, unreliable internet connectivity, insufficient technical support, and a lack of professional training programs were identified as hindrances to the process. Based on these findings, the study provides recommendations for individuals, school administrators, and the government to ensure the successful integration of ICT in education.

Toward Digital School: The Level of Usage, Competency and Awareness for Digital Storage Among School Administrators Pre to the Covid-19 Era

In today's rapidly changing and dynamic educational ecosystem, the Malaysian Ministry of Education emphasises digital education. Nationwide focus has been dedicated to the ICT proficiency of school administrators, as they play a pivotal role in technological leadership, in order to ensure the realisation of this objective. The sample consists of 266 school administrators who completed a questionnaire used as a research instrument. This study investigated the level of digital competence among school administrators in the southern peninsula of Malaysia. In addition, the researchers analysed the degree of cloud storage awareness and cloud storage usage across the samples. It was discovered that school administrators have a moderate degree of proficiency in cloud storage usage, use cloud storage infrequently, and have a high level of awareness regarding the significance of using cloud storage for school administration. It implies that school administrators require extensive training on the use and significance of cloud storage in school administration. However, these data were taken before the Covid-19 crisis. Covid-19 may have increased technological adoption in the global education system, necessitating more study on the status of these factors.

Enhancing Employability and Empowerment: Unveiling Factors within PERDA-TECH for Sustainable Development

In the contemporary landscape of education, fostering graduates' employability has emerged as a vital concern for educational institutions and policy makers, particularly within the framework of Sustainable Development Goal 4 (SDG4) and Sustainable Development Goal 8 (SDG8). This paper delves into the employability dynamics of graduates from the PERDA-TECH program, a Technical and Vocational Education and Training (TVET) initiative operating under the auspices of the Penang Regional Development Authority (PERDA). In the quest for a competitive edge within the workforce, TVET programs hold the promise of cultivating a skilled labor pool that aligns with the workforce demands, thus bolstering economic growth (SDG8). However, a comprehensive analysis of the graduate employability facets is indispensable to address the nuanced requirements of the job market. Existing studies have outlined seven pivotal employability skills, encompassing interpersonal skills, critical thinking, self-improvement, resourcefulness, ICT proficiency, fundamental aptitudes, and information literacy. Additionally, employers place premium emphasis on attributes such as social acumen, management proficiencies, creative thinking, problem-solving capabilities, and critical analysis. Aligned with these imperatives, the PERDA-TECH Malaysia Skills Training Programme seeks to equip graduates with competencies tailored to amplify their employability prospects. Nonetheless, the insights from the PERDA 2020 Outcome Assessment report reveala gapin the comprehensive understanding of graduate feedback and employability determinants. This study endeavors to bridge this gap by methodically examining the factors influencing graduates' employability within the PERDA-TECH program.Employing a quantitative approach, the study encompassed survey responses from 226 graduates. The findings unveiled a noteworthy 71.3% (162 graduates) employed, 21.2% (48 graduates) pursuing further education, and 7.1% (16 graduates) currently unemployed. Encouragingly, a significant proportion of graduates secure employment within six months of graduation, substantiating the program's efficacy in catering to market needs (SDG8). The factors influencing employability were dissected into three categories: graduate attributes, learning outcomes, and market dynamics. This holistic analysis enhances the alignment of the program's objectives with SDG4's emphasis on quality education and SDG8's pursuit of decent work and economic growth.This study underscores the symbiotic relationship between relevant and skill-centered education, graduates' market readiness, and sustainable economic development. As a result, it contributes not only to the advancement of knowledge but also to the realization of SDG4 and SDG8, enlivening the overarching mission of fostering inclusive education and propelling economic progress.

Social Studies Teachers’ ICT Proficiency for Teaching in Schools for the Deaf in Ghana

The study sought to examine how knowledge and skill in ICT of Social Studies teachers influence their teaching of the subject to students who are deaf in schools in Ghana. The study was hinged on the Social Cognitive Theory and Human Capital Theory and used convergent parallel design with the mixed methods approach. The population for the study comprised all JHS Social Studies teachers and headteachers numbering 42 in the 14 public schools for the deaf in Ghana. Census sampling was used to select all the 28 respondents (teachers) for the quantitative phase while convenience sampling technique was also used to sample 14 participants for the qualitative aspects of the study. Data was gathered through questionnaire for the quantitative data and analysed using descriptive measures (frequencies and percentages, means and standard deviations) while the qualitative data was accessed through semi-structured interviews and textually analyzed. The findings showed that the majority of Social Studies teachers handling deaf students possessed requisite knowledge and skills in ICT and showed interest in teaching the subject, nevertheless, only few of them employed ICT in teaching Social Studies. It is recommended that Social Studies teachers to students who are deaf be provided with computers and taken through regular in-service training to help them meet their special needs and other ICT tools.

Impact of ICT Proficiency on Teachers' Work Performance in Distance Learning

This study investigated the impact of Information and Communication Technology Proficiency (ICT-P) on teachers' work performance (WP) within distance learning contexts. Employing a quantitative design, a cross-sectional survey was administered to assess the ICT-P and WP of teachers working in distance learning institutes; Virtual University and Allama Iqbal Open University. Using stratified sampling, data was collected from 237 teachers through two online self-administered questionnaires, involving ICT-P and WP. Both questionnaires consist of a 6-point semantic differential scale. The ICT-P was framed around the Joint Information Systems Committee (JISC) model of digital literacy, examining constructs such as the use of ICT-P based devices, digital applications, software, services, and digital proficiency. The WP construct, sourced from an extensive literature review, is divided into seven primary areas. Data was analysed using descriptive statistics, reliability analysis, correlation, and regression techniques. The research found an affirmative impact of ICT Proficiency on teachers’ work performance.

The Co-Design/Co-Development and Evaluation of an Online Frailty Check Application for Older Adults: Participatory Action Research with Older Adults.

Frailty is an age-related condition characterized by a decline in physical capacity with an increased vulnerability to stressors. During the COVID-19 pandemic, there was considerable progression in frailty in older adults. Therefore, an online frailty check (FC) is required for continuous screening, especially acceptable to older adults. We aimed to co-design/co-develop an online FC application with FC supporters who were facilitators in a pre-existing onsite FC program in the community. It consisted of a self-assessment of sarcopenia and an 11-item questionnaire assessing dietary, physical, and social behaviors. Opinions obtained from FC supporters (median 74.0 years) were categorized and implemented. The usability was assessed using the system usability scale (SUS). For both FC supporters and participants (n = 43), the mean score was 70.2 ± 10.3 points, which implied a "marginally high" acceptability and a "good" adjective range. Multiple regression analysis showed that the SUS score was significantly correlated with onsite-online reliability, even after adjusting for age, sex, education level, and ICT proficiency (b = 0.400, 95% CI: 0.243-1.951, p = 0.013). We also validated the online FC score, which showed a significant association between onsite and online FC scores (R = 0.670, p = 0.001). In conclusion, the online FC application is an acceptable and reliable tool to check frailty for community-dwelling older adults.

A Study of ICT Awareness, Proficiency, and Usage among Post-Graduate (PG) Students

ICTs have now become a buzzword in teaching and learning. Historically, technology has been developed to solve problems, improve living standards and increase productivity. In the educational context, the objectives of ICT are to increase productivity and solve teaching-learning problems. Information and communication technologies play a major role in shaping the new global economy and producing rapid changes in society. The purpose of the study is to find out the awareness level of various ICT devices, proficiency of ICT devices, and the usage of various ICT devices by the PG students. This study was descriptive research that adopts the survey method. Here the researcher used simple random sampling to select 50 samples. To conduct the present investigation, the researcher utilized a self-made questionnaire to gather data, it includes 32 items that are divided into three major dimensions on the basis of the research objectives. The researcher used Mean, SD, and t-tests for the statistical analysis of data. After analysis of the data this study found that there is a significant difference between male and female, and no significant difference between urban and rural PG students in the awareness level of various ICT devices. The two groups of students, namely male and female, differ significantly; the other two groups, urban and rural, do not differ significantly in terms of their proficiency in various ICT devices. The study also found that four groups of students namely male, female and urban, rural differ significantly in terms of the usage of various ICT devices.

A Comparative Analysis of ICT Proficiency Possessed Among The Federal University Library Staff in North East, Nigeria

The study is a comparative analysis of the ICT proficiency level possessed among the Federal University Library Staff in North East, Nigeria. Four objectives were formulated to guide the study: determine which university library staff possesses the highest basic ICT proficiency among the federal university libraries in the northeast, Nigeria; determine which university library staff possesses the highest intermediate CT proficiency among the federal university libraries in the northeast, Nigeria; determine which university library staff possesses the highest advanced ICT proficiency among the federal university libraries in the northeast, Nigeria, and to; determine the overall average of ICT proficiency of library staff of federal university libraries in the northeast, Nigeria. In line with the objectives, four research questions were answered. The study adopted the descriptive research design of the survey. A questionnaire was used as a data collection instrument with a population of two hundred and seventy-six (276) library staff of all federal university libraries in northeast, Nigeria using a purposive sampling technique. Data collected were analyzed using descriptive statistics of mean and standard deviation displayed in tables. The study found that: Ramat Library of the University of Maiduguri has a mean of 3.55 and a standard deviation of 0.84, and possesses the highest basic ICT proficiency among the federal university libraries staff in northeast, Nigeria; The University of Maiduguri Ramat Library has the highest mean rating of 2.72 with a standard deviation of 0.92 is hereby declared the ``highest library staff that possesses intermediate ICT proficiency skills among the federal university libraries in the North East, Nigeria; The University of Maiduguri Ramat library staff having the highest mean score of 2.05 and standard deviation of 0.73 possesses the highest advanced ICT proficiency skills in federal university libraries in the northeast, Nigeria, and, the overall ICT proficiency possessed in all federal university libraries in the northeast, Nigeria as indicated by the cluster mean is fair. It is recommended among others that the stakeholders in library management should provide effective training for their library staff.

Increasing the competitiveness of future economists for work in industry 4.0

Introduction. Currently, in the context of the development of digitalization and information technology, the business environment is changing. This must be taken into account when preparing economics students so that students have a high level of professional competence and possess the knowledge and skills necessary to work in Industry 4.0. Given the rapid development of ICT in the field of economics and education, it is essential to prioritize the development of students' ability to navigate information flows and use modern data processing methods and programming skills.. The aim of the study is to develop recommendations aimed at creating organizational and pedagogical conditions for the increasing the competitiveness of future economists for working in industry 4.0. Materials and methods. The 285 students took part in the survey – future economists studying in the specialty "Accounting and taxation" of 5 universities (Chechen State University named after Akhmat Abdulkhamidovich Kadyrov, Peoples' Friendship University of Russia, Moscow Aviation Institute, Financial University under the Government of the Russian Federation, Plekhanov Russian University of Economics). To assess the significance of differences in indicators in samples of 1st and 3rd year students, a nonparametric Pearson's chi-squared test was used. Results. The results obtained showed that when characterizing a competitive specialist, 1st year students in economics give priority to theoretical and methodological knowledge and knowledge of a foreign language, while 3rd year students attribute a competitive specialist and high knowledge of modern ICT to the priority characteristics of a competitive specialist. The results of Pearson's chi-squared test confirmed the statistical significance of differences in such characteristics as foreign language proficiency (χ2 = 58.7), theoretical and methodological knowledge proficiency (χ2 = 46.8), modern ICT proficiency at a high level (χ2 = 52.5) when comparing the answers of 1st and 3rd year students who are in the zone of significance, exceeding the critical value (p < 0.001). A survey of students on the factors contributing to an increase in the level of training of competitive specialists for work in Industry 4.0 showed that, compared with first-year students, third-year students are more interested in the introduction of special additional disciplines, electives in the information and professional areas. The calculation results of Pearson's chi-squared test confirmed the statistical significance of differences in students' assessment of such factors that contribute to an increase in the level of their IC, such as an increase in classroom hours for computer science disciplines (χ2 = 41.9), the introduction of special additional disciplines, electives in the information and professional areas (χ2 = 61 ,3) when comparing the answers of 1st and 3rd year students.. Conclusions. The data identified in the study make it possible to formulate recommendations aimed at creating organizational and pedagogical conditions for increasing the competitiveness of future economists. First of all, it is necessary to organize a sufficient level of technical support for teachers and students, as well as to attract competent teachers who are fluent in basic applications and professional software. Keywords: information culture, software, MySQL, Python, education

Typology of Teaching Actions during COVID-19 Lockdown in the Valencian Community (Spain)

The COVID-19 coronavirus affected all countries, changing living practices and patterns of social structures. Spain confined all citizens to their homes from 14 March until 21 June 2020. All schools were closed, and education was suddenly converted to an online format. This study is part of wider research and analyzes the ways in which teachers in the Valencian Community (Spain) have approached School at Home (SH) The approach of the study is based on mixed methods (quantitative surveys and qualitative focus groups) and has an exploratory aim. Multivariate profiles of the gaps (represented by composite indicators) in both groups are analyzed based on k-means cluster analysis, as well as the variables associated with each profile, using non-parametric tests. The results show three groups of teachers, established according to four types of gaps, with different perceptions of the situation. ICT proficiency was very important, as well as family situation and support during confinement. The main lines of research derived from this study in relation to CSE and teacher outcomes are proposed.

Exploring social media technologies for novice EFL school teachers to collaborate and communicate: A case in the Czech Republic.

With an increasing number of international schools, traditional EFL teaching methods may not satisfy students’ needs. This study aims to investigate perceptions of social media technologies (e.g., Web 2.0) and willingness to adopt such technologies to collaborate and communicate in multicultural classrooms among novice EFL schoolteachers in the Czech Republic. The participants were 100 novice EFL schoolteachers in Prague and the South Moravian regions of the Czech Republic. The study used a mixed research method consisting of a survey (stage 1) and a semi-structured interview (stage 2). The survey examined the participants’ appraisal and concerns of using social media technologies to collaborate and to communicate as well as the level of willingness to use social media technologies. A hierarchical cluster analysis using participants’ responses regarding their attitudes and behavioural tendency towards using Web 2.0 social media technologies in language classrooms identified three clusters of teachers. The teachers who were most likely to adopt social Web 2.0 technologies were those who had the highest ratings on both appraisals and concerns regarding the use of social media in language classrooms. The results from the semi-structured interviews were consistent with those from the survey. Together, the results from the two stages demonstrated that most pre-service teachers favoured using Web 2.0 technology for collaboration and communication among colleagues and stakeholders in a broader community, but they displayed contrasting levels of appraisal of and concerns towards using social media technologies. Participants believed that this might be due to their different levels of ICT proficiency, workload, and working environment. The political and practical implications in K-12 education in the Czech context are also discussed.

ELEMENTARY SCHOOL TEACHERS IN EDUKASYONG PANTAHANAN AT PANGKABUHAYAN: INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) PROFICIENCY AND COMPETENCIES

This study aimed to determine the level of elementary school teachers? ICT proficiency and its effects on learners? competencies in Edukasyong Pantahanan at Pangkabuhayan in the District of Santa Cruz, Laguna. Specifically the study attempted to answer the following: what is the teachers? ICT proficiency level with regards to attitudes, knowledge, skills, and utilization. It also aimed to answer the learners? ICT competencies in EPP relative to using powerpoint presentation, spreadsheets, and word document, and if there is a significant relationship between the elementary school teachers? ICT proficiency and the learners? competencies in EPP.Simple random sampling technique was used in the selection of the respondents. Data were gathered from forty (40) elementary educators from the Department of Education (DepEd) Division of Laguna, District of Santa Cruz. A survey questionnaire with a modified Likert scale was adopted and used to gather data. The gathered data was statistically computed and analyzed using the frequency, mean, standard deviation, and Pearson r formulas in describing the direction of the relationship between the teachers? ICT proficiency and learners? ICT skills and competencies.Findings of the study revealed that the Edukasyong Pantahanan at Pangkabuhayan Teachers? ICT proficiency based on high knowledge, attitudes, skills, and utilization range from high to very high; the learners? ICT skills and competencies in a word documents, spreadsheets, and PowerPoint presentations were moderately high; and there is no significant relationshipbetween the teachers? ICT proficiency and learners? ICT skills and competencies. It is concluded that there is no significant relationship between the teachers? ICT skills and competencies. Therefore the hypotheses were accepted. It is recommended that the proper supervision on the implementation of digitalization of the Philippines? educational system to cope with the demands of the 21st century and along with the teachers? training, the government may also strive to update the ICT infrastructure and allow the learners to have physical manipulation of the gadgets to achieve real-time experience.

New roles and competencies of teachers in the ICT-mediated learning environment of Russian universities

Introduction. The research considers organisational and functional changes in the learning environment of Russian universities mediated by the spread of ICTs in education. ICTs affect the structure and content of curriculum and the relationship of participants in the educational process, which actualises the need to revise a place, roles, knowledge and competencies of humanities teachers. External and internal factors induce teachers to change approaches, methods and teaching technologies in accordance with the social request for high quality training of future professionals in the ICT-mediated realities and improve their ICT proficiency to meet the demands of the day. The best model of ICT-mediated learning environment will function on the basis of technologisation, interdisciplinarity, practice orientation, student focus and multicultural diversity.Aim. The purpose of this study was to identify, analyse and assess the determining factors that accompany, actualise and influence the process of transformation of the place, roles, skills and competencies of teachers in the ICT-mediated learning environment of universities in Russia.Methodology and research methods. The study was conducted within a framework of social, pedagogical, integrative, contextual, competency-based and comparative approaches, covering all aspects of academic activities of teachers and students in the ICT-mediated learning environment. Both qualitative and quantitative research methods were used to collect and analyse the relevant data. Analysis, synthesis and comparison were used to study and summarise scientific information; observations, questionnaires and survey were carried out within the experimental section, followed by a subsequent statistical analysis. A holistic approach allowed to create a classification of the ICT-based roles and skills of teachers and to develop the authors’ scale of gradation of ICT proficiency.Results. The conceptual apparatus is concretised; conditions for the ICTs inclusion in education are defined; the authors’ classification of the roles, skills and competencies of teachers for ICT-based professional activity, growth and development is given; the authors’ diagnostic scale (toolkit) for rating and grading humanities teachers’ level of ICT proficiency is designed and presented.Scientific novelty. The scientific novelty of the work lies in the definition and description of the systemic integrity of educational content based on knowledge and technology, the appropriate conditions for integration of ICT in the curriculum, the level of teachers’ ICT proficiency sufficient for the learning needs of their students and the expected learning outcomes.Practical significance. The authors’ classification of the roles, skills and competencies and the diagnostic scale (toolkit) for rating and grading the level of ICT-proficiency can be used in refresher courses for humanities teachers for their professional training, growth and development.

A study of university law students’ self-perceived digital competences

The concept of digital competences incorporates the effective use of constantly-changing digital tools and media for learning and performing digital tasks, digital behaviours (such as online communication, teamwork, ethical sharing of information), as well as digital mindsets that value lifelong digital learning and development. The current pandemic crisis has accelerated the need to diagnose and understand more systematically Higher Education students’ digital competences and the way in which they shape academic performance and outcomes. This empirical study explores the digital competences of students, studying in Law related courses, by means of a self-assessment survey tool, which has been previously tested with information and library science students, and was developed to study students’ technology mastery (i.e. the abilities, competences, capabilities and skills required for using digital technology, media and tools) and their digital citizenship mindsets (consisting of attitudes and behaviours necessary to develop as a critical, reflective and lifelong learners). The study found age demographic differences, which presented significant correlations pointing to the presence of diverse levels of competences in the student group. Correlation statistics of the survey data demonstrated that students’ prior everyday participation as a digital citizen was connected to a number of important academic skills, such as the ability to identify information in different contexts, students’ digital learning and development, their digital abilities to complete academic work, their information literacy skills and their skills around managing their digital wellbeing and identity. Focus groups data with academics revealed that they valued the development of students’ digital competences for the purposes of learning, while studying at university and placed less emphasis on digital citizenship skills. These academics also considered the value of digital platforms and tools (the focus on ‘ICT Proficiency’) to be more relevant for academic study than digital citizenship mindsets.

Information and Communications Technology Integration and Performance of Tertiary Institutions in Nairobi County, Kenya

ICT infrastructure and ICT proficiency have become essential components of higher education for both learners and instructors. This study examined the effect of ICT infrastructure and ICT proficiency on the performance of tertiary institutions in Nairobi County. Simple random sampling method was used to select the respondents. A sample size of 60 respondents was drawn from the ICT specialists employed in the tertiary institutions. Data was collected using questionnaires and the internal reliability analysis showed Cronbach’s alpha value of 0.83. Results findings established that ICT infrastructure and ICT proficiency resulted in better performance of tertiary institutions. The study concluded that ICT infrastructure and ICT proficiency affect the performance of tertiary institutions positively. A recommendation is that tertiary institutions should integrate the use of ICT in different aspects of learning to enhance performance.

デジタル・情報活用能力の測定を目指したCBTの開発と評価 -学習経験と日常的なコンピュータ活用との関連に着目して-

デジタル・情報活用能力の測定を目指したCBTの開発と評価 -学習経験と日常的なコンピュータ活用との関連に着目して-