Levels Of Computer Use Research Articles

Distance Educaiton Satisfaction in Higher Education Students During Covid-19 Pandemic: A Survey

The primary aim of the study was to investigate the relationship between the demographic and socioeconomic conditions of students and their satisfaction regarding distance education in Turkey. As data collection tool, a questionnaire form was created and used in order to assess the opinions of university students about distance education offered due to pandemic process. Four different models were used to investigate the significance of the relationships between the variables. Ordered logistic regression, ordered probit regression, generalized ordered logistic regression, and generalized ordered probit regression were used to determine the factors associated with the individual satisfaction levels of distance education. According to the model comparison criteria, generalized ordered logistic regression produced the best model. Further results generated by this model indicated that gender, status, age, schoolroom, marital status, location at the university, level of computer use, father’s and mother’s education level, and the university location variables had an effect on satisfaction regarding distance education. The present study determined the relationship between several factors regarding the university students, including marital status, age, income level, the region of the university, and their level of computer use, and their satisfaction level with regards to the distance education. Appropriate educational techniques should be emphasized by considering the variables that this study reveals and that have a significant relationship between them in terms of students' satisfaction with the education they receive.

Examination on Readiness of Social Studies Pre-Service Teachers for Online Learning

In this research, it was purposed to examine the readiness of social studies pre-service teachers for online learning. For this purpose, it was examined whether the readiness of social studies pre-service teachers for online learning differs by the variables of gender, grade, type of internet access, the device they use in online learning, and the level of computer use. The sample of the research consists of 94 social studies pre-service teachers studying at a public university education faculty in Eastern Black Sea region of Turkey in the 2021-2022 academic year. The data were collected by using the “Readiness Scale for Online Learning” adapted into Turkish. Survey model, one of the quantitative research designs, was applied for the analysis of the data obtained within the scope of the study. The SPSS program was used to analyze the data. The obtained data were tabulated and interpreted. As a result of the research, it was concluded that the readiness of social studies pre-service teachers for online learning was above the average.

Öğretmenlerin Teknolojik Pedagojik Alan Bilgisi ve Eğitim Bilişim Ağı’nı (EBA) Kullanma Öz-Yeterlikleri

This study attempted to explore teachers’ self-efficacy perceptions of Education Informatics Network (EIN) use and identify whether their self-efficacy perception of Technological Pedagogical Content Knowledge (TPACK) was a predictor of their self-efficacy perceptions levels of Education Informatics Network use. This study also sought to whether teachers’ TPACK self-efficacy perception levels and self-efficacy perceptions of the EIN use differ according to age, professional experience, school type, level of computer use, and in-service training for EIN use. This study was conducted with 228 teachers from different departments, who worked in high schools in Hatay/ Antakya during the 2016-2017 education year. The correlational survey model was employed in the study, and the TPACK self-efficacy and the EIN self-efficacy scales were implemented as data collection tools. The collected data was analyzed on SPSS statistical program using descriptive statistics, independent t-test, ANOVA and simple regression analysis. According to the results of the study, teachers' TPACK self-efficacy perceptions differed statistically according to age, occupational experience, and the level of use of the computer, while using EIN self-efficacy perceptions do not differ statistically. However, teachers’ self-efficacy perceptions levels EIN use showed a significant difference in terms of the school type and in-service training for EIN use. A striking result of the study was that the TPACK self-efficacy perception levels of the teachers did not predict their self-efficacy perception levels of the EIN use.

The Roles of Personality Traits, AI Anxiety, and Demographic Factors in Attitudes toward Artificial Intelligence

The present study adapted the General Attitudes toward Artificial Intelligence Scale (GAAIS) to Turkish and investigated the impact of personality traits, artificial intelligence anxiety, and demographics on attitudes toward artificial intelligence. The sample consisted of 259 female (74%) and 91 male (26%) individuals aged between 18 and 51 (Mean = 24.23). Measures taken were demographics, the Ten-Item Personality Inventory, the Artificial Intelligence Anxiety Scale, and the General Attitudes toward Artificial Intelligence Scale. The Turkish GAAIS had good validity and reliability. Hierarchical Multiple Linear Regression Analyses showed that positive attitudes toward artificial intelligence were significantly predicted by the level of computer use (β = 0.139, p = 0.013), level of knowledge about artificial intelligence (β = 0.119, p = 0.029), and AI learning anxiety (β = −0.172, p = 0.004). Negative attitudes toward artificial intelligence were significantly predicted by agreeableness (β = 0.120, p = 0.019), AI configuration anxiety (β = −0.379, p < 0.001), and AI learning anxiety (β = −0.211, p < 0.001). Personality traits, AI anxiety, and demographics play important roles in attitudes toward AI. Results are discussed in light of the previous research and theoretical explanations.

IMPLEMENTATION OF AN EXPERIMENTAL PROGRAM FOR TRAINING PRINCIPALS AND TEACHERS IN THE INNOVATIVE ORGANIZATION OF METHODOLOGICAL WORK IN NUS

The article analyzes the readiness of teachers for innovative methodical work. It is noted that the traditional system of organizing methodical work in secondary schools does not fully satisfy the requirements of modern new education, the focus of which is determined by teacher preparation for pedagogical activities in the context of the New Ukrainian School. The context of the state policy and strategy for the development of education in Ukraine focuses on a new understanding of methodical work as an important factor in the implementation of the "New Ukrainian School" concept. The tendency of demand by society for innovations in education is increasing, which necessitates the development of fundamentally new approaches to the interaction of pedagogical science and practice, the introduction of modern technologies of methodical management. The content of the experimental program for the training of managers and teachers for the innovative organization of methodical work at NUS was revealed. It is noted that the theoretical and methodological basis in the development of the experimental program was a system-structural approach to determining its content. The program reflects all the main ideas and features of methodical work at the National University of Higher Education, takes into account pedagogical culture in the management of the teaching staff, reveals the essence of management, organization, control and correction of methodical work; principles of innovative pedagogy; specifics of the educational institution; the content of the training course on mastering a sufficient level of computer use. The data collected during the experiment show that the technology of innovative organization of methodical work has its own logic, orients to a certain goal, tasks and stages of learning. Moreover, two lines interact in the organization of methodical work: one – in the logic of ensuring professional training of managers for the innovative organization ьof methodical work, which includes the ethics of service relations, the identification of "real" management problems in resolving conflicts that accompany any labor team; the other is traced within the framework of specific educational activities of teachers regarding the assimilation of the content of innovative learning technology.

Determination of nursing students' attitudes toward and readiness for mobile learning: A cross-sectional study

BackgroundMobile learning is a learning method that enables nursing students to learn anytime and anywhere. ObjectivesThis study was designed to determine nursing students' attitudes toward and readiness for mobile learning. DesignA descriptive, cross-sectional study design was used. SettingThe study was conducted at a nursing faculty in Turkey. ParticipantsThe sample size was determined using the stratified randomization method by considering the participants' years at school, and 290 nursing students were included in this study. MethodsData were collected using the Sociodemographic Characteristics Questionnaire, Mobile Learning Attitude Scale (MLAS), and Mobile Learning Readiness Scale (MLRS) using the survey method. Statistical Package for the Social Sciences, version 25.0, was used for all data analyses. ResultsThe mean scores of the participating nursing students obtained from the MLAS and MLRS were 76.48 ± 9.28 and 79.64 ± 16.62, respectively. Compared to first- and second-year students, fourth-year students, those who had mobile learning experience, and those who wanted to use a mobile learning system in the future obtained higher MLAS and MLRS scores. A positive, weak correlation was found between variables, age and level of computer use, and the MLAS and MLRS scores. ConclusionsIt was determined that the attitudes of nursing students toward mobile learning were positive and they were ready for mobile learning. The results of this study can be used in designing and implementing mobile learning systems.

The Use of Digital Technology among Basic Certificate Lecturers in Community Colleges

In the digital era of the latest revolution, the field of education has undergone a transformation towards andragogy and pedagogy digitally. In Malaysia, the spread of the COVID-19 epidemic brought about a new norm change in the national education system. At the level of the Department of Polytechnic Education &amp; amp; Community Colleges (JPPKK), Digital Learning Coordinating Committee of the Department of Polytechnic Education and Community Colleges was established with the role of identifying strategies to address challenges and issues related to digital learning and further strengthen ICT infrastructure and digital learning in Polytechnics and Community Colleges. This includes online teaching and learning (PdPDT) for students with special needs. Several major challenges have been made the basis of this study, namely the knowledge of lecturers on computer technology, the acceptance of lecturers on PdPDT for students with special needs and the use of teaching aids in PdPDT. Therefore, this study was conducted to identify the level of use of digital technology among Basic Certificate lecturers in Community Colleges. The study involved 24 lecturers in 12 Community Colleges offering 8 Basic Certificate programs. This Basic Certificate involves students with special needs Learning Disabilities. This study uses a quantitative method by using a questionnaire approach in collecting data to achieve the objectives of the study by using Statistical Packages For Social Sciences for windows version 20.0 (SPSS). The findings of the study show that all Basic Certificate lecturers have a level of knowledge of computer technology. While the level of acceptance of Basic Certificate lecturers on the level of computer use in the teaching and learning process is also in a high level with a mean score of 4.10 and the level of computer use among Basic Certificate lecturers in the PdP process is also very high with a mean score of 4.43. Overall, the findings show that the use of digital technology among Basic Certificate lecturers in Community Colleges is very good.

Öğretmenlerin Covid-19 Pandemisi Öncesi ve Sonrasındaki Uzaktan Eğitime Yönelik Tutumlarının İncelenmesi (Sakarya İli Örneği)

Bu araştırmanın amacı öğretmenlerin 2019 yılı Kasım ayında Çin'in Wuhan eyaletinde ortaya çıkan COVID-19 koronavirüs pandemisinin Türkiye’yi de etkisi almaya başlamasıyla eğitim-öğretim sistemimizde geniş yer tutan uzaktan eğitime yönelik tutumlarının, pandemi öncesinde ve sonrasındaki düzeylerinin incelenmesidir. Araştırmanın evrenini Sakarya İlinde görev yapmakta olan 13.422 öğretmen oluşturmaktadır. Araştırmanın çalışma grubunu ise 2020-2021 Eğitim-Öğretim yılında Sakarya ilindeki resmi ilkokul, ortaokul ve liselerde görev yapmakta olan ve basit tesadüfi küme örnekleme yöntemiyle belirlenen 723 öğretmen oluşturmuştur. Nicel araştırma desenlerinden betimsel tarama modelinin kullanıldığı bu araştırmada verilerin toplanması için iki ayrı form kullanılmıştır. Bunlardan birincisi katılımcıların demografik bilgilerinin yer aldığı kişisel bilgi formudur. Öğretmenlerin uzaktan eğitime ilişkin tutum düzeylerini ölçmek amacıyla Ağır (2007) tarafından geliştirilen Uzaktan Eğitime Yönelik Tutum Ölçeği kullanılmıştır. Verilerin analizinde ise bilgisayar ortamında SPSS 24.0 paket programı ile çözümlenen veriler Kruskal Wallis, ANOVA ve t-testi analizinden yararlanılarak yorumlanmıştır. Anlamlılık düzeyi 0.05 olarak alınmıştır. Araştırma sonuçlarına göre uzaktan eğitimin avantaj belirten maddelerine katılım oranının pandemi öncesine göre düştüğü, sınırlılık belirten maddelerine katılım oranının ise az da olsa yükseldiği bulgusuna ulaşılmıştır. Araştırma bulguları değişkenler özelinde değerlendirildiğinde pandemi öncesi ve sonrasında ölçeğin avantaj boyutunda, cinsiyet, mesleki kıdem, okul türü, branş, bilgisayar kullanma düzeyi ve uzaktan eğitime yönelik eğitim alıp almama değişkenlerine göre anlamlı farkların ortaya çıktığı, sınırlılık boyutunda ise yalnızca branş değişkenine göre anlamlı bir farkın ortaya çıktığı saptanmıştır.

MEASURING THE DEGREE OF STUDENTS' SATISFACTION WITH THE VIRTUAL DESIGN STUDIOS IN LIGHT OF THE SPREAD OF THE COVID-19

The aim of this research is to identify the degree of the Architecture Engineering Department students' satisfaction with the virtual design studios at NUB within the e-learning program in light of the spread of the Corona pandemic. The research sample consisted of (59) students, who were intentionally chosen. The descriptive and analytical approach are used based on the questionnaire. The results showed that the degree of student satisfaction with the virtual design studios was high. In addition, there are students' satisfaction degree did not affect due to variables (gender, previous knowledge of e-learning, devices used to attend electronic lectures, type of connection to the Internet, methods of communication with teachers, and programs used in virtual design studios, and the programs used in the tasks assigned to the student), but it was affected with the academic level, as well as the level of computer use, which is positive. The research concluded that the highest degree of students' satisfaction in terms of explaining the material electronically is the ability to save the modifications that have been discussed. هدف هذا البحث التعرف على مدى رضا طلبة قسم الهندسة المعمارية عن استوديوهات التصميم الافتراضية ضمن برنامج التعلم الالکتروني في ظل انتشار جائحة کورونا. وتکونت عينة البحث من( 59) طالبا وطالبة تم اختيارهم بطريقة ، تم استخدم المنهج الوصفي التحليلي المعتمد على الاستبانة، وقد أظهرت النتائج أن درجة رضا الطلبة عن استوديوهات التصميم الافتراضية کانت مرتفعة. و عدم اختلاف درجات رضا الطلبة عن استوديوهات التصميم الافتراضية تعزى لمتغيرات( الجنس، والمعرفة السابقة بالتعلم الإلکتروني، والأجهزة التي استخدمت لحضور المحاضرات الالکترونية، ونوع الاتصال مع الانترنت، وطرق التواصل مع المدرسين، والبرامج المستخدمة باستوديوهات التصميم الافتراضية، والبرامج المستخدمة في المهام الموکلة للطالب). کما وأظهرت النتائج اختلاف بين درجات رضا الطلبة عن استوديوهات التصميم الافتراضية والمستوى الأکاديمي وکذلک المستوى في استخدام الحاسوب وهي طردية. وقد خلص البحث الى أن أعلى درجات رضا الطلبة عن استوديوهات التصميم الافتراضية من حيث شرح المادة الکترونيا تتمثل بالقدرة على حفظ التعديلات التي تم مناقشتها وذلک بتسجيل الحوار واستعادته.

Employer-provided training, innovation and skills in post-Soviet countries

This paper analyzes the extent of employer‐provided training in Armenia, Azerbaijan, Georgia and Ukraine and investigates its relationship with innovation, having international business contacts, use of computers at work, reported skills shortages and other firm characteristics. It contributes to the literature by examining different types of training – initial on‐the‐job learning, more formal in‐house training and external training, which is provided by firms to two categories of workers – white‐ and blue‐collar workers. After controlling for a range of firm characteristics, we find a positive link between technological innovation and intensity of training of all types provided to white‐collar workers that points to the technology‐skills complementarity. Furthermore, the level of computer use at work is a significant determinant of the incidence and intensity of external training provided to white‐collar and blue‐collar workers.

Leadership Styles and Technology: Leadership Competency Level of Educational Leaders

Abstract Researchers have studied the leadership styles of educational leaders in connection with their level of computer use and success in integration of ICT. This study aims to reveal if the leadership style can be a predictor of competent technology leaders. The importance of this study is to investigate the leaders’ competency as technology leaders rather than level of perceived use of technology, using Technology Leadership Competency Scale for School Administrators (TELOY) (Hacifazlioglu, Karadeniz, & Dalgic, 2011) which is adapted from International Society for Technology and Education (ISTE) standards for school administrators. Fifty educators, who take leadership or administrative roles in educational institutions from the Eastern part of Turkey, completed Multi factor leadership questionnaire (MLQ) developed by Bass (1985) and translated and modified for the Turkish leaders by Demir and Okan (2008) and TELOY. The results indicate moderate correlation between both transactional and transformational leadership styles. It is concluded that leadership style is not a predictor of competency level of technology leadership. The study contributes into literature discussing the effects of cultural differences in different countries on desired leadership styles, which in result may effect the level of technology leadership competency. In addition it also argues that leadership style characteristics cannot be used as a method to transform education and schools.

Evaluating Computer Screen Time and Its Possible Link to Psychopathology in the Context of Age: A Cross-Sectional Study of Parents and Children.

BackgroundSeveral studies have suggested that high levels of computer use are linked to psychopathology. However, there is ambiguity about what should be considered normal or over-use of computers. Furthermore, the nature of the link between computer usage and psychopathology is controversial. The current study utilized the context of age to address these questions. Our hypothesis was that the context of age will be paramount for differentiating normal from excessive use, and that this context will allow a better understanding of the link to psychopathology.MethodsIn a cross-sectional study, 185 parents and children aged 3–18 years were recruited in clinical and community settings. They were asked to fill out questionnaires regarding demographics, functional and academic variables, computer use as well as psychiatric screening questionnaires. Using a regression model, we identified 3 groups of normal-use, over-use and under-use and examined known factors as putative differentiators between the over-users and the other groups.ResultsAfter modeling computer screen time according to age, factors linked to over-use were: decreased socialization (OR 3.24, Confidence interval [CI] 1.23–8.55, p = 0.018), difficulty to disengage from the computer (OR 1.56, CI 1.07–2.28, p = 0.022) and age, though borderline-significant (OR 1.1 each year, CI 0.99–1.22, p = 0.058). While psychopathology was not linked to over-use, post-hoc analysis revealed that the link between increased computer screen time and psychopathology was age-dependent and solidified as age progressed (p = 0.007). Unlike computer usage, the use of small-screens and smartphones was not associated with psychopathology.ConclusionsThe results suggest that computer screen time follows an age-based course. We conclude that differentiating normal from over-use as well as defining over-use as a possible marker for psychiatric difficulties must be performed within the context of age. If verified by additional studies, future research should integrate those views in order to better understand the intricacies of computer over-use.

Effectiveness of self-instructional information on knowledge of office ergonomics among computer users in educational institutions in North-Eastern Nigeria

Background: The use of computers has increased among adolescents, as have musculoskeletal symptoms. There is evidence that these symptoms can be reduced through ergonomic approaches via educationObjectives: The purpose of this study was to assess the effectiveness of self-instructional information on knowledge regarding office ergonomics among computer users. Methods: 170 computer users among the staffs of selected higher educational institutions in Nigeria participated in this study. The occupational Safety and Health Administration (OSHA) workstation checklist was used to assess the level of knowledge of office ergonomics. The work Safely with Visual Display Terminal (WSVDT) booklet was used to provide instructional information on office ergonomics. Both the OSHA checklist and WSVDT booklet were administered and collected by hand. Paired t-test and Kendall’s correlation coefficients were used for data analysis. Statistical significance was set at an alpha level of 0.05Results: The pre-information and post-information knowledge scores of office ergonomic were 22.78±6.61 and 31.05±2.82 respectively. Paired t test showed a significant difference in the pre information and post -information knowledge scores of the participants (t = 20.495, P value = 0.000). Kendall’s correlation coefficient value (r) of the association between changes in the level of knowledge of office computer ergonomic and age, level of education of computer users, levels of computer use; i.e., daily computer use, weekly computer use and total period of computer use, were -0.28, 0.34, 0.59, 0.24 and 0.07, respectively. Age did not show a statistically significant correlation with changes in the knowledge of office ergonomic (P &gt; 0.05) whereas the level of educational qualifications and all levels of duration of computer use did show significant correlation (P &lt; 0.05). Conclusion: Findings from this study showed that instructional information on computer office ergonomics increased the level of knowledge of office ergonomics among computer users in selected institutions of learning in Nigeria. It also showed that the level of education and duration of computer use increased with an increase in the changes in the level of knowledge of computer office ergonomics among computer users.

English

Elicitation of pre-service physical education teachers’ attitudes towards computer technologies seems to be of great importance to satisfy the conditions to be met for the conscious and effective use of the technologies required by the age to be used in educational settings. In this respect, the purpose of the present study is to investigate pre-service physical education teachers’ attitudes towards computer technologies and the relationship between these attitudes and some variables. The study was conducted with the participation of 5120 students from 49 different universities of Turkey offering education in the field of Physical Education and Sports in their Schools of Physical Education and Sports in 2010-2011 academic year. In the study designed in the survey model, an Information form developed by the researcher to get information about the demographics of the participants and Computer Technologies Attitude Scale developed by Pala (2006) were used as data collection instruments. The reliability of the scale was calculated with Cronbach alpha coefficient and found to be .87. At the end of the study, it was concluded that the pre-service teachers’ attitudes towards computer technologies are positive. Moreover, it was found that these attitudes change depending on the duration of computer possession and level of computer use but do not change depending on having a personal computer and frequency of computer use. Key words: Physical education, computer, technology, attitude, teacher.

Correlation between Cultural Perceptions, Leadership Style and ICT Usage by School Principals in Malaysia

School leaders are key factors in implementation of information and communication technology (ICT) in schools. They need to understand the capacities of the new technologies, to have a personal proficiency in their use, and be able to promote a school culture which encourages exploration of new techniques in teaching, learning and management. However, there is less information about the current status of ICT use by Malaysian school principals. This paper investigated the extent to which secondary school principals use computers in Malaysia and determined factors related to level of computer use by principals (cultural perceptions and leadership style of principals). Initial report also highlighted analysis of a baseline data gathered from 520 secondary school principals in the state of Selangor and Wilayah Persekutuan, Malaysia. Findings indicate that school principals are using computers for instructional and administrative purposes and they have moderate competency in computer applications and spent a few times a week working on their computers. Also, cultural perceptions and transformational leadership contributed significantly to the level of computer use by principals. It is anticipated that the data obtained from the study will open new lines of inquiry about the crucial roles of school leaders in the adoption of ICTs and will contribute to decisions about future developmental needs because more will be known about their preparedness for change. Hence, policy makers must design professional development programs, such as leadership studies, in order to teach the components of transformational leadership; idealized influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.

Physical activity levels among adult computer users

As computer use becomes prevalent at work and in leisure pursuits it presents a potential barrier to regular physical activity. However an individual’s confidence in overcoming such barriers may moderate the relationship between computer use and physical activity levels. This study examined the associations among computer use, self-efficacy in overcoming barriers to exercise, and physical activity levels among adult computer users. Participants ( N = 615) were recruited through national email and newsletters announcements, and completed standardized self-report questionnaires online. Computer use was not associated with meeting physical activity guidelines (adjusted odds ratio, AOR = 0.63–1.00, n.s.). Among leisure computer users, the moderate efficacy group (AOR = 3.72, 95% CI = 1.59–8.69) and the high efficacy group (AOR = 5.31, 95% CI = 2.37–11.91) had higher odds of meeting physical activity guidelines compared to the low efficacy group. Among the work related computer users, the high efficacy group (AOR = 2.83, 95% CI = 1.18–6.77) had higher odds of meeting physical activity guidelines than the low efficacy group. These results suggest that barriers posed by high levels of computer use are surmountable. Efforts to increase efficacy in overcoming barriers to exercise may be more practical and have a greater impact on physical activity levels than trying to decrease computer use among adults.

Technology and school leadership

As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.

Competency, Leadership and Technology Use by Principals

Principals have a major responsibility for initiating and implementing school change through the use of information and communications technology and can facilitate complex decisions to integrate it into learning, teaching and school administration. However, there is less information about the current status of ICT use by principals, their perceived competence in it, and their leadership style. This paper will report on these issues from an analysis of data gathered from a survey of secondary school principals in Tehran, Iran. The findings indicated that principals spent a few times a week working on their computers. Also, computer competence and transformational leadership contributed significantly to the level of computer use by principals. It was suggested that considerable ongoing professional development opportunities need to be provided for principals to fulfill their role as technology leader.

Computer and Internet use among Iranian medical students

Editor − According to the guidelines of the World Federation for Medical Education (WFME), the use of computers as well as access to the Internet and, in particular, the worldwide web should be integrated into the medical curriculum in order to enhance quality of care and keep knowledge updated.1,2 In addition, searching full-text articles plays an important role in researching material for the thesis that is mandatory to the completion of an MD degree. As little information has been reported on computer use and, in particular, Internet use by Iranian medical students, we analysed the results of a study performed on all 800 medical students who entered the Faculty of Medicine in Tabriz, Iran between 2000 and 2006. A self-administered, anonymous questionnaire was used to determine how medical students use computers and the worldwide web. Data analysis revealed that approximately 45% of medical students used computers for less than 1 hour per week, and only 18.3% of students devoted 6–7 hours to working with the computer. The most common usage of computers involved connecting to the Internet (80%). However, of the 320 students who used the Internet, a third did so for recreational purposes. Nearly 35% and 5% indicated that they connected to the Internet in order to check e-mails and read electronic newspapers, respectively, and 32% mentioned the Internet as a resource for searching for medical articles. Among these, nearly 40% visited medical sites while they were surfing the web. The results of this study showed a relatively low level of computer use by a group of Iranian medical students. Surprisingly, connection to the Internet by these students was largely for non-scientific purposes. However, our findings are quite comparable with those of similar studies carried out in Finland2 and Turkey.3 The findings of this study should be considered seriously by curriculum supervisors and medical trainers who may wish to revise the current medical curriculum by adding courses in PC skills or search skills to current educational programmes. Enhanced search skills should help to reduce the anticipated problems of students working on theses. Furthermore, computer and Internet use by tutors during teaching activities may encourage students to make greater use of electronic information resources.

Computer usage, destination language proficiency and the earnings of natives and immigrants

This paper uses the concept of a computer as a public good within the household to model the demand for computers at home. It also investigates the determinants, and consequences for earnings, of computer use. The equations are estimated using data on the native born and immigrants from the 2001 Census of Population and Housing in Australia. The multivariate analyses show that recent arrivals are more likely to use computers than the Australian born. The data suggests a high degree of favorable selection in migration as the level of computer use in Australia is much higher than in most of the countries that Australia’s immigrants come from. Those with a higher permanent income (education, household assets) are more likely to have a computer at home, but there is no effect of transitory income (unemployment). Immigrants who are more proficient in English are also more likely to use a computer. The relation between age and computer use is strongly influenced by cohort effects. Using a computer at home is associated with about 7% and 13% higher earnings for native-born and foreign-born men, respectively. For the immigrants, the effects of schooling and English language proficiency on earnings are greater among those who use a computer at home. This suggests complementarity in the labor market. The use of a computer is shown to be a way the foreign born can increase the international transferability of their pre-immigration skills, a finding that has implications for immigrant assimilation policies.