Information Technology Literacy Research Articles

An Exploratory Study of the Relationship between the Openness and Effectiveness of Strategic Planning

This paper focuses on a new approach for facilitating the participation of stakeholders in a process of strategic planning known as open strategic planning (OSP). OSP is recognised through three characteristics: inclusiveness, transparency, and the use of information technology (IT) tools. Drawing on the theoretical foundations of OSP, the research explores moderating factors impacting the relationship between these characteristics and OSP effectiveness by referring to qualitative data obtained from two open strategic planning projects. A secondary aim was to examine how stakeholders interpret the effectiveness of OSP in an organisational setting. Results indicate various moderating factors (level of trust, IT literacy, and diversity of participants) impacted the relationship between the characteristics of OSP and strategic planning effectiveness. The study formulates eight propositions, each is discussed in relation to the existing literature on strategic planning effectiveness. This paper is significant as it is the first exploratory research linking openness and strategic planning outcomes.

Level of ICT literacy: The ability of elementary school teachers to use ICT investigation in Cimahi

This study aims to analyze the level of information and communication technology (ICT) literacy of elementary school teachers and determine the level of ICT literacy of elementary school teachers grouped by; gender and age. The number of participants in this study were 345 respondents spread across 3 sub-districts. The method used is a descriptive quantitative approach with data collection techniques using a questionnaire. Research shows that the level of ICT literacy of elementary school teachers is at level 2 of 6 levels, where teachers have repeatedly used ICTs to help with daily activities and have a pattern of repetition in their use. Based on gender and age, there was no significant difference between the ability of male and female teachers. Then when viewed by age shows a significant value between younger teachers and older teachers. Where the younger teacher's age has the higher level of ICT ability.

ICT literacy level analysis of elementary school teachers

The purpose of this study was to determine the level of Information and Communication Technology (ICT) literacy in the ability of elementary school teachers in integrating ICT in learning and knowing the factors that influence ICT literacy of teachers reviewed by age, gender and educational background. The method used is a quantitative descriptive approach with a longitudinal trend survey method, with data collection techniques using a questionnaire. The results of this study indicate that the level of ICT literacy of elementary school teachers which refers to the Ministry of Communication and Information of the Republic of Indonesia is at the level one of the six levels available. This means that an individual has had one or two experiences, where information is an important component for achieving desire and solving problems, and has involved information technology to look for it. Then based on inferential analysis the factors that influence the level of ICT literacy of elementary school teachers show that age and gender factors significantly influence the ICT literacy of teachers. While the education level factor does not have a significant influence on the level of ICT literacy of teachers. The results of this study can be a reference for improving the ability of elementary school teachers in ICT literacy.

Developing the physics magazine as an alternative of personal learning media

Recently, information technology literacy of the student in school is relatively high. Efforts to provide learning services that match the characteristics of the millennium generation will be one of the solutions to utilize this technology effectively in learning. Various open educational resources will significantly enhance personal learning activities; one of them is the physics magazine. This study is development research that aims to produce physics magazine on the subject of momentum, impulse, and collision. Learning features provided in this magazine include reading the concept, enrichment reading, crossword puzzles, multiple choice, essays, practicum, and so on. Various alternative activities are provided so that students can learn from anywhere they like. Physics experts and media experts validate this media. The result scores are 3.67 for the physics subject aspects and 4.18 for the media aspects out of 5. It shows a reasonable level of eligibility. Furthermore, this magazine was piloted on 26 students to see the level of interest in physics learning using this magazine. The result is a high level of interest (4.27 out of 5). It means that student can use this physics magazine to enhance the learning interest in physics.

An examination of educational inputs with the data envelopment analysis: The example of ICILS 2013

The aim of this study was to determine how efficiently different countries, comparatively, use educational inputs, which are considered to affect information and communication technology literacy. The study was designed using the survey model. The study was conducted with data belonging to 21 countries participating in the International Computer and Information Literacy Study (ICIL) 2013. The data of this study were grouped as educational inputs and educational outputs. The educational inputs were the ratio of school size and teachers, the ratio of school size and number of computers, the ratio of school size and number of computers available for students, the ratio of school size and number of computers with access to internet/World Wide Web, and the ratio of school size and number of smartboards. The educational outputs were determined by the average student grades obtained in ICILS 2013. The data were analysed with data envelopment analysis. The research results revealed that relatively, Australia, Canada (Newfoundland and Labrador, Ontario), Denmark, Korea, and Norway were the countries with total efficiencies. It was determined that with the exception of the Czech Republic, all the countries without total efficiencies had the characteristic of increasing returns to scale. According to the projections that were put forward for countries to become totally efficient, the most reduction recommendations were received for the inputs for ratio of school size and teachers by Argentina (Buenos Aires); for ratio of school size and number of computers, ratio of school size and number of computers available for students, and ratio of school size and number of computers with access to internet/World Wide Web by Turkey; and for ratio of school size and smartboards by Thailand. That is to say, these countries were the ones least able to use these inputs efficiently.

Investigating antecedents of plagiarism using extended theory of planned behavior

Plagiarism has received considerable attention over the past two decades. Exploring the predictors of this type of academic misconduct can support stakeholders when confronting and managing the incidents of plagiarism. Using an extension of the Theory of Planned Behavior (TPB) framework, this study aims to understand the antecedents of plagiarism. In the study, the influence of new variables such as moral obligation and past behavior were tested along with more familiar TPB constructs. Moreover, the variable of perceived behavioral control was substituted with the Information and Communication Technologies (ICT) literacy variable, which is measured using Internet, computer and information literacy. Adopting a cross-sectional survey design, the data were collected from 588 university students and analyzed using partial least squares structural equation modeling. The results demonstrated that attitude, information literacy, moral obligation and past behavior were significant predictors of behavior intention to engage in plagiarism, whilst subjective norms, Internet literacy and computer literacy were not. The study concluded that the most appropriate way to combat plagiarism is through pedagogy. Offering more courses to university students on the subjects of ethics, morality and literacy is therefore highly recommended.

Digital Library Development and Evaluation to Improve Students’ Digital Literacy

The existence of digital libraries support education in the evolution of generation 4.0 education, conceptual design of digital libraries has become important as a reference in the development of digital libraries. Many studies deals with digital libraries, however, they have not accommodated the needs and behavior of different users, this research develops digital libraries by adding an initial interface to digital libraries and developing sharing digital content in learning. Evaluation of system development is carried out by involving two experimental classes and a control class. The results of the qualitative evaluation also showed that 80.9% gave positive comments which showed that the category was very suitable to be used for the learning process. From the results of the evaluation of the experimental class control class showed that the experimental class was better than the control class, this shows that in the experimental class the students’ information technology literacy skills were better than the control class.

Improving the delivery of primary care for older people.

Improving the delivery of primary care for older people.

The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis

This meta-analysis synthesized the relation between measures of socioeconomic status (SES) and students' information and communication technology (ICT) literacy—a skillset that has found its way in educational curricula. Using three-level random-effects modeling across 32 independent K-12 student samples that provided 75 correlation coefficients, we identified a positive, significant, and small correlation, r¯ = 0.214, 95% CI [0.184, 0.244]. This correlation varied between studies and was moderated by the type of SES measure, the type of ICT literacy assessment, the broad categories of ICT skills assessed, the assessment of test fairness, and the sampling procedure employed. The findings of this meta-analysis suggest that students’ ICT literacy differs between socioeconomic status groups, thus pointing to a gap in the domain of ICT. However, the relation between SES and ICT literacy was weaker than those reported in other educational domains, such as mathematics and reading. Carefully designed studies and measures for which a validity argument has been crafted are needed when studying achievement gaps in the domain of ICT in future studies.

Open Online Assessment Management System Platform and Instrument to Enhance the Information, Media, and ICT Literacy Skills of 21st Century Learners

Information literacy (IL), media literacy (ML), and information communication and technology literacy (ICT Literacy: ICTL) are some of the most important skills for 21st century learning and which help promote other skills, including life and career skills and learning and innovation skills. This kind of learning allows students to connect as a learning network without barriers or borders. It fully supports the use of equipment and technology to develop the skills necessary for life. The purpose of this research study is two-fold: first, to develop a research-based Open Online Assessment Management System (OOAMS), and second to develop the standardized measurement for an assessment of IL, ML, and ICTL for higher education learners. The sample group consists of 2,300 higher educa-tion learners and the methodology was divided into 3 phases: (1) developing the conceptual framework, definition, and features of IL, ML, and ICTL for higher education learners; (2) examining requirements, designing wireframes, and de-veloping an OOAMS for higher education students; and (3) testing the quality of OOAMS for IL, ML, and ICTL using exploratory factor analysis (EFA) and confirmation factor analysis (CFA) statistical methods. The research result found that, first, the specific features of the system included development using PHP and MySQL database and the design to interact with users with a responsive UI framework. The system is compatible with MOOCs and the Open edX platform, or can be used as a stand-alone application. It can create, share, copy, and extend both Likert scales and rubrics evaluation forms. It can also generate reports in both CSV and PDF formats. Secondly, the results of this research provided a standardized measurement for assessing IL (49 items), ML (63 items), and ICTL (69 items). Also, it can be improved or enhanced for online learning in a ubiqui-tous learning context such as e-learning, blended learning, virtual learning and MOOCs effectively.

Analisis Kepuasan Pelayanan dan Literasi TIK Pengunjung Dinas-Dinas di Kota Bogor

Determining Public Satisfaction Index using analysis of Importance Performance Analysis (IPA) and Customer Satisfaction Index (CSI) can be utilized to improve service quality of Governmental Departments in X City. Analysis of IPA and CSI were used to measure the level of respondents’ satisfaction regarding the provided services. The departments were selected using purposive sampling method. Four selected departments were Population and Civil Registry Department, Transportation Department, Housing and Settlement Department, and Social Department. The result showed that customers were moderately satisfied with the services, with the following CSI index value: 70.09%, 72.95%, and 76.61% respectively for each departments. Moreover, Social Department’s customers were very satisfied with the CSI index 81.56%. In this study, aspect of Information and Communication Technology (ICT) literacy indicator were more exposing the ability to operate personal computer. There were six indicator of ICT literacy, i.e access, manage, integrate, evaluate, create, and communication. The value of evaluate indicator were quite high, it has reached score higher than 50% for each departments were. However, based on overall score, it was shown that 60% respondents still have low ICT literacy. This study also showed that ICT literacy were related to responden’s education and age. It increased along with the higher level of education that has been completed by respondents, and with the age of 17-39 years old.

Correction to: The Moderating Effect of Geographic Area on the Relationship Between Age, Gender, and Information and Communication Technology Literacy and Problematic Internet Use, by Yu L, Recker M, Chen S, Zhao N, and Yang Q. Cyberpsychol Behav Soc Netw 2018;21(6):367-373. DOI: 10.1089/cyber.2017.0503.

Cyberpsychology, Behavior, and Social NetworkingVol. 22, No. 3 CorrectionFree AccessCorrection to: The Moderating Effect of Geographic Area on the Relationship Between Age, Gender, and Information and Communication Technology Literacy and Problematic Internet Use, by Yu L, Recker M, Chen S, Zhao N, and Yang Q. Cyberpsychol Behav Soc Netw 2018;21(6):367–373. DOI: 10.1089/cyber.2017.0503is erratum ofThe Moderating Effect of Geographic Area on the Relationship Between Age, Gender, and Information and Communication Technology Literacy and Problematic Internet UsePublished Online:11 Mar 2019https://doi.org/10.1089/cyber.2017.0503.correxAboutSectionsPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail In the June 2018 issue of Cyberpsychology, Behavior, and Social Networking (vol. 21, no. 6, pp. 367–373), the article ‘‘The Moderating Effect of Geographic Area on the Relationship Between Age, Gender, and Information and Communication Technology Literacy and Problematic Internet Use,’’ by Dr. Liang Yu et al., there are errors in Figure 2 and in the description of the data presented in Figure 2, which appear in the Results section. The passage referring to the figure was originally printed as:Figure 2 shows that age significantly predicted PIU (β = 1.44, t = 4.71, p < 0.001) for the group in the urban area, whereas age did not have a significant effect on PIU (β = 0.38, t = 1.25, p = 0.21) for the group in rural areas.It should read:Figure 2 shows that age significantly predicted PIU (β = 1.83, t = 3.20, p < 0.01) for the group in the rural area, whereas age did not have a significant effect on PIU (β = 0.91, t = 1.00, p = 0.32) for the group in urban areas.The online version of the article has been corrected to reflect these changes and the figure has been replaced.The authors wish to apologize for the error.FiguresReferencesRelatedDetailsRelated articlesThe Moderating Effect of Geographic Area on the Relationship Between Age, Gender, and Information and Communication Technology Literacy and Problematic Internet Use1 Jun 2018Cyberpsychology, Behavior, and Social Networking Volume 22Issue 3Mar 2019 InformationCopyright 2019, Mary Ann Liebert, Inc., publishersTo cite this article:Correction to: The Moderating Effect of Geographic Area on the Relationship Between Age, Gender, and Information and Communication Technology Literacy and Problematic Internet Use, by Yu L, Recker M, Chen S, Zhao N, and Yang Q. Cyberpsychol Behav Soc Netw 2018;21(6):367–373. DOI: 10.1089/cyber.2017.0503.Cyberpsychology, Behavior, and Social Networking.Mar 2019.234-234.http://doi.org/10.1089/cyber.2017.0503.correxPublished in Volume: 22 Issue 3: March 11, 2019Online Ahead of Print:November 1, 2018PDF download

Intra and Intergenerational Digital Divide through ICT Literacy, Information Acquisition Skills, and Internet Utilization Purposes: An Analysis of Gen Z

The aim of this study is to measure and assess information and communications technology (ICT) literacy and information acquisition skills of high school students and their parents, and to determine factors associated with different levels of ICT literacy and information acquisition skills. Within the scope of the study, a measurement model was developed to examine the ICT literacy from technical and cognitive aspects. A framework for assessing information acquisition skills was proposed in order to distinguish cognitive capabilities from technical ones and to conduct comparative analysis. Besides, ICT literacy levels for students and parents were analyzed based on different criteria and significant differences were explored. ICT literacy and information acquisition scores of students and parents were compared and differences were demonstrated. Further, Internet utilization purposes for students and parents were examined and presented.

A New ICT Literacy Test for Elementary and Middle School Students in Republic of Korea

The purposes of our study were to develop and validate a test for measuring Korean elementary and middle school students’ information and communications technology (ICT) literacy and to make suggestions for improving ICT literacy across Republic of Korea. To those ends, we conducted a literature review, consulted expert opinions, administered a pilot test to 1086 students, and ultimately developed and validated an ICT literacy test by measuring and analyzing the ICT literacy of approximately 15,000 students in Korea. Results indicated that the ICT literacy of elementary school students was low (i.e., an average of 19 out of 35 possible points) and that students in lower grades had lower average scores. Regarding abilities within ICT literacy, problem-solving and information analysis and evaluation were relatively high among elementary school students, whereas information organization and creation, computational thinking, information searches, and information communication were relatively low. Among middle school students, ICT literacy was also low (i.e., an average of 18 out of 35 possible points), and eighth-grade students demonstrated lower literacy than seventh- and ninth-grade students. Although the difference among those grades was minor, the gap in ICT literacy did become greater as students get older. Regarding abilities within ICT literacy, information utilization and management was high among middle school students, whereas all others were low, particularly computational thinking. Drawing from those findings, we recommend a few methods of improving the ICT literacy of elementary and middle school students in Korea.

Psychosocial determinants of information technology usage among students

Information Technology (IT) literacy is linked to student academic preformation in tertiary institutions. Institutions of learning are clouded with a host of psychosocial factors that may impede learning. However, little is known about the interrelationship between psychosocial factors and IT. To address this gap, this present study was undertaken to investigate the psychosocial determinants of IT usage among students. In conceptualising this concern, the study employed the Theory of Planned Behaviour (TPB), and through a quantitative research methodology, primary data was collected by means of questionnaires from purposively selected 216 tertiary students from the North-West University (Mahikeng), South Africa. The following results were found; firstly, learning environment, benefits, and perception towards computer significantly impacted the IT usage of students. Secondly, access to resources, knowledge of the computer, social interaction, personal attributes (traits), quality of the application, and trends predicted IT usage. Lastly, social determinants of IT usage are significant to social pressure. Based on the study findings, it was recommended that IT should be actively infused into school curricula at tertiary institutions, as this will equip student knowledge on IT usage.

Psychosocial determinants of information technology usage among students

Information Technology (IT) literacy is linked to student academic preformation in tertiary institutions. Institutions of learning are clouded with a host of psychosocial factors that may impede learning. However, little is known about the interrelationship between psychosocial factors and IT. To address this gap, this present study was undertaken to investigate the psychosocial determinants of IT usage among students. In conceptualising this concern, the study employed the Theory of Planned Behaviour (TPB), and through a quantitative research methodology, primary data was collected by means of questionnaires from purposively selected 216 tertiary students from the North-West University (Mahikeng), South Africa. The following results were found; firstly, learning environment, benefits, and perception towards computer significantly impacted the IT usage of students. Secondly, access to resources, knowledge of the computer, social interaction, personal attributes (traits), quality of the application, and trends predicted IT usage. Lastly, social determinants of IT usage are significant to social pressure. Based on the study findings, it was recommended that IT should be actively infused into school curricula at tertiary institutions, as this will equip student knowledge on IT usage.

Notkun spjaldtölva í námi og kennslu grunnskólanemenda á yngsta stigi með áherslu á læsi

Þessi grein er byggð á gögnum úr eigindlegri rannsókn sem gerð var í tveimur íslenskum grunnskólum á höfuðborgarsvæðinu vorið 2014. Meginmarkmið rannsóknarinnar var að öðlast skilning á notkun spjaldtölva í námi og kennslu grunnskólanemenda á yngsta stigi með hliðsjón af upplýsinga-, miðla- og tæknilæsi. Gagnaöf lun var tvíþætt og fólst annars vegar í vettvangsathugunum í skólunum tveimur þar sem spjaldtölvur voru notaðar og hins vegar voru tekin viðtöl við kennarana að loknum vettvangsathugunum. Skólar og kennarar sem tóku þátt í rannsókninni voru valdir vegna reynslu þeirra af notkun spjaldtölva í námi og kennslu á yngsta stigi grunnskóla. Grunnskólarnir bættu báðir spjaldtölvum við tæknibúnað sinn veturinn 2012 til 2013. Niðurstöðum þessarar rannsóknar ber að taka með þeim fyrirvara að hún nær eingöngu til fimm kennara í tveimur skólum og að ekki var fylgst með hópi nemenda lengur en sem nam einni kennslustund. Þær benda þó til þess að spjaldtölvur geti stutt nám og kennslu með ýmsum hætti. Sem dæmi þá virðist notkun spjaldtölva opna kennurum leið til að auka notkun upplýsingatækni í námi og kennslu á yngsta stigi og gefa tækifæri til að auka þátt netsins, vefefnis og samfélagsmiðla í námi ungra nemenda. Þær gefa aukin tækifæri til að ef la upplýsinga- og miðlalæsi og tæknilæsi meðal yngstu nemendanna og auka fjölbreytni í skólastarfi, t.d. með fjölda smáforrita sem sérstaklega eru gerð til að þjálfa ýmsa færniþætti í námi, en einnig með möguleikum sem einfalda myndatökur, hljóðupptökur, kvikmyndatökur og samsetningu miðlunarþátta.

Understanding Technology Literacy: The Characteristics of ICT Literacy Vocational Teachers

Information and Communication Technology (ICT) Literacy is the ability to use digital technology, communication tools and/or networks to define, access, manage, integrate, evaluate, create and communicate information well and legally toward a knowledgeable society. This literature study looks at the level of ICT literacy of vocational high school (SMK) teachers. The purpose is to determine the ICT literacy skills of vocational teachers in integrating and assessing ICT learning. The method used is literature review by searching and selecting articles / journals with suitable topics which then are proceed to analysis. The results of this literature study are to look the ICT literacy of vocational school teachers in using technology to conduct learning in the classroom.

A Thai Junior High School Students’ 21st Century Information Literacy, Media Literacy, and ICT Literacy Skills Factor Analysis

As Thailand moves through the 21st Century, the education system and resultant labour force must be prepared for the rapid changes in Thailand’s society, culture, politics, economy, and technologies. Previously, the 21st century framework has identified crucial elements to their future success as information literacy, media literacy, and information and communication technology (ICT) literacy skills. Given this priority, by use of multistage clustering sampling, 600 Thai junior high school students were selected, from which a five-level, 73-item Likert type agreement scale questionnaire was used to collect data from October 2017 to December 2017. The analysis of the student’s skills in information literacy, media literacy, and ICT literacy was conducted with the use of SPSS Version 24 and mean (¯(x )), standard deviation (S.D.), the Kaiser-Meyer-Olkin (KMO) test, and Bartlett's test of sphericity for analysis. Furthermore, a second-order confirmatory factor analysis was undertaken in which AMOS Version 24 software was used. Based on the second order CFA, it was found that the Information, Media and Technology Skills (IMTS) model was composed of three components that corresponded to the empirical data, with the most important element being ICT literacy, followed by media literacy, and finally, information literacy.

Development and validation of the ICT motivation scale for young adolescents. Results of the international school assessment study ICILS 2013 in Germany

Although motivational factors play an important role in the development of information and communication technologies (ICT) literacy, only few of the studies that have assessed ICT literacy have also presented a theoretically derived conceptualization of ICT motivation. To address this issue, we examined the psychometric properties of a newly developed ICT motivation scale which distinguishes between several incentives to use ICT. Using the data from the International Computer and Information Literacy Study (ICILS) 2013, confirmatory analysis confirmed the hypothesized higher-order factor structure and at least metric measurement invariance with regard to gender and social background. The scale showed convergent and discriminant validity with ICT behavior, ICT literacy and social background variables. Furthermore, it incrementally predicted ICT literacy over and above intelligence and general interest in ICT.