Female university student’s ICT learning strategies and their influence on digital competence

Jiménez-Cortés, Rocío; Vico-Bosch, Alba; Rebollo-Catalán, Ángeles

doi:10.1186/s41239-017-0040-7

Cited by 17 publications

(17 citation statements)

References 14 publications

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“…Understanding the importance of digital skills for successful learning at the tertiary level (Gazi, 2016;Jiménez-Cortés et al, 2017;Komlayut & Srivatanakul, 2017) as well as the demand for graduates equipped with digital skills (Chetty, Aneja, et al, 2018;Gašová et al, 2018;Ilomäki et al, 2016), this research focuses on measuring the current digital skills of students at one of the universities in PNG. Better understanding of the level of student digital competency may advise teaching and learning strategies towards strengthening and developing skills that will prepare students to function in digitalized environments.…”

Section: Digital Skills In the Papua New Guinea Contextmentioning

confidence: 99%

Digital Skills at Divine Word University, Papua New Guinea

Kolodziejczyk¹,

Gibbs²,

Nembou³

et al. 2020

ije

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The purpose of the study was to investigate the level of digital skills within a group of university students in Papua New Guinea and their ability to meaningfully engage within the digital world. The study also aimed to explore whether the traditionally recognized digital divide continues between genders and place of origin, and between years of study and faculties. This study utilizes the framework defined by Van Deursen and Van Dijk who identify operational, formal, information and strategic skills. The study measured the internet skills of students by asking 289 participants to complete sixteen assignments on the internet. The results indicate that, on average, the tasks were completed as follows: 38% of operational skills, 13% of formal internet skills, 30% of information skills and 28% of strategic internet skills. Age and gender were not significant; however, performances were significantly different for students from the capital city as compared to those coming from a rural town or village environment, and performance improved as students moved through the four years of university training. Differences in groups from specific faculties are significant but require further study to explain. If operational and formal skills are a necessary (but not sufficient) condition for performance of higher-level information and strategic skills, then tertiary institutions, particularly those facing the effects of the digital divide, will need to ensure that those necessary skills are provided for. Having ensured digital competency at that level, further efforts can be made to develop information and strategic skills to ensure a meaningful and creative use of digital technologies.

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Section: Digital Skills In the Papua New Guinea Contextmentioning

confidence: 99%

Digital Skills at Divine Word University, Papua New Guinea

Kolodziejczyk¹,

Gibbs²,

Nembou³

et al. 2020

ije

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Section: Digital Skills In the Papua New Guinea Contextmentioning

confidence: 99%

“…Societal digital divides are those between citizens with and without formal education and between rural and urban populations in their relation to technology. However, physical access alone, without proper skills and adequate policies, is not enough to achieve the full benefits of ICTs (Acilar, 2011;Chetty, Qigui, et al, 2018;Halford & Savage, 2010;Jin & Cheong, 2008). For this reason, nowadays many researchers expand the initial area of research, based on access and hardware, and introduce the so-called "second divide", referring to the different level of skills that allow users not only to access technology, but to make a fruitful and effective use of it (Chetty, Qigui, et al, 2018;Lesame, 2013;Selvyn, 2004;van Deursen et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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“…En este contexto altamente digitalizado, la alfabetización digital de las personas adultas tiene una importante incidencia, no sólo para los mismos adultos, sino también para la adquisición de las habilidades críticas de los niños (Jiménez-Cortés, 2017;Sánchez-Valle, 2017;Vulchanova, 2017).…”

Section: Introductionunclassified

“…En Europa el porcentaje de personas que no utiliza Internet se sitúa al 14% de la población, siete puntos por debajo que tres años antes (Eurostat, 2017). En España actualmente más de un tercio de los hogares disponen de un ordenador y en más de la mitad de una tablet, mientras que el acceso a Internet alcanza el 83,4% (prácticamente 40 puntos más que hace diez años) (INE, 2017).En este contexto altamente digitalizado, la alfabetización digital de las personas adultas tiene una importante incidencia, no sólo para los mismos adultos, sino también para la adquisición de las habilidades críticas de los niños (Jiménez-Cortés, 2017;Sánchez-Valle, 2017;Vulchanova, 2017).Actualmente, las personas adultas utilizan habilidades de aprendizaje en TIC que no pasan mayoritariamente por cursos de formación, sino que V RASP -Research on Ageing and Social Policy, 6(1) 57 prefieren otros aprendizajes más individuales (autoformación) o informales (a través de grupos de amigos, compañeros de estudio o trabajo, familia, etc.) (Van Dijk y Van Deursen, 2014).…”

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Oro

Díez-Palomar

2018

RASP

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ResumenEn un contexto de constante transformación tecnológica y digitalización de la vida cotidiana es necesario investigar medidas efectivas para el fomento de habilidades digitales. A partir de un estudio de caso español analizamos los alcances obtenidos en el proyecto europeo DigiUP (ERASMUS+), cuyo objetivo es aumentar la adquisición de las competencias digitales en colectivos vulnerables. Los resultados muestran una mejora sustancial en el marco europeo e incluso con indicadores que han superado la media de los países de la OCDE. Las evidencias refuerzan la aplicación de Grupos Interactivos, Actuación Educativa de Éxito, como medida que acelera el aprendizaje en competencias digitales, a la vez que genera un espacio de solidaridad intergeneracional y envejecimiento activo.Keywords: inclusión digital, envejecimiento activo, grupos vulnerables, Grupos Interactivos, competencias digitales Ageing and Social Policy Vol. 6 No. 1 January 2018 pp. 53-81 2018 Hipatia Press ISSN: 2014-6728 DOI: 10.4471/rasp.2018.3120 RASP -Research on Learning of Digital Competences in Vulnerable Groups through Interactive Groups Bernat Oró Universidad de BarcelonaJavier Díez-Palomar Universidad de Barcelona (Received: 1 December 2017; Accepted: 21 December 2017; Published: 30 January 2018) AbstractIn a context of accelerated technological change and digitization of everyday life, it is necessary to investigate effective measures to promote digital competence. Based on a Spanish case study, we will analyze the scope of the DigiUP project (ERASMUS+), whose objective is to increase the acquisition of digital competence among these vulnerable groups. The results show a substantial improvement in terms of the European framework and even with indicators above the average of the OECD countries. These discoveries reinforce the importance of the implementation of the Interactive Groups, Successful Educational Action, as a measure that accelerates learning in digital competences while generating a real space of intergenerational solidarity and active aging.Palabras clave: digital inclusion, active aging, vulnerable groups, interactive groups, digital skills 56 Oró y Díez-Palomar -Aprendizaje de las competencias digitales ivimos en un mundo colonizado por los sistemas expertos que suponen las tecnologías de la información y de la comunicación (TIC). La era digital de la que ya se hablaba hace dos décadas (Castells, 1998;Giroux, Flecha, Macedo y Castells, 1999) está hora presente en todas las facetas de nuestras vidas, en tareas cotidianas como conectar el televisor, hacer la compra online, pedir cita en el médico, conducir un automóvil por la ciudad siguiendo las indicaciones del GPS, y tantos otros espacios que de manera más o menos imperceptible han ido entrando en nuestras vidas. En general se trata de grandes avances, que están muchas veces pensados para mejorar nuestra calidad de vida; pero también suponen nuevos retos cognitivos, donde inteligencia académica, e inteligencia práctica, se enfrentan a nuevas tensiones que la educac...

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Female university student’s ICT learning strategies and their influence on digital competence

Cited by 17 publications

References 14 publications

Digital Skills at Divine Word University, Papua New Guinea

Digital Skills at Divine Word University, Papua New Guinea

Untitled

Aprendizaje de las competencias digitales en colectivos vulnerables a travÃ©s de los Grupos Interactivos

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