ICT Literacy among the Students of the Faculty of Philosophy, University of Mostar

Ivanković, Andrea; Špiranec, Sonja; Miljko, D.

doi:10.1016/j.sbspro.2013.09.261

Cited by 19 publications

(18 citation statements)

References 2 publications

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“…In the quoted paper students achieved average results. [5] This research wanted to show the level of teaching staff´s ICT literacy. According to data analysis the percentage of correct answers on the Test of ICT literacy varies from 37.10% to 98.41% (Table 2, Figure 4).…”

Section: B Results From the Knowledge Test Of Teaching Stuff´s Ict Lmentioning

confidence: 99%

ICT in higher education: Teachers' experiences, implementation and adaptations

Miljko¹,

Jurčić²,

Marusic³

2017

Integrating ICT in Society

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Every aspect of human life is evolving so fast and with great quality. Nowadays, education has become more complex due to the enormous social change and a new view in the field of pedagogy. We live in the age of information and communication technology (ICT), and we cannot allow to ignore it in the education business management. The use of ICTs has great potential in teachers' preparation to deal with various challenges and responsibilities they have to fulfill in their educational environment. Thanks to fast-growing development of ICT in past decades, the topic of ICT integration in education is being intensively discussed at different levels. Considering this, teachers' ICT competences should play an important role, but the approach to ICT competences assessment-in general as in cases of teachers' profession-rarely exists. The presented article focuses on teachers' experiences, implementation and adaptations of ICT in higher educations. The research was conducted on the Faculty of Humanities and Social Sciences at the University of Mostar where it was determined the frequency of ICT use and the subjective evaluation of teachers' ICT understanding and their level of ICT literacy. Descriptive parameters of test variables as well as frequencies and percentages are demonstrated in the statistical data analysis.

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Section: B Results From the Knowledge Test Of Teaching Stuff´s Ict Lmentioning

confidence: 99%

ICT in higher education: Teachers' experiences, implementation and adaptations

Miljko¹,

Jurčić²,

Marusic³

2017

Integrating ICT in Society

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“…Nor, 2012), status sosio-ekonomi, dan durasi penggunaan komputer memengaruhi keterampilan digital seseorang (Jara et al, 2015). Tetapi, durasi menggunakan komputer tidak bisa dijadikan prediktor angka literasi TIK ketika mayoritas mahasiswa menggunakan komputer hanya untuk berselancar di internet (Ivanković, Špiranec, & Miljko, 2013).…”

Section: Tinjauan Pustakaunclassified

“…Bertolak dari hasil riset-riset kesenjangan digital sebelumnya (Azmi, 2006;Santos, Azevedo, & Pedro, 2013;Bayrak & Yurdugül, 2013;Kiss & Gastelú, 2015;Bediang et al, 2013;Kingsley & Kingsley, 2009;Norishah, Shariman, Razak, & Mohd. Nor, 2012;Jara et al, 2015;Ivanković, Špiranec, & Miljko, 2013;Nasah, DaCosta, Kinsell, & Seok, 2010;Min, 2010), peneliti mengidentifikasi variabel dan indikator sebagai berikut: jumlah kepemilikan perangkat TIK, frekuensi penggunaan perangkat TIK; jenis penggunaan perangkat TIK; jenis layanan provider yang dimanfaatkan, biaya komunikasi yang dikeluarkan, tiga situs yang paling sering dikunjungi, dan tempat favorit bermain internet. Sedangkan, literasi digital, mengadopsi argumentasi Stoke (2008) digital, melakukan komunikasi secara online, menjelajah dan mencari informasi online secara efektif dan efisien, berkolaborasi dengan orang lain secara online, dan memanfaatkan e-commerce.…”

Section: Metode Penelitianunclassified

“…Dalam pandangan peneliti, 'literasi komputer' hanya salah satu bagian aspek dari 'literasi digital'. Sementara itu, temuan soal intensitas penggunaan perangkat TIK menguatkan dan selaras dengan hasil riset Jara et al (2015) dan Ivanković et al (2013) yang menyatakan bahwa durasi tidak memengaruhi dan tidak bisa dijadikan prediktor angka literasi TIK.…”

Section: Simpulan Dan Saranunclassified

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Determinan literasi digital mahasiswa: kasus Universitas Sriwijaya [Determinants of students digital literacy: the case of Sriwijaya University]

Yanti

2016

bul. pos. dan telekomun.

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A B S T R A KKata kunci : Internet TIK Kesenjangan digital Literasi digital Artikel ini bertujuan menganalisis kontribusi kesenjangan digital terhadap tingkat literasi digital di kalangan mahasiswa Universitas Sriwijaya. Peneliti menggunakan pendekatan kuantitatif. Populasi penelitian adalah seluruh mahasiswa FISIP Universitas Sriwijaya yang berjumlah 3.414 orang. Sampel penelitian ditetapkan secara purposif sebanyak 200 orang dan dipilih dengan metode simple random sampling. Seratus responden dipilih dari kelompok digital native di Kampus Palembang dan 100 orang lagi dipilih dari Kampus Indralaya. Data dikumpulkan dengan wawancara terstruktur berpedoman pada kuesioner yang telah disiapkan. Data dianalisis dengan SPSS dan menggunakan tabulasi silang (chi-square dan uji Somers). Hasilnya, kesenjangan digital di kalangan mahasiswa Universitas Sriwijaya berbentuk perbedaan kepemilikan, biaya komunikasi, dan usia pertama kali mengoperasikan perangkat TIK (laptop, tablet, dan handphone). Hampir tidak ada perbedaan dalam tiga situs website yang paling sering dikunjungi, tiga tempat favorit mengakses internet, intensitas penggunaan, dan pola pemanfaatan perangkat TIK. Tingkat literasi digital mahasiswa FISIP Universitas Sriwijaya adalah 'Tinggi' dan 'Sangat tinggi'. Ia tidak berhubungan dengan jenis kelamin, program studi, kepemilikan dan intensitas penggunaan TIK, keanggotaan dalam grup online, dan biaya komunikasi yang dikeluarkan. Secara statistik, literasi digital dipengaruhi usia pertama kali menggunakan perangkat TIK. Tetapi hubungan keduanya bersifat negatif dan tidak signifikan.

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“…The development of new technologies results in a requirement for improvement of new human capacities. Different social and technological discoveries redesign almost every aspect of human life, generating the need for new literacies such as -Information and Communication Technology (ICT) literacy, digital literacy, computer literacy, technological literacy, media literacy, information literacy, and others (Ivankovic, et al 2013;Amua-Sekyi & Asare, 2016) .…”

Section: Introductionmentioning

confidence: 99%

ICT Literacy Competence of Staff members of Colleges of Education in Kano State, Nigeria

2019

IKM

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The role ICT in effective teaching and learning activities in tertiary educational institutions across the globe is sine qua none. However, the use of ICT by individuals is dependent on ICT literacy/competence level. Therefore, this study examined the ICT competence level of staff members in colleges of education in Kano state of Nigeria. A cross-sectional form of descriptive survey design was adopted. Though the population of this study was 2,815 comprising 1,131 and 1,684 academic and non-academic staff respectively a sample of 250 was used. A combination of simple random and stratified random sampling techniques was used to select sample for this study and data was collected through a self-completion structured questionnaire. Student-test statistic was used to test the main alternate hypothesis of the study at 95 per cent confidence level. Generally, data analysis revealed that staff members have high level of ICT competence level in word/data processing, sending/receiving e-messages, sourcing research materials and disseminating information. Staff members have very weak ICT competence level in graphic design, architectural drawings, composing music, processing staff payroll, among others. Significant difference exists between the ICT competence levels of academic and non-teaching (administrative staff). It was recommended, among others, that technological friendly environment should be created and sustained by school administrators. Employees' basic technology needs must be met and sufficient support provided for academics and non-academics to feel comfortable with using technology in their daily official work.

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ICT Literacy among the Students of the Faculty of Philosophy, University of Mostar

Cited by 19 publications

References 2 publications

ICT in higher education: Teachers' experiences, implementation and adaptations

ICT in higher education: Teachers' experiences, implementation and adaptations

Determinan literasi digital mahasiswa: kasus Universitas Sriwijaya [Determinants of students digital literacy: the case of Sriwijaya University]

ICT Literacy Competence of Staff members of Colleges of Education in Kano State, Nigeria

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