ICT mediated study and teachers: Do they have access to the infrastructure?

Burnip, Lindsay

doi:10.14742/ajet.1291

Cited by 4 publications

(6 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Particularly, the ICT access of faculty of public sector universities is lower than that of faculty of private sector universities. These findings confirm the general perceptions prevailing in Pakistan, and are consistent with what Burnip (2006) found in his study with school teachers.…”

Section: Digital Divide Regarding Personal and Positional Categoriessupporting

confidence: 92%

“…Thunman and Persson's study (2013) on Swedish school-teachers' access to and use of ICT suggested significant differences between teachers of public schools and teachers of independent (private) schools. Also, Burnip (2006) found that government school teachers had poor access to ICT both at home and at school. As such, there is a need to examine this variable in the context of higher education in Pakistan.…”

Section: Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Digital Divide among Pakistani Faculty regarding their Information and Communication Technology (ICT) Access

Soomro¹

View full text Add to dashboard Cite

The issue of digital divide is a complex and multidimensional phenomenon. It centers on various dimensions of information and communication technology (ICT) access including physical access, motivation, skills, and actual usage of digital technologies. The examination of digital divide is helpful in taking necessary measures to remove or at least minimize the problem of digital divide. The past research does not provide adequate literature on digital divide among higher education faculty especially in the context of developing countries. I developed and validated a quantitative survey instrument to examine digital divide among higher education faculty in terms of their access to information and communication technologies at motivational, physical, skills, and usage levels. The survey was used in a cross-sectional design to provide a broad view of Pakistani faculty's motivation to adopt digital technologies, their physical access to various ICTs, their digital skills, and actual use of such technologies by them. The data were collected from 322 faculty members working in public and private sector universities in Sindh, Pakistan. The data were analyzed using descriptive statistics and multiple regressions. In addition, I investigated the digital gap among the faculty in respect of their personal and positional categories including their age, gender, academic disciplines, and university type. The dissertation also attempted to examine the relationship between faculty's instructional usage of ICT and other dimensions of ICT access. The findings from this study indicated that faculty's endogenous motivation, physical access to ICT at university, and general usage of ICT predicted their instructional usage of digital technologies. The findings of the study are discussed with theoretical and practical implications. Based on the findings of the study, recommendations are provided for educational administrators and policy makers. The dissertation ends with directions for future research.

show abstract

Section: Digital Divide Regarding Personal and Positional Categoriessupporting

confidence: 92%

Section: Research Questionsmentioning

confidence: 99%

Digital Divide among Pakistani Faculty regarding their Information and Communication Technology (ICT) Access

Soomro¹

View full text Add to dashboard Cite

show abstract

“…The diverse other factors that influence technology use of teachers were not covered in this study. For instance, access to adequate levels of ICT infrastructure cannot be assumed universal among teachers (Burnip, 2006). Especially for PE teachers, it may be difficult to access and transport technology that may be available in the regular classroom to PE facilities.…”

Section: Discussionmentioning

confidence: 99%

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

Kretschmann

2015

TPE

View full text Add to dashboard Cite

Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used to assess the PE teachers' computer literacy and instructional technology and media use in PE. Quantitative statistical procedures were performed to analyze the data. The majority of the PE teachers did not often use technology in PE. PE teachers' computer literacy had an effect on their technology use in PE. PE teachers' use of information and communication technologies (ICTs) such as laptops, Internet, and digital cameras showed statistically significant differences in their computer literacy levels (low, average, and high). The surveyed PE teachers tended to not use technology in PE. However, the higher their computer literacy level was, the more likely they were to include technology in PE.

show abstract

“…However, in this day and age where technology has transformed education scene, it was worth investigating the current status of access to tools and technology and experience with some computer and Internet applications. An investigation into the technology backgrounds of learners or faculty has not been attempted in the USP context for Pacific Island countries, unlike universities in Australia, for example (Burnip, 2006;Oliver & Goerke, 2007;Kennedy et al, 2008). The author felt that a baseline investigation study with a small sample would provide a necessary foundation for further studies in this field.…”

Section: Technology Backgroundmentioning

confidence: 99%

“…An easy access to a fast Internet connection to download a Word document or a PowerPoint or an audio/video file in few seconds to few minutes may influence the individual's experience with the process. Burnip (2006) pointed out the problem that can arise through limited access to technical support, especially if there are variable levels of skills amongst the learners. Similarly, differences in technical background may pose a challenge for effective team work among learners in a virtual learning environment (He, Wang & Li, 2008).…”

Section: Access To Tools and Technologymentioning

confidence: 99%

Learners' access to tools and experience with technology at the University of the South Pacific: Readiness for e-learning

Raturi¹,

Hogan²,

Thaman³

2011

AJET

View full text Add to dashboard Cite

Technology in higher education has become exceedingly popular and useful; however, a digital divide generally applies to the use of technology in education in many developing countries. The Pacific Island countries differ in their technological capacities and infrastructure, with the Fijian capital Suva being most technologically and infrastructurally advanced compared with other towns in Fiji and in other Pacific Island countries. This led the researchers to investigate access to e-learning tools and experience with technology amongst a group of 92 students, ranging from 18 to over 55 years of age, enrolled in postgraduate courses in education at the University of the South Pacific. A survey consisting of questions on age, gender, qualification, professional experience, ethnicity and access to and experience with technology was carried out for one cohort. The findings indicate an encouraging level of readiness for e-learning. IntroductionThe Pacific Island countries are sparsely populated and spread across the Pacific Ocean. In order to make education accessible to masses, it would be worth probing if Pacific Islanders have adequate access to and experience with technology, should the alternative methods of instructional delivery in distance education be provided on a larger scale. The University of the South Pacific (USP) is a regional university in the South Pacific region and serves its twelve member countries (Cook Islands, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu) having a total population of approximately 1.4 million, extending over 33 million square kilometres of ocean. USP also attracts students from other Pacific Island countries in the region besides the member countries. Distance education (DE) Although DE at USP has undergone an exponential growth (Baba, 1997;Sharma, 2008), it has encountered unique challenges (Prasad, 1988;Tuimaleali'ifano, 1994;Hola, 1995;Bolabola & Wah, 1995;Thaman, 2001; Marsh & Hogan, 2005;Sharma, 2008). In order to propose and implement modifications in the existing education policy and practices designed to curb these problems, an empirical study of student background is warranted. There has been a tremendous transformation in DE leading up to the fourth generation of the flexible learning model (Taylor, 1995), giving educational institutions a number of options to improve or modify the curricula, necessary ICTs

show abstract

ICT mediated study and teachers: Do they have access to the infrastructure?

Cited by 4 publications

References 11 publications

Digital Divide among Pakistani Faculty regarding their Information and Communication Technology (ICT) Access

Digital Divide among Pakistani Faculty regarding their Information and Communication Technology (ICT) Access

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

Learners' access to tools and experience with technology at the University of the South Pacific: Readiness for e-learning

Contact Info

Product

Resources

About