Returns to ICT Skills

Falck, Oliver; Heimisch, Alexandra; Wiederhold, Simon

doi:10.2139/ssrn.2743094

Cited by 3 publications

(3 citation statements)

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“…In the last two decades, ICT skills, that is, the ability to use information and communication technologies, have become valid for both individuals and societies (Altunisik & Akturk, (2021;International ICT Literacy Panel, 2007;Kaleli, 2021;Noroozi, Banihashem & Biemans, 2021;Shastri & Chudasma, 2022;Sünbül, Gündüz & Yılmaz, 2002). For example, recent research confirms the important role of ICT skills for the employability, earnings and social inclusion of individuals, as well as for the economic growth of societies (Alan & Sünbül, 2015;European Commission, 2021;Falck, Heimisch & Wiederhold, 2016;Hebebci, 2021;Kaleli, 2020). As a result of this digital transformation, ICT skills have become an important factor in individuals' professional careers and job performances.…”

Section: Introductionmentioning

confidence: 97%

Investigating of Information and Communication Technology (ICT) Skills and Professionally-based Competencies of Translator Candidates

Aigerim

Aida

Kulgildinova

2022

IJEMST

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In this study, it is aimed to examine the professionally-based competencies and ICT skills of translator candidates with a relational approach. Relationships between professionally-based competencies and information communication technology (ICT) skills were examined. The sample of the study was conducted in Kazakhstan with 166 translator candidate participants. In the study, information communication technologies skills scale and Translator Professionally-Based Competence test were used to collect data from translators. Independent Samples t test, One Way ANOVA and Multiple Regression Analysis techniques were used in the analysis of the research data. According to the research findings, the professionally-based competencies of the participants were found to be high in general. However, it was observed that the participants had some problems in the domain/thematic sub-competence, Textual sub-competence, Research and technological sub-competence, Strategic sub-competence, Knowledge about translation sub-competence dimensions. On the other hand, professionally-based competencies show differences according to the class level and achievement perceptions of the participants. It was found that the general ICT tendencies and software usage skills of the translator candidates were at a medium level, their hardware knowledge was at a low level, while their access and communication skills in a virtual environment were at a high level. ICT skills differ according to the gender, class and achievement perceptions of the translator candidates. Finally, significant correlations were found between the professionally-based competencies and ICT skills of the translator candidates/

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Section: Introductionmentioning

confidence: 97%

Investigating of Information and Communication Technology (ICT) Skills and Professionally-based Competencies of Translator Candidates

Aigerim

Aida

Kulgildinova

2022

IJEMST

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“…En este sentido, la inclusión digital propone estrategias inclusivas de carácter digital que tienen como principal finalidad reducir los posibles espacios de desigualdad presentes en las diferentes esferas de la sociedad. Autores como Falck et al (2016) aseguran que la CD es una competencia imprescindible para poder participar en la sociedad actual y necesaria para poder acceder a un mercado laboral complejo y cada vez más digitalizado.…”

Section: Introductionunclassified

Formar y evaluar competencias en educación superior: una experiencia sobre inclusión digital

Benito

Cantabrana

Grimalt‐Álvaro

et al. 2023

RIED

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La inclusión digital, entendida desde la perspectiva pedagógica, tiene como propósito mejorar los procesos de enseñanza-aprendizaje, haciéndolos, gracias al uso de las tecnologías digitales, más accesibles al conjunto del alumnado. Pero a pesar de su relevancia, podemos observar que ni la normativa académica ni los diferentes marcos especializados concretan como aplicarla en el aula. Con la intención de abordar esta problemática, se presenta un proceso de evaluación por competencias (relacionadas con la inclusión digital) llevado a cabo durante una experiencia formativa vehiculada a través de la metodología didáctica del aprendizaje-servicio, en la que participó alumnado universitario, docentes de educación infantil y primaria en ejercicio y profesorado de la Universitat Rovira i Virgili. Los resultados, que se obtuvieron mediante un cuestionario construido a partir del estándar COMDID y el análisis de las evidencias de aprendizaje proporcionadas por los/las estudiantes, muestran cómo el alumnado se sobrevalora en las autoevaluaciones, mientras que el profesorado universitario le otorga una puntuación más baja en cada uno de los cinco descriptores analizados. Como conclusión, se ha podido comprobar que los procesos de evaluación por competencias en los que participan diferentes agentes evaluadores son más complejos a la hora de ser implementados, pero se revisten de mayor objetividad al contar con diferentes puntos de vista que no serían posibles con una única mirada. Además, se ha constatado que los recursos digitales más utilizados por el alumnado para presentar sus evidencias de aprendizaje fueron los que menos dificultad revistieron al profesorado al ser evaluados, y a la inversa.

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“…Accordingly, ICT skills, i.e. the ability to use information and communication technologies to successfully participate in society (OECD 2013), have become a new fault line along which social inequalities in terms of employability, income, and social participation emerge or are reinforced (Falck, Heimisch, and Wiederhold 2016;Grundtke et al 2018;Nahuis and de Groot 2003). At the same time, research has shown that individual differences in ICT skills are not only a driver of social inequality in later life, but they are also stratified by key allocation criteria to life chances, such as social background, ethnicity, or gender (Wicht, Reder, and Lechner 2021).…”

Section: Introductionmentioning

confidence: 99%

The development of ICT skills in adolescence at the intersection of gender and family background

Wicht,

Kleinert,

Schmidt

2023

Preprint

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We examine the intersection of gender and social as well as ethnic family background to explain individual differences in skills in information and communications technology (ICT) during adolescence. We used data from the National Educational Panel Study Starting Cohort 4 (NEPS-SC4), which contains repeated measures of ICT skills spanning three years (grades 9 and 12) in a sample of 5,507 students attending upper secondary schools [Gymnasium or comprehensive schools with Gymnasium track] in Germany. The results indicate a gender gap in ICT skills in grade 9 in favor of males, which widens further in grade 12. Moreover, ICT skills in grade 9 are a function of the interaction of gender and social background, with gender differences not observed among socially privileged students with high economic and cultural capital, suggesting more gender-egalitarian socialization among them. In contrast, the gender gap in the change in ICT skills in grade 12 remains largely unaffected by family background. Only income plays a role, with the gender gap disappearing for students with higher economic capital. The finding that intersectionality is less evident in the further development of gender-specific ICT skills points to the relevance of factors outside the family context.

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Returns to ICT Skills

Cited by 3 publications

References 0 publications

Investigating of Information and Communication Technology (ICT) Skills and Professionally-based Competencies of Translator Candidates

Investigating of Information and Communication Technology (ICT) Skills and Professionally-based Competencies of Translator Candidates

Formar y evaluar competencias en educación superior: una experiencia sobre inclusión digital

The development of ICT skills in adolescence at the intersection of gender and family background

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