The Evaluation of Digital Readiness Concept: Existing Models and Future Directions

Nasution, Reza Ashari; Rusnandi, Linda Sendy Lediana; Qodariah, Elis; Arnita, Devi; Windasari, Nila Armelia

doi:10.12695/ajtm.2018.11.2.3

Cited by 37 publications

(48 citation statements)

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“…Because of these peculiarities, we also need a specific model to measure an individual's readiness to use digital technology (Grewal et al, 2016;Ma et al, 2009). Nasution et al (2018) stated that personal innovativeness is the basic trait that influences attitudinal and action readiness toward technology. Attitudinal readiness has been defined as the state of having a positive perception of technologies, whereas action readiness is the state of having sufficient skills and efficacy to realize the full potential of different types of technology in practice (Nasution et al, 2018).…”

Section: Digital Readinessmentioning

confidence: 99%

“…H. H. Lin et al (2016) developed another scale from TR, which is mobile readiness, to predict students' readiness to adopt mobile devices as a learning medium. Nasution et al (2018) have recently explored the underlying dimensions of TR to provide guidance on how one can adapt TR to fit various cases of technology acceptance. They identified two fundamental dimensions of TR in addition to the personal innovativeness, namely the attitudinal and action readiness.…”

Section: Introductionmentioning

confidence: 99%

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Digital Readiness and Acceptance of Mobile Advertising

Nasution

Arnita

Azzahra

2021

Australasian Marketing Journal

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Current research suggests that individual readiness toward technology plays a significant factor in the acceptance of technology products and applications. However, the current measure of technology readiness is too general to be applicable to digital technologies and the accompanying disruption and lifestyle changes. We offer digital readiness that consists of attitudinal and action digital readiness as a specific measure of individual readiness toward digital technology. We tested the influence of both attitudinal and action digital readiness toward the acceptance of mobile advertising among 162 millennials aged between 17 and 24 years in Indonesia. The results show that digital readiness has a significant influence on the acceptance of mobile advertising among millennials. We contribute to the theory of the acceptance of digital mobile advertising by employing digital readiness within the technology acceptance model (TAM) model. Our managerial implications highlight mobile advertising strategies for targeting millennials.

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Section: Digital Readinessmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital Readiness and Acceptance of Mobile Advertising

Nasution

Arnita

Azzahra

2021

Australasian Marketing Journal

Self Cite

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“…It means that they were confident with their preparation for conducting learning process for their students. It is because readiness is related with preparation (Nasution et al, 2018).…”

Section: Information Media and Technology Skillsmentioning

confidence: 99%

“…Readiness is also related with the confidence of someone. Nasution et al (2018) also argue that readiness emphasizes on the preparation. In this case, the preparation from the teachers can be seen from their preparation in assessing students' learning process.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Readiness in Inserting the 21st Century Skills for Teaching English at Primary Schools

Rahmayanti

Padmadewi

Artini

2020

IJLL

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The development of 21st century affects all sectors including the education field. The importance for preparing students with knowledge and skills affects the learning process in this era. Life skills and balanced assessment are the demands in 21st century era. These demands need to be prepared by the teachers since primary education. Therefore, it is important to analyze primary English teachers’ readiness in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing students’ learning as the important aspect on learning process. This study used embedded mixed method using qualitative description and supported with descriptive quantitative analysis. The subjects of the research were 11 primary English teachers in Denpasar. A questionnaire was used to measure the readiness of the teachers in inserting the skills in the aspects of learning process. The data obtained were calculated and classified into its level of teachers’ readiness. It was found that the teachers perceived themselves as ready in inserting the 21st century skills. This is indicated by 1) their positive responses toward the knowledge about the 21st century skills, 2) they were confident in perceiving their implementation toward 21st century skills, and 3) they were ready in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing their students’ learning activities. It is expected that the teachers sustain their readiness in inserting the 21st century skills in teaching English for their students at schools.

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“…According to Nasution et al (2018), a person's readiness is seen within their preparation. The lesson plan is a teacher's preparation for teaching and learning.…”

mentioning

confidence: 99%

Teacher Readiness in Promoting 21st Century Skills in Teaching English as a Foreign Language at Primary Schools

Padmadewi

Artini

Utami

2020

SOSHUM

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Twenty-first-century skills have been long known and used to accelerate teachers' quality and education in Indonesia. The skills that include life and career skills, learning and innovation skills, media, technology, and information skills must be inserted into classroom practices to improve students' learning competencies and learning outcomes. Despite its importance and having been long introduced, there is still limited research conducted on the investigation of primary teachers' readiness to promote classroom skills. Therefore, this study aims to analyse the primary school teachers' readiness to promote 21st-century skills. The readiness was analysed in two dimensions: readiness in terms of 21st-century skills concepts as indicated by self-perception about 21st-century learning and indicated by their readiness in the actual implementation. Six primary school teachers from several schools in Bali were involved. The study used a mixed-method design, and the data were collected using questionnaires, interviews, and direct observation. The data were analysed using descriptive quantitative analysis and supported with qualitative description. The results show that the teachers perceived themselves as ready to implement the skills; however, direct observations show different findings. Some of the skills are not implemented. This finding implies that teachers need to improve their understanding and develop competencies in implementing 21st-century skills.

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The Evaluation of Digital Readiness Concept: Existing Models and Future Directions

Cited by 37 publications

References 0 publications

Digital Readiness and Acceptance of Mobile Advertising

Digital Readiness and Acceptance of Mobile Advertising

Teachers’ Readiness in Inserting the 21st Century Skills for Teaching English at Primary Schools

Teacher Readiness in Promoting 21st Century Skills in Teaching English as a Foreign Language at Primary Schools

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