Understanding factors influencing information communication technology adoption behavior: The moderators of information literacy and digital skills

Digital inequality is one of the most critical issues in the “information age”, few studies have examined the social inequality in information resources and digital use patterns. In the rural areas, such information communication technology (ICT) facilities could not guarantee that users can easily access information technology and overcome the so-called “digital divide.” This research aims to discover the psychological factors that influence information and communication technology (ICT) adoption behavior, as well as confirm whether “information literacy” and “digital skills” have moderator effects in the research model. Using a survey of 875 participants and a structural equation modeling approach, we find that task characteristics and social interaction improve media richness, media experience, and media technostress, which in turn enhance ICT adoption behavior. The proposed theoretical model shows that the impact of ICT adoption behavior is moderated by information literacy and digital skills. The findings of this research can offer guidelines for policy makers and educators who evaluate a community's ICT adoption behavior so as to provide proper access to ICT and promote its visibility by incorporating ICT in educational activities.     

The impact of University of the Third Age courses on ICT adoption

Information and communication technologies (ICT) are widely reported to increase older adults’ quality of life, although their use is limited among the older cohorts. This study analyzed the effects of education on ICT adoption by focusing on the impact of older adult education. Relying on a survey of 135 Italian seniors, we found that, in addition to the positive effect of formal education, seniors taking part in University of the Third Age (U3A) courses had higher ICT use. Specifically, ICT adoption increased by 18.5% for high school graduates and up to 39% for those who completed a primary school diploma.     

The effects of generational differences on use continuance of Twitter: an investigation of digital natives and digital immigrants

This study links generational literature and information systems (IS) research by investigating the effect of generational differences on the usage of Twitter. Using theories of technology acceptance and IS continuance, we propose a research model to explore whether digital natives (DN) and digital immigrants (DI) perceive technology differently, and whether any such differences affect Twitter use-continuance behaviour. Structural equation modelling analysis of survey data from 385 users reveals that DN and DI perceive Twitter differently, providing partial support for the propositions of the model. The findings emphasise the role of generation in explaining users' continuance behaviour, with DN experiencing more social pressure to use Twitter, and finding it easier to use – but less useful – than do DI. This study has important implications for research in that it contributes to the debate on generational differences and to the IS continuance literature.     

Everyday use of computer-mediated communication tools and its evolution over time: An ethnographical study with older people

Based on a 3-year ethnographical study, this paper discusses the prolonged use of computer-mediated communication (CMC) tools by approximately 400 older people in an adult education centre in Barcelona (Spain). Contrary to oversimplified views of older people as ICT users, this paper shows that they make a very rich use of CMC tools. Relevant elements of this use are their permanent desire to feel and be included, social, independent and competent ICT users. Despite the numerous interaction issues they face when using ICT, some are constant across different tools. Difficulties due to cognition limit their interactions more severely than those problems due to perceiving visual information or using the mouse. By examining the longitudinal aspect of the study, this paper addresses the evolution of technology use and whether the interaction issues that most of the current older people exhibit will be relevant when today’s more ICT literate young adults grow older. Interaction issues due to cognition are time-persistent, and independent of both experience and practice with ICT. Difficulties reading from the screen or using input devices are overcome with ICT experience. The strategies adopted by older people for coping with all these interaction issues are always targeted at feeling and being included, social, independent and competent ICT users. The results deepen current understanding of tools use in connecting older people with their social circles and the interaction issues most of them encounter when using ICT. The results also suggest that cognitive-related problems will be the most important ones in our work with the next generation of older people.     

Going Beyond Telecenters to Foster the Digital Inclusion of Older People in Brazil: Lessons Learned from a Rapid Ethnographical Study

Telecenters take on a prominent role within the current information and communications technology (ICT) ecosystem in Brazil. They are seen by a great many as a key means to foster the digital inclusion of the older population in the country. This paper draws upon a rapid ethnographic study conducted with 78 older people in a center that teaches computer classes to seniors in Brazil. The results show that providing older people with technological infrastructures is not enough to strengthen their digital inclusion if their basic and non-instrumental needs are not taken into consideration in defining educational activities to be carried out in public centers. Participants’ basic needs when it comes to interacting with ICT, such as coping with accessibility issues, were dynamic, whilst non-instrumental needs, fulfilled by using these technologies, such as interacting with relevant others, remained fairly constant throughout the study. Drawing on the results of the study, strategies for fostering the digital inclusion and well-being of older people in Brazil that go beyond telecenters are suggested.     

Predictors of digital competence in 7th grade: a multilevel analysis

Since 2006, the ability to use information and communication technology (ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict students' digital competence. A sample of 1793 students and 125 school leaders from 125 schools was used. The findings show variation in digital competence both between students and between schools. Results from a multilevel analysis showed that higher levels of mastery orientation and self‐efficacy (i.e., motivation) and the students' family background (i.e., language integration and the number of books at home) were predictors of students' levels of digital competence. Additionally, when school leaders reported higher levels of culture for professional development among the teachers at school, increased levels of digital competence were found among students. Challenges for schools and teachers to support students' motivation and to emphasize digital inclusion still prevail.     

Language learners' digital literacies: Focus on students' information literacy and reading practices online

The widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community-college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple-case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e-journals. Thorough within- and cross-case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.     

Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher‐related variables

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise ‘teachers’ constructivist teaching beliefs’, ‘teacher attitudes towards computers in education’, ‘teachers’ computer motivation’, ‘teacher perception of ICT‐related policy’. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher‐related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT‐related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher‐related variables and ICT integration in the classroom is partly in line with findings in non‐Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.     

Navigating digital transformation through an information quality strategy: Evidence from a military organisation

The use of digital technologies for extracting information from various data sources can help organisations to reduce uncertainty and improve decision-making. The increasing availability in volume, velocity, and variety of data, however, can give rise to significant risks and challenges in ensuring a high level of information quality (IQ). Pre-digital organisations can be particularly susceptive to such challenges due to their limited experience with digital technologies and IQ governance. We adopt a theory-infused interventionist research approach to assist a pre-digital multinational military organisation in navigating its digital transformation (DT) by focusing on IQ. We design and implement an IQ strategy (IQS) by drawing upon organisational information processing theory and examining how the level of IQ can affect the balance between information processing requirements and capacity. We demonstrate that an IQS that incorporates both technological, as well as IQ governance solutions, can support organisations in setting the scope of their DT, decreasing employees' resistance to change, and increasing their satisfaction, while concurrently improving organisational efficiency. Our work stresses the importance of IQ in the digital era and delineates how pre-digital organisations can navigate DT by strategically addressing IQ.     

Older people’s production and appropriation of digital videos: an ethnographic study

While most of today’s children, young people, and adults are both consumers and producers of digital content, very little is known about older people as digital content creators. Drawing on a three-year ethnographic study, this paper reports on the digital video production and appropriation of approximately 200 older people (aged 60–85). They generated 320 videos over the course of the study. We show their motivations for engaging in digital video production, discuss their planned video making, and highlight their creativity while editing videos. We show the different meanings they ascribed to digital videos in their social appropriation of these objects, the meaningful strategies they adopted to share videos, and the impact on their perceived wellbeing. Furthermore, we outline the solutions the participants developed to overcome or cope with interaction issues they faced over time. We argue that the results portray older people as active and creative makers of digital videos with current video capturing, editing, and sharing technologies. We contend that this portrayal both encourages us to re-consider how older people should be seen within human–computer interaction and helps to frame future research/design activities that bridge the grey digital divide.     

From access to usage: The divide of self-reported digital skills among adolescents

Based on the PISA data in 2003 and 2006, this paper develops a hierarchical linear model to identify multi-level explanatory variables of the divide of adolescents’ self-reported digital skills. At the country-level, the study finds a generally negative relationship between the ICT penetration rate of a country and adolescents’ digital skills, implying that increased ICT penetration rate does not guarantee that adolescents have more chance to learn and use ICTs. Educational expenditure on secondary education is positively related to digital skills in 2006, but not in 2003. At the school-level, whether the school is public or private does not elicit impact on adolescents’ self-reported digital skills; school ICT access is positively related to students’ self-reported digital skills. At the individual-level, self-reported digital skills is affected by home ICT access, adolescents’ Socio-Economic Status, gender and their history of using ICTs. The cross-level interaction effect of ICT penetration rate and home ICT access on self-reported digital skills is significant in the 2003 model, but not significant in the 2006 model. The cross-level interaction effect of ICT penetration rate and school ICT access is significant in the 2006 model. The interaction effect of school ICT access and home ICT access is not supported by the dataset of either year.     

Internet in teachers' professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools

In recent years there has been widespread interest in the implementation of information and communication technologies (ICT) in schools. While most studies primarily focus on the use of ICT in teaching and learning, little attention has been given to their incorporation as a professional tool outside the classroom. Using a digital inequality approach, the aim of this paper is to develop and test a model of the factors that affect teachers' professional use of ICT, particularly the Internet, in primary and secondary schools. One thousand four hundred and five (1405) teachers from a representative sample of 536 primary and 273 secondary schools in Spain were surveyed. The dependent variables include attitudes towards the professional use of ICT and the use of the Internet in professional practice. The explanatory variables are the socio-demographics, school-level information, frequency of Internet access within and outside the school, educational ICT training, digital literacy, and organisational development. Controlling for socio-demographics and school-level information, multiple regression analyses are used to make inferential judgements and test the separate effects of the independent variables. Findings suggest that technological factors and organisational practices are important predictors of ICT appropriation for professional purposes.     

Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

Teachers need to continuously update their information and communication technologies (ICT) knowledge, but they are usually not trained to deal with the problems arising from their use. In fact, studies in the literature report techno-anxiety (i.e. unpleasant physiological activation and discomfort due to present or future use of ICT) in teachers. Thus, the goal of this action research is to study if teachers’ techno-anxiety can be reduced by increasing their ability to solve technological problems. An inter-subject experiment has been carried out with 46 teachers. High school teachers were chosen because they are digital immigrants, while at the moment of this research their students are digital natives (born around year 2000). Since we could not find any specific training for teachers to increase their resolution skills of technological problems, in order to apply the treatment for our study, we have designed and deployed an online course about ICT problem-solving skills based on the 70/20/10 model for learning and development. Results show the success of the course when it comes to increasing the ICT problem-solving skills and to reducing techno-anxiety.     

The dual role of IT capabilities in the development of digital products and services

Past research on the business value of information technologies (IT) has demonstrated the positive contribution of IT capabilities (IT-C) to product innovation performance. However, with the advent of digital technologies, a new kind of product innovations gained importance: digital product and service innovations (DPI). As a consequence of their idiosyncratic characteristics, the usefulness and validity of existing product innovation management concepts cannot be transferred to the context of DPI without further ado. Accordingly, this study reinvestigates the role of IT-C in the specific context of DPI. Therefore, we begin with a differentiation of DPI from traditional, non-digital product innovation. Then, we propose that IT-C affect the performance of DPI projects via two paths. First, based on the notion that DPI rely on the use of innovative IT, we assume that IT-C directly impact DPI performance. Second, following prior research that has argued that the performance contribution of IT-C is mediated by other organizational intermediaries, we assume that IT-C also indirectly contribute to DPI performance through their positive influence on other organizational capabilities. One such organizational capability that mediates the influence of IT-C on DPI performance is a firm’s DPI capabilities (DPI-C). DPI-C allow firms to deploy their digital resources for DPI purposes and, thus, are an important antecedent for DPI performance. To test our assumptions, we use partial least squares–structural equation modeling technique and analyze survey data collected from DPI projects across different industries in Germany, Austria, and Switzerland.     

Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale

In the past decade, several studies have measured ICT competences from the perspective of ICT self-efficacy. Such indirect measurements tend to have validity problems, as they depend on the pupils' ability to judge their own ICT competences. This study outlines the development of a performance-based digital test and the validation of a direct measure of ICT competence through the use of item response theory (IRT). More specifically, the test and the developed measure focus on primary-school pupils' proficiency in digital information processing and communication. 56 Items were administered to 560 pupils at the end of their primary-school education (age between 10.79 and 13.85 years old). The items were controlled for dimensionality, model-data fit, local item dependence and monotonicity. The final measure contains 27 items that refer to retrieving and processing digital information, and communication with a computer. The results indicate that the instrument is particularly reliable for low and median ability levels. Further refinement and possible future use of the instrument is discussed.     

Cheating behaviours,the Internet and Education undergraduate students

This paper describes an illuminative small‐scale study that piloted an initial survey instrument intended to investigate correspondences between 47 undergraduate Education final year students' use of information and communications technology (ICT), including the Internet, and – within the context of their adoption of tactics intended to impress lecturers or to exploit the hidden curriculum – students' engagement in cheating behaviours such as plagiarism. The study disclosed that 0.23 of the sample had reported single instances of cheating behaviours and that 0.21 of the sample had reported multiple instances of cheating behaviours. Analysis of data discerned correspondences between these cheating behaviours and personal factors. However, indicators of ICT capability and the Internet did not correlate significantly with cheating behaviours. Those students who had reported multiple instances of cheating behaviours were found to rate their ICT capabilities higher than their peers but had a tendency to report less frequent use of the Internet for coursework. Inferences are tentatively drawn for further research and for academic practices.     

From PhotoWork to PhotoUse: exploring personal digital photo activities

People accumulate large collections of digital photos, which they use for individual, social, and utilitarian purposes. In order to provide suitable technologies for enjoying our expanding photo collections, it is essential to understand how and to what purpose these collections are used. Contextual interviews with 12 participants in their homes explored the use of digital photos, incorporating new photo activities that are offered by new technologies. Based on the qualitative analysis of the collected data, we give an overview of current photo activities, which we term PhotoUse. We introduce a model of PhotoUse, which emphasises the purpose of photo activities rather than the tools to support them. We argue for the use of our model to design tools to support the user’s individual and social goals pertaining to PhotoUse.     

Developing a pragmatic evaluation of ICTs for older adults with cognitive impairment at scale: the IN LIFE experience

Implementing information and communications technology (ICT) at scale requires evaluation processes to capture the impact on users as well as the infrastructure into which it is being introduced. For older adults living with cognitive impairment, this requires evaluation that can accommodate different levels of cognitive impairment, alongside input from family and formal caregivers, plus stakeholder organisations. The European Horizon 2020 project INdependent LIving support Functions for the Elderly (IN LIFE) set out to integrate 17 technologies into a single digital platform for older people living with cognitive impairment plus their families, care providers and stakeholders. The IN LIFE evaluation took place across six national pilot sites to examine a number of variables including impact on the users, user acceptance of the individual services and the overall platform, plus the economic case for the IN LIFE platform. The results confirmed the interest and need among older adults, family caregivers, formal caregivers and stakeholders, for information and communications technology (ICT). Relative to the baseline, quality of life improved and cognition stabilised; however, there was an overall reluctance to pay for the platform. The findings provide insights into existing barriers and challenges for adoption of ICT for older people living with cognitive impairment.

     

Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e-CSAMR framework

Collaborative learning is perceived as an important component of Information Communication Technologies (ICT) integration in schools. The purpose of this study was to examine an initiative of the Ministry of Education that promoted intra-school and inter-school digital collaborative learning projects. The participants were 159 district ICT leaders, who designed 37 digital collaborative projects containing 73 learning activities to promote inter-school student interactions. The study was conducted within the qualitative research paradigm through analysis of digital collaborative learning activities. Additionally, the participants were required to share their experiences regarding digital collaboration through an open-ended online questionnaire. The thematic analysis revealed all four levels of the SAMR model, rating pedagogical changes during technological integration; the most common were the model's two middle levels: Augmentation and Modification. Moreover, we explored the degree of teamwork (information sharing, cooperation, or collaboration), complexity of collaboration (intra-school vs. inter-school) and sustainability of collaborative learning within the school culture. Most of the activities reflected the cooperation level of teamwork, while in the highest level—collaboration was less common. Surprisingly, complexity of collaboration and its sustainability in school culture were negatively interconnected. Regarding the extent of collaboration, some activities were categorized as “Islands of innovation,” the majority were comprehensive and conducted on the organizational level, while only few involved the wider community-parents or other stakeholders. Based on the bottom-up analysis of pedagogical changes in digital collaboration activities, we suggested a comprehensive e-CSAMR framework. The implications for educational theory and practice are discussed.     

Debunking the ‘digital native’: beyond digital apartheid,towards digital democracy

This paper interrogates the currently pervasive discourse of the ‘net generation’ finding the concept of the ‘digital native’ especially problematic, both empirically and conceptually. We draw on a research project of South African higher education students' access to and use of Information and Communication Technologies (ICTs) to show that age is not a determining factor in students' digital lives; rather, their familiarity and experience using ICTs is more relevant. We also demonstrate that the notion of a generation of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide in South Africa characterized not by age but by access and opportunity; indeed, digital apartheid is alive and well. We suggest that the possibility for digital democracy does exist in the form of a mobile society which is not age specific, and which is ubiquitous. Finally, we propose redefining the concepts ‘digital’, ‘net’, ‘native’, and ‘generation’ in favour of reclaiming the term ‘digitizen’.