Internet inequality: The relationship between high school students’ Internet use in different locations and their Internet self-efficacy

This research study utilized the framework of digital inequality proposed by DiMaggio and Hargittai (2001) to examine the relationships among the subdimensions of Internet inequality and their outcomes. We firstly investigated the relationships between constructs of technical apparatus, autonomy of use, availability of social support, variation of use at different locations of Internet access (school, home, Internet cafe, and combinations of these locations) and Internet self-efficacy (ISE). Then the relationships between ISE and high school students' exploratory behavior and academic were also investigated. The survey was developed from reliable instruments used in previous research to measure the following variables: Internet Self-Efficacy, Internet accessibility at home and school, exploratory behaviors, academic performance, study use, leisure use, parents influence, superior influence, and training support. Internet access at the Internet café, gender, and self-reported academic achievement were added to the student survey.Bivariate correlation and regression statistical analyses were conducted to find significant relationships among these variables. ANOVA statistical analysis was used to find significant differences among groups. Significant findings indicated that digital inequality in Internet existed in school, home and Internet café and students with Internet access at home had the highest level of ISE.Our study also showed that different dimension of Internet inequality had different relationships with ISE. Home Internet accessibility positively related to ISE. Availability of social support from school had a greater effect than that from home as parents influence did not associate with ISE. And last, the variation of use was also related to ISE. Leisure use at Internet café, leisure use at home and study use at home positively associated with ISE. In addition, at home and Internet café, the relationship between leisure use and ISE was stronger than that between study use and ISE. As to the outcome of ISE, high levels of ISE were positively related to exploratory behaviors, and for those students who used the Internet at school and home, higher ISE related to better academic performance.     

Internet inequality: The relationship between high school students’ Internet use in different locations and their Internet self-efficacy

This research study utilized the framework of digital inequality proposed by DiMaggio and Hargittai (2001) to examine the relationships among the subdimensions of Internet inequality and their outcomes. We firstly investigated the relationships between constructs of technical apparatus, autonomy of use, availability of social support, variation of use at different locations of Internet access (school, home, Internet cafe, and combinations of these locations) and Internet self-efficacy (ISE). Then the relationships between ISE and high school students' exploratory behavior and academic were also investigated. The survey was developed from reliable instruments used in previous research to measure the following variables: Internet Self-Efficacy, Internet accessibility at home and school, exploratory behaviors, academic performance, study use, leisure use, parents influence, superior influence, and training support. Internet access at the Internet café, gender, and self-reported academic achievement were added to the student survey.     

Digital diversity among upper secondary students: A multilevel analysis of the relationship between cultural capital,self-efficacy,strategic use of information and digital competence

This paper addresses digital diversity among upper secondary students. Since 2006 digital skills and competence has been embedded as key competence in the Norwegian national curriculum. A sample of 593 Norwegian students from 43 upper secondary schools participated in a survey with a digital competence quiz and a self-report questionnaire. Analysis showed differences in students' digital competence and indication of digital diversity on both student and school level. A multilevel analysis reveals that cultural capital, language integration at home, self-efficacy, strategic use of information and average grades of the students predict 20% of the variation in students' digital competence score and 49% of the variation between schools' average digital competence score.     

The impact of computer use at home on students’ Internet skills

This article reports on a study into the impact of students’ use of the Internet and the computer at home on digital skills they need for school. The study was conducted in the lower grades of Dutch secondary education (students aged 13–15). More than 2500 students, distributed over 116 classes in 68 schools, participated in the study. Internet and computer skills were measured by means of an objective test. Multilevel analysis was used to examine the impact of home access and use on Internet and computer skills taking into account the effect of students’ backgrounds. Students in pre-university education, third-graders and non-minority students appeared to have better Internet skills and a more advantageous home computer use than students in pre-vocational education, first-graders and minority students, respectively. The Internet skills of girls were hardly less developed than those of boys. Home access to e-mail and the extent to which students use the home computer for surfing, e-mailing, chatting and text processing were found to be substantially related to Internet and computer skills (taking into account the effect of several background characteristics of the students).     

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.     

The effect of using a home computer on students' educational use of IT

With many students' access to computers at home out-weighing their use of Information Technology (IT) in school, the importance of home computing has grown immensely over the last decade. This paper therefore seeks to examine the nature and extent of students' domestic use of computers and the subsequent relationship with their use of IT in schools and colleges. Using a sample of 16–19-year-old students, quantitative and qualitative data were gathered to explore students' experiences of home computing. The results suggest that students using computers at home have significantly more positive attitudes toward using computers yet do not necessarily make more use of school or college-based IT; compensating for the inadequacies of educational IT with their use of computers at home. Nevertheless access to, and benefits gained from, home computers were found to differ significantly according to students' gender.     

Assessing the effects of self-efficacy and competence on individual satisfaction with computer use: an IT student perspective

To explore the determinants of the success of applying computing technology to computer-related work, this study proposed a theoretical model that adopts individual satisfaction as a surrogate for the success of computer learning. Based on social cognitive theory (SCT) and competence-related literature, this study considered self-efficacy, computer competence, and near-term and long-term consequences as the determinants of individual satisfaction with computer use. The research model was tested using a questionnaire survey of 367 IT-related senior undergraduate students in five colleges. The empirical results identified self-efficacy as a strong and positive antecedent of competence, and confirmed the positive effects of self-efficacy on perceived consequences. Additionally, computer competence was found to affect individual satisfaction with computer use directly and indirectly. Moreover, perceived consequences influenced individual satisfaction more than did competence. Overall, this study provided empirical results involved theoretical explanations for understanding the effects of self-efficacy and competence on computer learning behavior. The limitations of the present study were discussed for researchers and practitioners.     

Explaining differences in access to home computers and the Internet: A comparison of Latino groups to other ethnic and racial groups

A report by the U.S. Department of Commerce notes that Internet use among African-Americans and Latinos is growing at a substantially faster rate than Internet use among whites or Asians suggesting that the so-called “Digital Divide” may be disappearing. Using data from the Computer and Internet Use Supplement to the October 2003 Current Population Survey (CPS), I explore this hypothesis. I find large disparities in home computer and Internet access across major racial and detailed Latino groups that do not appear as though they will disappear soon. I also find that ethnic and racial disparities in home computer and Internet access rates are larger for children than for adults. The results are mixed for other measurable dimensions of the digital divide. Using regression models and special decomposition techniques, I find that differences in income and education explain part, but not all, of the ethnic and racial disparities in home computer and Internet access. Language is also found to be an important determinant of home computer and Internet access even after controlling for education, family income and immigrant status. Spanish-speaking Latinos have strikingly low rates of computer ownership and home Internet access. In contrast, concerns over privacy on the Internet do not appear to contribute substantially to racial disparities in home Internet access.     

A survey of microcomputer use and provision In primary schools

Abstract An exhaustive survey of Hertfordshire primary schools was completed which provides detailed information of microcomputer-provision, classroom use, headteachers' and teachers' aims and attitudes, and an analysis of factors which influence use. The survey was in two parts: an initial questionnaire to identify the extent of microcomputer ownership, and a main questionnaire to collect information from both headteachers and teachers who were using microcomputers. In general, most schools possessed microcomputers, but children's access was limited, and it would appear that drill and practice type programs were most frequently used. The extent and type of use was found to be affected by a number of factors.     

Effects of experience on microcomputer use in primary schools: results of a second survey

Abstract Following an initial survey of microcomputer use in Hertfordshire primary schools, a second, follow-up survey was conducted two years later to examine how experience had changed attitudes and use. This second survey provided detailed information of microcomputer provision, classroom use, and an analysis of factors which were related to use. As before, the survey was in two parts: an initial questionnaire to collect information from both headteachers and teachers. Some changes were observed across surveys which suggested that teachers would make more innovative use of the microcomputer in the future given sufficient training. As before, children's access was limited, and they mostly used drill and practice-type software in small groups (although child-directed programs were becoming a little more popular). Both surveys indicated that microcomputers offered a focus for cooperative activity which had not been predicted. Interestingly, the type of software mainly used was found to be related to children's cooperative behaviour, and their motivation for work.     

Questioning teachers about their use of portable computers

This paper analyses case studies from the 'Multimedia Portables for Teachers' pilot project where two teachers in more than 500 English schools received portable computers to use at home and at school for one year to develop confidence and competence. In-depth interviews with a representative sample of 60 of the teachers revealed a disparate range of uses that reflected teachers' needs and interests, and often were imaginative and innovative. For nearly all the teachers the project was successful on a number of criteria: they gave time and commitment, they gained confidence, they increased their number of IT (information technology) skills, and certain IT activities became a natural and regular part of their work. Gains were evident regardless of the baseline from which they were starting. Issues discussed include the use of email and WWW, prior access to computers, use by the teacher's family, the value of portability, and the relationship with colleagues. Some practical recommendations are made for future schemes of this kind.     

Different worlds? A comparison of young people's home and school ICT use

Abstract This paper explores young people's access to and use of computers in the home and at school. Drawing on a questionnaire survey, conducted in 2001 and 2003 with over 1800 children in the South‐West of England, on group interviews in school with over 190 children and with visits to 11 families, the paper discusses: (1) children's current use of computers in the home and in school; 2) changing patterns of computer use in home and school between 2001 and 2003; (3) the impact of age, gender and socio‐economic area on young people's computer use in home and school. The paper then goes on to discuss young people's perceptions of the differences between home and school use of computers and to address the question of whether young people's home and school use of information and communications technologies (ICTs) are really ‘different worlds’. Through analysis of both quantitative and qualitative data, the paper proposes that the boundaries between home and school are less distinct in terms of young people's ICT use than has previously been proposed, in particular through young people's production of virtual social networks through the use of instant messenger that seem to mirror young people's social school contexts. The paper concludes by suggesting that effective home–school link strategies might be adopted through the exploration of the permeability of home/school boundaries.     

Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools

Examination of the “digital divide” has increasingly gone beyond the study of differences in physical access to computers to focus on individuals’ use of technological tools for empowered and generative uses. In this research study, we investigated the relationship between access to tools and experience with creative production activities. Our participants included 160 8th grade learners from two public middle schools. The local communities represented by the two schools differed in parent education levels, proportion of recent immigrants, and average family income. Findings indicated substantial variability in students’ history of creative production experiences within both communities. Three sets of analyses were completed. First, the two school populations were compared with respect to average levels of student creative production experience, access to tools at home, use of learning resources, frequency of technology use, and access to computing outside of their home. Second, correlates of variability in individuals’ breadth of experience with creative production activities were explored across both schools through a regression analysis. The resulting model indicated that students’ experience was best predicted by the number of technology tools available at home, number of learning resources used, frequency of computer use at home, and non-home access network size. In a third analysis, profiles of experience were created based on both breadth and depth of experience; the resulting four groups of students were compared. More experienced students utilized a broader range of learning resources, had access to more tools at home, taught a wider range of people, and were more confident in their computing skills. The groups did not differ in their self-reports of interest in learning more about technology.     

Prevalence,perceived seriousness,justification and regulation of cyberloafing in Singapore: An exploratory study

The Internet has made a significant impact on work and the personal lives of people around the world. While access to the Internet has changed the ways work can be carried out, it has also increased the opportunities for people to cyberloaf, while under the guise of doing work. Cyberloafing is the act of employees using their companies’ Internet access for personal purposes during work hours. Our study examined the perceived prevalence and seriousness of various cyberloafing activities through a survey of 226 working adults. We examined how employees justify cyberloafing and the organizational regulation of personal Web usage at their workplace. Results suggest that cyberloafing activities that are perceived to be more serious tend to be less prevalent. We also found that the Internet has made the boundary between work and non-work (home) less distinct, facilitating the intrusion of work into home and personal activities into the work domain. Implications of the results are discussed.     

Home, School, Borrowed, Public or Mobile: Variations in Young Singaporeans' Internet Access and Their Implications

This paper studied uneven Internet access amongst young people in Singapore. The study finds that young Singaporeans access the Internet mainly through home, school, borrowed, public, and mobile sources, with different implications for each type of Internet access. For those with home or mobile access, Internet use was routinised and often intense, even burdensome and distracting on occasions. For those who relied on borrowed, school, or public access, intermittent use appeared adequate but hampered their ability to hone online skills to the levels of their peers. The study also finds that although systematic incorporation of IT into the national curriculum can encourage parity in basic exposure to online skills, developing greater Internet proficiency is more likely with home Internet access.     

30% accessible — a survey of the UK Wide Web

This paper describes a comprehensive survey of the UK domain and of UK Web site home pages. The survey determined the features of the typical WWW page and analysed the HTTP and HTML in general terms, for the use of standards and for accessibility. Finally, the features found were used to calculate a figure for the overall accessibility of the UK Web pages.     

Gender,age and income differences in internet usage among employees in organizations

This paper reviews and discusses Internet issues and reports the findings of a survey concerning the impact of gender, age and income on employees’ Internet usage in Turkey. Internet usage was categorized in two empirical factors, namely usage profile (reason for using the Internet, average daily use of the Internet) and usage patterns (average daily use of the Internet for communication/e-mailing/chat, information access/downloading/entertainment and electronic services). The survey was conducted among 200 employees from public and private sector organizations. The results indicated that gender has a positive impact on average daily time spent on the use of the Internet for communication/e-mailing/chat and information access/downloading/entertainment. Age has a positive impact on average daily use of the Internet in general and a negative impact on the use of the Internet for information access/downloading/entertainment. Income was not found to have an impact on empirical factors. Finally, gender, age and income do not have any significant impact on average daily use of Internet for electronic services such as e-commerce/e-shopping/e-banking/e-government.     

Determinants of self-report and system-captured measures of mobile Internet use intensity

Most research on the first adoption and subsequent use (= acceptance) of Internet access through cellular networks and portable appliances (= mobile Internet) has followed a similar pattern. It has employed survey responses of mobile network operator [MNO] customers to explain consumers’ stated future use (continuance) intentions or claimed use intensities related to mobile Internet [MI] access by various beliefs about MI (e.g., perceived relative advantage, usefulness, ease of use). However, there is ample evidence suggesting that MI use intentions and self-reported use intensities are only weakly correlated with actual MI use. Therefore, the present paper develops hypotheses on how the ability of different types of variables to account for variance in MI use intensity may vary depending on whether subjectively estimated or objectively captured use serves as the criterion variable. The hypotheses are tested by analyzing actual MI use behaviors of 300 adopters in Germany, whose mobile IP traffic was extracted from an MNO’s billing engine. This “system-captured” criterion measure is integrated with MI adopter responses collected by means of a standardized telephone survey. Results show that the predictors are more strongly correlated with self-rated than with system-captured MI use intensity. Up to 38% of the variance explained in self-rated use may be attributed to artifactual covariance between variables caused by common measurement methods. Factual MI use case features (MI tariff type and appliance class, fixed Internet home access availability) are better able to account for variance in both self-rated and actual MI use intensity than MI related beliefs. The findings imply that variable relationships observed in earlier MI and information system (IS) acceptance studies are likely to have been inflated by common method biases and thus may have provided spurious support for the conceptual frameworks tested. Implications of the results for future MI and IS acceptance research and for MNO seeking to forecast and to influence the MI use intensity of their customers are discussed.     

Technology and learning at home: findings from the evaluation of the Home Access Programme pilot

This paper examines the impact of a UK government initiative, introduced in late 2008 and closed in 2011, to provide a computer and 1 year of Internet connectivity to low‐income households with children aged 5–19 years. This paper presents and discusses the findings from the evaluation of the initiative, the Home Access Programme (HAP) pilot study in two local authorities in England in 2009–2010. The evaluation found that HAP impacted positively on children and young people's computer access; more specifically, it led to increased student time engaged in homework and independent learning activities on the computer at home. The evaluation found evidence of pockets of increased parental engagement with their child's learning. Finally, the survey found some evidence of benefits of HAP in relation to economic and social benefits at home. The paper concludes that the pilot HAP made a material impact on closing the digital divide and delivered educational benefits for students and for households.     

Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion

During the last decade, information and communication technology has been given an increasingly large importance in our society. There seems to be a consensus regarding the necessity of supporting and developing school-based digital competence. In order to sustain digital inclusion, schools need to identify digital deficiencies and digital achievements. The concept of digital competence is scrutinized and discussed. This paper presents a research study including 4087 students from 24 upper secondary schools. The aim of the study was to scrutinize factors predicting students' digital competence, here operationalised as Digital judgements, To acquire and process digital information and To produce digital information. Analysis revealed substantial variation in digital competence between schools and within schools. The conditions at home, i.e. language integration and cultural capital, together with mastery orientation and academic aspirations did predict digital competence, and explained a substantial share of the total variation in digital competence. There are differences in what students mastered with ICT, and therefore, the students have various requirements. Further, the students attend heterogenic schools facing different kinds of challenges. Hopefully, the schools and teachers are willing to use the results from the test, and moreover, the test results can contribute to needs-based interventions and follow-ups.