scholarly journals Pre-University Experience of ICT and Self-Access Learning in Japan

2011 ◽  
pp. 182-194 ◽  
Author(s):  
Thomas Lockley
Keyword(s):  
Young People ◽  
Digital Natives ◽  
Current Situation ◽  
Information And Communications Technology ◽  
Original Research ◽  
Communications Technology ◽  
Ict Skills ◽  
University Experience ◽  
The University

Information and Communications Technology (ICT) can play a key role in self-access learning and the organization of self-access centres (SACs) (Reinders & Lázaro, 2007). The generation of young people currently at university has been labeled “digital natives” (Prensky, 2001), yet it would seem that many of these “natives” in Japan seem to lack the necessary ICT skills to use in the university context (Castellano, Mynard & Rubesch, 2011; Williams, 2011). This paper assesses the current situation of Japanese young people’s pre-university ICT experience and its implications for self-access learning. Do they actually lack the necessary skills to engage with self-access in an ICT context? Or does the reality in fact show that this perception is wrong and if so why? This paper will answer the questions through original research (N=105) and reference to the literature, globally and in Japan. It finds that students have more competence than previously believed and ventures some reasons for this previous misperception.

Developing a Framework for the Examination of Anchoring Vignette Assumptions Using Cognitive Interviews: A Demonstration in the ICT Skills Domain

Field Methods ◽  
2021 ◽  
pp. 1525822X2199128
Author(s):  
Hana Vonkova ◽  
Jan Hrabak ◽  
Katerina Kralova ◽  
Ondrej Papajoanu
Keyword(s):  
Information And Communications Technology ◽  
Cognitive Interviews ◽  
Communications Technology ◽  
Self Assessment ◽  
Ict Skills ◽  
Self Reports ◽  
Assessment Measures ◽  
Questionnaire Surveys ◽  
Scale Usage ◽  
Response Consistency

Self-assessment measures are commonly used in questionnaire surveys. However, one of the problems with self-reports is that they may be prone to differences in scale usage among respondents. The anchoring vignette method addresses this issue. It relies on two assumptions: response consistency and vignette equivalence. Here we aim to develop a framework for the examination of these assumptions using cognitive interviews and demonstrate it in the Information and Communications Technology (ICT) skills domain. First, we develop new anchoring vignettes describing various ICT skill domains. Second, we examine both assumptions using cognitive interviews with students who are studying different fields. Our analysis shows that the assumptions are indeed not adhered to, especially the assumption of vignette equivalence. Third, we develop a general framework for the examination of the method’s assumptions.

Improving ICT Governance

2009 ◽  
pp. 178-190 ◽  
Author(s):  
Mark Toleman ◽  
Aileen Cater-Steel ◽  
Brian Kissell ◽  
Rob Chown ◽  
Michael Thompson
Keyword(s):  
Radical Change ◽  
Service Level ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Service Level Agreements ◽  
Operational Effectiveness ◽  
Service Desk ◽  
Reporting Structure ◽  
Corporate Goals ◽  
The University

Acting upon the recommendations of a review of information and communications technology (ICT) governance and services at USQ, a major restructure was effected merging ICT units previously scattered across the university. The new Division of ICT Services embodies both CobiT and ITIL principles. To ensure the radical change was managed professionally, a change manager was seconded to the project. The value and importance of this role was underestimated and in retrospect it was removed too early. With the new structure now in place, a single service desk has been implemented and service level agreements have been formulated. This chapter describes the new reporting structure of the Division of ICT Services, the internal structure, the goals of the Division and how they align with the USQ corporate goals. Care was taken to ensure that the new ICT structure was logical and conducive to operational effectiveness, efficiency and sound ICT governance. The new structure provides pathways and opportunities for career progression, reflects a client focus and provides role delineation and functional accountability.

Education in civic participation: Children, seniors and the challenges of an intergenerational information and communications technology program

2016 ◽  
Vol 19 (9) ◽  
pp. 1388-1405 ◽  
Author(s):  
Tova Gamliel
Keyword(s):  
Elementary Schools ◽  
Civic Participation ◽  
Participant Observation ◽  
Digital Natives ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Educational Setting ◽  
Technology Program ◽  
Technological Gap ◽  
Power And Agency

This article investigates an intergenerational information and communications technology (ICT) program that seeks expressly to enhance children’s civic participation by placing them in mutually educational encounters with seniors. Applying Devine’s model of the interrelationship among structure, power, and agency, it problematizes this goal by analyzing the dialectics of the power relations between seniors and children who maintain a technology-driven relationship. The data were gathered via qualitative participant-observation in two elementary schools. The results reveal clashing implications for children’s empowerment as computer “teachers” and their experiencing of agency. Implementation of Devine’s theoretical model sheds light on the meanings of the stereotyped terms “digital natives” and “digital immigrants,” as well as on the a-stereotyped senior’s identity as “digital consumers.” The conclusions suggest that the technological gap may not be definitive in confirming young people’s supremacy in the generational hierarchy, signaling the need for caution in handling this gap via civic empowerment in an educational setting.

The different profiles of young people’s experiences in university

2016 ◽  
Author(s):  
Lorenza Antonucci
Keyword(s):  
Young People ◽  
Labour Market ◽  
The State ◽  
Negative Experiences ◽  
The Family ◽  
University Experience ◽  
The University

This chapter discusses in what respects the different profiles of the university experience can be considered forms of inequalities. It shows that the inequality of the experience is shaped by the interplay between socio-economic backgrounds and ‘structures of welfare’ that are available to young people. The chapter describes for each profile illustrated in the previous chapter, the function of class and welfare mixes in reinforcing inequality. The chapter shows how negative experiences of young people during university arise, in particular, as a consequence of a ‘mismatch’ between the resources required during university, and what is available from the state, the family and the labour-market.

How welfare influences the lives of young people in university

2016 ◽  
Author(s):  
Lorenza Antonucci
Keyword(s):  
Social Policy ◽  
Young People ◽  
Policy Instruments ◽  
Student Support ◽  
Tuition Fees ◽  
Means Testing ◽  
University Experience ◽  
Mass Expansion ◽  
The University

This chapter offers an overview of how welfare influences young people’s experiences in university in England, Italy and Sweden. Firstly, this chapter will discuss how these countries reflect the existence of three different systems of student support. Secondly, the chapter will illustrate the different social policy instruments that have sustained the mass expansion of the university experience: from the wide use of loans and tuition fees, to the increasing residual role and means-testing of grants. Finally, this chapter discusses the most recent austerity trends affecting the systems of student support in Europe, which are shifting towards a privatisation (on students and their families) of the costs incurred during university.

APEC Cyber Academy

2007 ◽  
pp. 154-177 ◽  
Author(s):  
C. S. Lin ◽  
C. C. Chou
Keyword(s):  
Learning Community ◽  
Knowledge Construction ◽  
Intelligent Agent ◽  
Project Based Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Global Collaboration ◽  
Ict Skills ◽  
Self Regulated Learning ◽  
K 12

This chapter introduces how APEC Cyber Academy, an international networked learning environment designed for K-12 students, can foster global collaboration through the integration of sound pedagogy and human computer interaction (HCI). Pedagogical principles that encourage project-based learning, knowledge construction, collaborative learning, community building, and critical thinking are incorporated into the design of this human computer interface. Furthermore, HCI is enriched by 3D virtual reality, multi-player games, an intelligent agent, video/voice conferencing, text-to-speech technologies, and instructional modules that are rooted in constructivist and self-regulated learning. APEC Cyber Academy provides a platform for engaging students in global collaboration and increasing information and communications technology (ICT) skills.

scholarly journals A Systematic Review of e-Service Learning in Higher Education

2020 ◽  
Vol 14 (06) ◽  
pp. 4
Author(s):  
Valerie Bukas Marcus ◽  
Noor Azean Atan ◽  
Sanitah Mohd Yusof ◽  
Lokman Tahir
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Service Learning ◽  
Digital Natives ◽  
Information And Communications Technology ◽  
Future Research ◽  
Communications Technology ◽  
Learning Platforms ◽  
Service Learning Projects ◽  
Learning Projects

<p class="0abstract">E-Service Learning is a service-learning course when the instruction and/or the service occurs online gains popularity among educators as we are transitioning to online learning platforms. The current study presents a systematic review of papers on the research involved information and communications technology (ICT) in the service-learning project. Studies have noted the growing use of ICT in service-learning projects for various purposes such as for communication and collaboration, data collection, reflection, and instruction delivery. However, very little research analysed students’ engagement in this e-Service Learning environment. Future research should be done to investigate an effective application of technology in service-learning courses, especially to attain the attention of digital natives nowadays and engaging learners instead of merely using technologies in service-learning courses.</p>

scholarly journals Integrating ICT in English for Academic Purposes Materials through Task-Based Approach

2019 ◽  
Vol 14 (17) ◽  
pp. 29
Author(s):  
Audi Yundayani ◽  
Dian Kardijan ◽  
Tutut Herawan
Keyword(s):  
Study Skills ◽  
Qualitative Method ◽  
Learning Experiences ◽  
English For Academic Purposes ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Educational Setting ◽  
Academic Field ◽  
University Level ◽  
The University

English communication is a crucial skill that should be mastered by students at the university level due to the demand of study skills comprehension. Nevertheless, students still have low motivation and lack of practicing English proficiency as substantial ability in academic field. This condition is strengthened by the limited owing to the required time in English for Academic Purposes (EAP) classes. Covering the ongoing situation, information and communications technology (ICT) presents an virtual educational setting that is able to provide accessible effective materials to assist participants in learning. In addition, the task-based approach is taken based on the students’ need to practice authentic English through meaningful tasks. This study aims at analyzing the students’ perceptions on the implementation of integrating ICT into EAP materials through a task-based approach and identifying the implications. We employ descriptive qualitative method, where a survey was carried out to obtain some information about the students’ viewpoint regarding the materials. This results reveals that the practice of integrating ICT into English Academic Purposes (EAP) materials through task-based approach promotes students’ motivation and gains meaningful learning experiences.

scholarly journals Combining expertise from linguistics and tourism: a tale of two cities

2020 ◽  
pp. 11-22
Author(s):  
Judit Háhn ◽  
Katarzyna Radke
Keyword(s):  
Information And Communications Technology ◽  
Digital Tools ◽  
Communications Technology ◽  
Tourism Promotion ◽  
Language Studies ◽  
Two Cities ◽  
The University ◽  
Sister Cities ◽  
Adam Mickiewicz

This case study presents the results of an interdisciplinary Virtual Exchange (VE) that was arranged between Finnish and Polish students in 2019. During their six-week collaboration, the students of language studies at the University of Jyväskylä, Finland, worked in teams together with their Polish peers specialising in information and communications technology and management in tourism at Adam Mickiewicz University in Poznań, Poland. The international teams combined their linguistic and tourism-promotion expertise, and, using collaborative digital tools, grappled with the tasks of analysing the official municipal city websites and promoting the lesser-known aspects of their sister cities (Jyväskylä and Poznań) in jointly created videos.

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