ICT platforms for Indonesian EFL students viewed from gender during the COVID-19 pandemic

The aims of this study are to find out (1) ICT (Information and Communications Technology) platform used by male and female students from Islamic universities in Indonesia, (2) their perception of using ICT, and (3) their barriers to using ICT in English language learning during the COVID-19 pandemic. The data was collected from an online questionnaire (Google Form) from students majoring in English from seven Islamic universities in Indonesia. There were 30 male students and 30 female students from every university who participated in this research, making a total of 210 student respondents. The data were analyzed quantitatively by using the SPSS computer program. First of all, female students used more various types of ICT platforms compared to male students. Second, the female students viewed ICT use more positively than male students in language learning. And lastly, even though the females deemed ICT more optimistically compared to male students, nevertheless the females encountered more barriers in using the ICT platforms compared to the male students in this study. Again, even though male students were more skillful in ICT literacy than female students, female students constructively regarded ICT use in language learning as more beneficial to them in terms of skill, knowledge, and motivational improvement.

ICT Use in the EFL Classroom in Morocco

This study investigates the level of Information and Communication Technology (ICT) use in teaching English as a foreign language (EFL) in Morocco. It explores the effects of EFL teachers' personal and technology-related variables in ICT use in English high school classes. The study opts for a descriptive and an analytical method to account for this claim. Therefore, a mixed-methods approach is used. A survey questionnaire and interviews are conducted to obtain a corpus of data that is both representative and reliable. The sample of our study consists of thirty teachers of English in six high schools in the city of Meknes. The findings indicate that ICT integration in the EFL classes in Morocco is hampered due to different variables. Interior variables refer to the teacher's attitude and dilemma towards using ICT; while exterior ones are strongly associated with the lack of ICT facilities and ICT related equipment in the Moroccan high schools.

ICT USE BEHAVIOUR AND STUDENT ALIENATION

Covid-19 taught us the importance of personalized ICT use in the higher education context. In this scenario, the importance of researching student's ICT behaviour is becoming ever more crucial. This study investigates the influence of student alienation (SAL), socio-economic status, residential background, type of course, and gender on students' ICT use behaviour. 704 Kashmiri university students responded to an offline survey comprising two scales: Students ICT use scale and student alienation scale. The results showed that SAL has a negative relationship with student’s ICT use for education and capital enhancement. Students differed in their ICT behaviour based on gender, type of course, and residential background. Socio-economic status was positively correlated with ICT use for education and entertainment. These findings highlight the nuances of ICT use behaviour among young university students. The implications and future research directions have been discussed.

Exploration of ICT Appropriation by Disabled People and its Effect on the Self-Perceived Normalcy

Information and communication technologies (ICTs) are omnipresent and define the interactions in society. Within society, there are vulnerable groups of people for whom ICT use is more challenging. Disabled people are the most vulnerable ICT users. To identify the digital divides of access and impact of ICT on disabled users, an exploratory qualitative study was conducted. Relying on a French national association for disability that grants unique access to disabled ICT users, two focus groups and 10 in-depth interviews were carried. The study allows to propose a model of ICT use and effects for disabled people, integrating several types of disabilities. The results show that ICT appropriation by disabled users depends on their perceived self-efficacy in ICT. ICT use can lead to negative effects, including social exclusion and low perceived normalcy. To address societal interests and develop the literature, a research agenda is proposed.

Correlation between Pupils’ and Teachers’ Opinions regarding the Spheres and Effects of ICT Use by Children and Teenagers (Research Report)

The article presents a fragment of diagnostic-correlative research of a mixed character, identifying pupils’ information literacy in the use of ICT methods and tools in the context of new technological trends and accompanying civilisation changes. The authors aim to answer the question: What is the relationship between pupils’ opinions and teachers’ observations regarding the spheres and effects of ICT use by children and teenagers? For this purpose, the method of diagnostic survey (questionnaire and interview) and statistical methods were used. Together, 2510 pupils and 1110 teachers (in Poland) were involved. The interpretation of the strength of relationship between the co-existent variables – based on the obtained values of correlation (r) and determination (r2) coefficients – in general allows for stating that: 1) a noticeable dissonance exists between pupils’ opinions and teachers’ observations regarding the spheres and effects of ICT use by children and teenagers; 2) the identified differences (the minus/negative correlations in 6 cases) and similarities (the plus/ positive correlations in 4 cases) between pupils’ and teachers’ opinions indicate a significant “separation” between the world of children and teenagers (“Us”) and the world of teachers (“Them”); 3) in three categories, an obvious relationship (a very high level of dependence) exists between pupils’ and teachers’ observations as to the spheres and effects of ICT use by children and teenagers, namely “working with information” (r2 = 0.79; r = 0.89), “network communication” (r2 = 0.78; r = 0.88), and “preparing for classes” (r2 = 0.70; r = -0.84).

Peculiarities of the higher education development in a blended learning environment

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.

Information and Communication Technology Use in Community-Dwelling Persons Living with Dementia

Although many persons living with dementia still remain living in the community, they encounter many difficulties due to cognitive and physical impairment. Information and Communication Technology (ICT) could be helpful to protect persons living with dementia from risky events and monitor changes in physical function. This study aimed to review studies regarding ICT usage to monitor physical activity and safety in community-dwelling persons living with dementia. We searched quantitative studies that utilized ICT to monitor physical activity and safety published from 2011 to 2020 through five databases; 24 studies were included in the systematic review. Most studies (79%) were observational studies and conducted in North America or Europe (75%). In terms of ICT usage, the most frequently used type was a wearable device (96%); data such as physical activity, gait, and circadian rhythms were gathered. The ICT data were utilized for: 1) comparing ICT data within dementia group or with normal cognition group; 2) exploring a relationship with other variables in observational studies; 3) measuring an outcome of the experimental studies; and 4) determining feasibility of a sensor itself. Less than half of the studies met all five criteria in quality assessment. We found the ICT is being used in various ways in research for community-dwelling persons living with dementia. However, we are uncertain about the effectiveness of ICT use and the quality of studies. Future studies with rigorous study design are needed to provide better evidence for ICT use in persons living with dementia.

Weak Ties That Bind: ICT Use, Social Relations, and Depressive Symptoms Among Older Adults

Information and communication technology (ICT) use has been associated with well-being among older adults. This link is often attributed to the fact that technology use facilitates connecting with social relations generally. What is less known, however, is the extent to which distinct dimensions of social relations uniquely influence how ICT use affects health. Thus, the importance of weak ties is receiving increased attention. Using data from the Detroit-based Social Relations Study collected in 2015, we examine the extent to which separate dimensions of weak ties (contact frequency and network size) mediate and moderate the link between technology use and depressive symptoms among adults age 65+ (n=213). A greater number of less close relations mediated the link as it was associated with technology use and fewer depressive symptoms. A moderating effect was also found as technology use was associated with fewer depressive symptoms only among those with lower contact frequency.