Information and Communications Technology (ICT) literacy of Hungarian English majors: A validation study

Abstract

Information and communications technology (ICT) inclusion has long been at the forefront of professional language pedagogy discourse. It has been argued that ICT implementation is globally advocated but depends on local variables. ICT literacy nowadays does not only include owning and operating devices, but also the ability to create content, solve problems and minding digital safety. The aims of this study were to validate a questionnaire mapping the ICT literacy of one particular group of adult learners: Hungarian English majors (N = 45) and to offer some preliminary results. After two rounds of reliability analysis, all nine constructs of the questionnaire proved to be reliable, each above a minimum Cronbach's alpha value of 0.60. Based on the questionnaire results, it can be said that Hungarian English majors have good digital competences, ICT devices are generally available for them, but their ICT acceptance is lower than hypothesised, and devices emerge as learning tools for students rather than substitutes for face-to-face interaction. Since the questionnaire was piloted on a small sample size (N = 45), results are only preliminary; therefore, this article outlines plans for future administration of the questionnaire.

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“…Az IKT-eszközök használata kapcsán magyar és koreai tanulmányok egybehangzóan azt állítják, hogy a hallgatók nem feltétlenül tanulás, hanem inkább szórakozás céljára használják legtöbbször ezeket az eszközöket (Fekete, 2020;Lee-Kim, 2020). Ennek köszönhetően a hallgatók egyáltalán nem rendelkeztek olyan szintű felhasználói tudással, mint ahogyan az a generációjuktól a kényszertávoktatás esetében remélhető lett volna (Ali, 2020).…”

Profiling Hungarian K12 teachers based on their techno-pedagogical skills: State of affairs and development possibilities amid COVID-19

“…All volunteering teachers were women, one of them worked in a secondary grammar school of the capital city, one in an elementary school of the county surrounding the capital city and one in an elementary school in Western Hungary. The development and validation process of the additional questionnaire constructs followed the protocol of Dörnyei and Csizér (2012) as well as some recent Hungarian questionnaire validation studies (Dringó-Horváth & Gonda, 2018;Fekete, 2020a).…”

“…The digital transformation of education is a European Union (EU) directive (EU, 2018) with the goal to provide equal opportunities for all EU citizens to access knowledge. According to the EU's country reports (EU, 2019), Hungarian primary and secondary schools meet the standard of most European countries as far as students' digital device ownership is concerned (EU, 2019;MDOS, 2016), yet it has been pointed out many times that digital device ownership does not automatically trigger either meaningful student engagement in how to use the devices for effective learning purposes (Fekete 2017(Fekete , 2020bPintér 2019;Tóth-Mózer, 2017), or teachers being ready to teach via technology (Dringó-Horváth & Gonda, 2018;Öveges & Csizér, 2018).…”

“…Following up the EU directive that aims at transforming each level of educational institutions to be ready for digital teaching and learning (EU, 2018), Caena (2014) reviewed the educational policies and curricula of EU member countries and concluded that the implementation of the digital transformation is the responsibility of the member states. More specifically, change can only be achieved from a bottom-up approach; by offering techno-pedagogical methodology courses for teachers enrolled in teacher education (Dringó-Horváth & Gonda, 2018;Fekete, 2020b), providing teacher training possibilities for practicing teachers (Öveges & Csizér, 2018) that would contribute to their technological pedagogical content knowledge development.…”

A magyar közoktatásban tanító pedagógusok tapasztalatai a digitális munkarendű oktatásról IKT tudásszintjük tükrében: egy kevert módszertanú kutatás eredményei a Covid-19 idején

“…Az adatgyűjtés kétféle módszerrel zajlott, egy kérdőívvel (1-2. kutatási kérdés) és egy interjúkutatással (3-6. kutatási kérdés). Az adatfelvételi eszközök összeállítása Dörnyei (2007), valamit Dörnyei és Csizér (2012) protokollját követte, figyelembe véve néhány további, a nyelvpedagógia területén a közelmúltban készült érvényesítési tanulmányt (Dringó-Horváth & Gonda, 2018;Fekete, 2021). Az eszközök összeállításában három mélyinterjú tapasztalatai is segítettek.…”