Instructional and information technology in Papua New Guinea

Leh, Amy S. C.; Kennedy, Richard

doi:10.1007/bf02504778

Cited by 6 publications

(4 citation statements)

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“…In addition, the Department envisions establishing and maintaining successful e-learning infrastructure. However, despite ambitious plans, a majority of the student population, especially in rural areas, has no or little access to ICT (Department of Education, 2019; Leh & Kennedy, 2004;Ravinder, 2011;Trucano, 2014).…”

Section: Digital Skills In the Papua New Guinea Contextmentioning

confidence: 99%

“…However, physical access alone, without proper skills and adequate policies, is not enough to achieve the full benefits of ICTs (Acilar, 2011;Chetty, Qigui, et al, 2018;Halford & Savage, 2010;Jin & Cheong, 2008). For this reason, nowadays many researchers expand the initial area of research, based on access and hardware, and introduce the so-called "second divide", referring to the different level of skills that allow users not only to access technology, but to make a fruitful and effective use of it (Chetty, Qigui, et al, 2018;Lesame, 2013;Selvyn, 2004;van Deursen et al, 2014).…”

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Digital Skills at Divine Word University, Papua New Guinea

Kolodziejczyk¹,

Gibbs²,

Nembou³

et al. 2020

ije

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The purpose of the study was to investigate the level of digital skills within a group of university students in Papua New Guinea and their ability to meaningfully engage within the digital world. The study also aimed to explore whether the traditionally recognized digital divide continues between genders and place of origin, and between years of study and faculties. This study utilizes the framework defined by Van Deursen and Van Dijk who identify operational, formal, information and strategic skills. The study measured the internet skills of students by asking 289 participants to complete sixteen assignments on the internet. The results indicate that, on average, the tasks were completed as follows: 38% of operational skills, 13% of formal internet skills, 30% of information skills and 28% of strategic internet skills. Age and gender were not significant; however, performances were significantly different for students from the capital city as compared to those coming from a rural town or village environment, and performance improved as students moved through the four years of university training. Differences in groups from specific faculties are significant but require further study to explain. If operational and formal skills are a necessary (but not sufficient) condition for performance of higher-level information and strategic skills, then tertiary institutions, particularly those facing the effects of the digital divide, will need to ensure that those necessary skills are provided for. Having ensured digital competency at that level, further efforts can be made to develop information and strategic skills to ensure a meaningful and creative use of digital technologies.

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Section: Digital Skills In the Papua New Guinea Contextmentioning

confidence: 99%

mentioning

confidence: 99%

Digital Skills at Divine Word University, Papua New Guinea

Kolodziejczyk¹,

Gibbs²,

Nembou³

et al. 2020

ije

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Section: Digital Skills In the Papua New Guinea Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Untitled

2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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Lessons from Africa

Cronjé

2008

Handbook on Information Technologies for Education and Training

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Instructional and information technology in Papua New Guinea

Cited by 6 publications

References 3 publications

Digital Skills at Divine Word University, Papua New Guinea

Digital Skills at Divine Word University, Papua New Guinea

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Lessons from Africa

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