Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools

Thunman, Elin; Persson, Marcus

doi:10.30935/cedtech/6100

Cited by 6 publications

(6 citation statements)

References 20 publications

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“…The age was significantly negatively associated with skills and usage access to ICT, indicating that younger faculty have higher ICT skills and utilize ICT more often than older faculty do. Thunman and Persson (2013) also found that younger teachers are more inclined to use computers for audio-visual aid in their teaching. Similarly, Soomro, Zai, and Jafri (2015) found that higher education faculty from lower age groups are more competent with Web 2.0 technologies.…”

Section: Digital Divide Regarding Personal and Positional Categoriesmentioning

confidence: 89%

Digital divide among higher education faculty

Soomro

Kale

Curtis

et al. 2020

Int J Educ Technol High Educ

120

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Digital divide centers on access to various dimensions of information and communication technology (ICT) including physical access, motivation, skills, and actual usage of digital technologies. This divide tends to be even wider in the context of developing countries. Yet, there is a lack of literature on the digital divide among the faculty who teach in higher education settings. Thus, as a preliminary effort, by using a 57-item Faculty's ICT Access (FICTA) scale, we investigated the digital inequalities (at the physical, motivational, skills, and usage levels) among Pakistani faculty in respect of their personal and positional categories. We also examined the relationship between faculty's instructional usage of ICT and other dimensions of their ICT access. The findings revealed that there were significant differences in the faculty's access to technology at the four levels in respect of their personal and positional categories. Further, the findings of the study shed light on the theoretical implications of the framework of successive kinds of ICT access suggested by van Dijk (The deepening divide: inequality in the information society, 2005).

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Section: Digital Divide Regarding Personal and Positional Categoriesmentioning

confidence: 89%

Digital divide among higher education faculty

Soomro

Kale

Curtis

et al. 2020

Int J Educ Technol High Educ

120

View full text Add to dashboard Cite

show abstract

“…• Digital natives adapted well to working from home as they are more geared toward technology or are more tech-savvy (Raišiėn et al, 2020). • Younger teachers in Swedish schools are more likely to teach using computers (Thunman & Persson, 2013).…”

Section: Table 1 -The Connection Between Generation Cohort Digital Im...mentioning

confidence: 99%

Teaching fromHome and Emotional Wellbeing duringthe Covid-19 Pandemic: Digital Native and Digital Immigrant Lecturers in Malaysia’s Perspectives

Lyn¹,

Beng²

2022

JTS

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The Covid-19 global pandemic has significantly affectedtheeducation sector globally. This study explores the Malaysian higher education lecturers’ emotional wellbeing whenteaching from home during the Covid-19 pandemic and the differences between the generational cohorts of digital native and digital immigrant lecturers. A qualitative online interview approach was employed on13 higher education lecturers throughoutMalaysia. The study revealed theemotional wellbeing of higher education lecturers was mainly good despite the initial challenges of teaching from home during the pandemic. Stereotypicaldifferences between digital natives and digital immigrants were somewhat evident in the study. Several recommendations were proposed to manage the emotional wellbeingof lecturers while teaching from home.

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“…In addition to faculty's overall ICT access, age was significantly negatively associated with skills and usage access to ICT, indicating that younger faculty have higher skills access, and they utilize ICT more than older faculty. Thunman and Persson (2013) also found that younger teachers are more inclined to use computers for audio-visual aid in their teaching. Similarly, Soomro, Yousuf Zai, and Jafri (2015) found that higher education faculty from lower age groups are more competent with Web 2.0 technologies.…”

Section: Digital Divide Regarding Personal and Positional Categoriesmentioning

confidence: 89%

“…Similarly, in a study conducted at a Pakistani university, Mahmood (2009) found that more male students than female students use computers at home and university, and that male students use the Internet more than female students. Likewise, Thunman and Persson (2013) found that younger teachers are more inclined to use computers for audio-visual aid in their teaching than older teachers. But it is still not clear if such variables are also significant factors of faculty's access to ICT in terms of their motivational, physical, skills, and usage access.…”

Section: Research Questionsmentioning

confidence: 98%

“…"School" is a fundamental resource in the development of the knowledge society (Thunman & Persson, 2013) and in particular, universities and other higher education institutes are considered to be the key sources of skilled workforce upon which a knowledge society is built. This way, the significance of ICT becomes more vivid in universities and other institutions of higher education and research, to help build a knowledge society.…”

Section: Part I: Ict and Digital Dividementioning

confidence: 99%

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Digital Divide among Pakistani Faculty regarding their Information and Communication Technology (ICT) Access

Soomro¹

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The issue of digital divide is a complex and multidimensional phenomenon. It centers on various dimensions of information and communication technology (ICT) access including physical access, motivation, skills, and actual usage of digital technologies. The examination of digital divide is helpful in taking necessary measures to remove or at least minimize the problem of digital divide. The past research does not provide adequate literature on digital divide among higher education faculty especially in the context of developing countries. I developed and validated a quantitative survey instrument to examine digital divide among higher education faculty in terms of their access to information and communication technologies at motivational, physical, skills, and usage levels. The survey was used in a cross-sectional design to provide a broad view of Pakistani faculty's motivation to adopt digital technologies, their physical access to various ICTs, their digital skills, and actual use of such technologies by them. The data were collected from 322 faculty members working in public and private sector universities in Sindh, Pakistan. The data were analyzed using descriptive statistics and multiple regressions. In addition, I investigated the digital gap among the faculty in respect of their personal and positional categories including their age, gender, academic disciplines, and university type. The dissertation also attempted to examine the relationship between faculty's instructional usage of ICT and other dimensions of ICT access. The findings from this study indicated that faculty's endogenous motivation, physical access to ICT at university, and general usage of ICT predicted their instructional usage of digital technologies. The findings of the study are discussed with theoretical and practical implications. Based on the findings of the study, recommendations are provided for educational administrators and policy makers. The dissertation ends with directions for future research.

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Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools

Cited by 6 publications

References 20 publications

Digital divide among higher education faculty

Digital divide among higher education faculty

Teaching fromHome and Emotional Wellbeing duringthe Covid-19 Pandemic: Digital Native and Digital Immigrant Lecturers in Malaysia’s Perspectives

Digital Divide among Pakistani Faculty regarding their Information and Communication Technology (ICT) Access

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