Fostering Resilience: Understanding Generational Differences in Information and Communication Technology (ICT) and Social Media Use

This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT in education, the novelty of this work relies on the design of an indicator for each of the ICT-related blocks following the methodology of Human Development Indicators created by the United Nations Development Program. In this research, 119 teachers from Spanish primary schools were chosen as the study sample to answer the questions’ battery. The results show a direct relationship between knowledge, usefulness, and use, although not significant. Although teachers are aware of the usefulness of ICT, and the Covid-19 pandemic has increased the use of technological tools for planning teaching in blended or distance learning lessons, this does not mean teachers have a greater knowledge of ICT. In addition, the findings indicate a greater knowledge by teachers in public schools, which contrasts with the finding that teachers in grant-assisted schools make the most use of ICT and find it the most useful. Finally, it is also suggested that the study's methodology and approach could be applied to other contexts or countries.

The use of information and communication technologies (ICT) is increasingly becoming prevalent among students, both at home and school. While inconsistent results were found for student ICT use and reading literacy, this study attempted to explain these ambiguous links with the moderation of ICT use intensity and mediation of metacognition. Three moderated mediation models for each type of ICT use (at home for entertainment activities and for schoolwork, as well as at school) were analyzed using a Hong Kong sample taken from the Programme for International Student Assessment (PISA) 2018 data pertaining to 5180 15-year-old students from 152 schools. A dynamic effect pattern was found for the links of all ICT use types and reading literacy with the increasing intensity of ICT use, which begins with a positive effect followed by a decrease to less positive, then turns to fluctuating negative and finally ends up with a stable negative effect. But the dominant effect varies across ICT use intensity, which result in different overall effects of three ICT use types. In addition, all three aspects of metacognition showed a profound negative mediation on links of intensive and excessive ICT use with reading literacy, and a less positive mediation for limited ICT use. The metacognition of assessing credibility showed a more important role than summarizing, which was followed by understanding and remembering. In light of the findings, the study recommended that more metacognitive scaffolds should be developed for students with intensive or excessive ICT use, so as to alleviate the side effects of ICT use on their reading literacy.

Information and communication technology (ICT) use has been associated with well-being among older adults. This link is often attributed to the fact that ICT use facilitates connecting with others. The purpose of this study is to assess how contact frequency and social tie strength impact the relationship between ICT use and depressive symptoms among older adults. Using data from the Detroit-based Social Relations Study collected in 2015, we use Bayesian analyses to examine the extent to which contact frequency with social network members moderates and the strength of these social tie (strong, moderate, and weak) mediate the link between ICT use and depressive symptoms among adults age 60 + (n = 483). ICT use was found to be associated with fewer depressive symptoms. Furthermore, ICT use was associated with more moderate and weak ties which were, in turn, associated with fewer depressive symptoms. Finally, a moderating effect was also found as ICT use was associated with fewer depressive symptoms only among those with lower contact frequency. Our findings suggest that for older adults who communicate with others less frequently, ICT use can prove beneficial to mental health (i.e., fewer depressive symptoms). Furthermore ICT use may be especially meaningful to connect with weaker social ties. These findings may be due in part to ICTs capabilities which enable older adults to maintain connection to a diverse array of social ties and bridge social and physical distance.

Actuality of the conducted research is practically oriented character. Without the use of information and communication technologies (ICTs) in the field of higher education, it is impossible to carry out qualitative training of specialists in engineering, the results of which are necessary for the implementation of a national strategy for modernizing the economy and forming a progressive state of European type. Formulation of the task - the specificity of the use of ICT in the system of higher education has not been studied sufficiently. ICT form a complex environment, which includes a lot of information objects and the links between them. It can be argued that the structural and functional analysis of the use of ICT in higher education is the basis of the theoretical justification in the formation of technical professionalism of future engineers. ICTs form a complex system, which includes not only technical and software-hardware capabilities, but also psycho-pedagogical, organizational, methodological. Without taking into account all of these components, as well as the needs of the subjects of the educational process, the use of ICT tools (especially centralized) may be accompanied by risks and negatively affect the quality of high education. An analysis of recent research and publications-is actively exploring the experience of using ICT in high school, it is possible to distinguish the work of foreign specialists D. Stevenson, G. Reinhold, E. Wenger, S. Papierta, I. Zakharova, E. Patarakina, A. Khutorskogo, E. Polat The founders of this scientific direction in our country were M. I. Zhaldak, Y. I.Mashbits. The recent significant increase in the number of studies, the subject of which was the use of information and communication technologies in the educational process. Tsitemi in Ukraine is dedicated to the study of such scholars as V. Yu. Bykov, Ya.V. Bulakhova, O.M. Bondarenko, V.F. Zabolotny, G.O. Kozlakova, O. Moiko, O. Naumenko, Yu.Burovitskaya, I. Stavyts'ka, O.P. Pinchuk, O.V. Shestopal and others. Selection of unexplored parts of the general problem. The use of information technologies in the educational process is the foundation of innovative development of the educational system. The rapid development of ICT provides not only significant pace of innovative progress, but also requires the definition (limitation) of information resources that guarantee the quality of learning, the choice of techniques that are in line with the general strategy for the formation of professional competences. Therefore, the problem of choosing an approach to the process of learning with the use of ICTs remains one of the main tasks of education. Research methods. In theory and practice, the study of the application of information and communication technologies (ICT) in high school uses empirical methods of collecting and analyzing information based on the results of the survey of 120 students. Presenting main material. The essence of professionalism of future specialists of the technical direction is revealed. The scientific point of view on the professionalism of the engineer is presented. The peculiarities of formation of the basis of technical professionalism of future engineers in the process of studying at a higher school are theoretically grounded. The quantitative and qualitative analysis of the results of empirical researches of this problem is presented. The practical significance of the research topic is that the innovative approaches to the training of specialists in engineering specialties are differentiated, which differentiate in the educational concepts of teaching in higher educational institutions of European countries

BackgroundSelf-rated health is associated with information and communications technology (ICT) use among older adults. Non–US born, older Asian American individuals are more inclined to rate their health as fair or poor compared to individuals from other racial and ethnic backgrounds. This population is also less likely to use ICTs as compared to White older Americans. Furthermore, cognitive decline may impact technology acceptance. In a previous adaptation of the technology acceptance model for low-income, Asian American older adults, perceived usefulness (PU), perceived ease of use (PEOU), age, educational attainment, ethnicity, and English proficiency were significant predictors of ICT use. However, the association between health and technology acceptance has not been explored among Asian American older adults.ObjectiveThis study examined the role of self-rated health and subjective cognitive decline in the acceptance and use of ICTs among low-income, Asian American older adults.MethodsThis cross-sectional survey included Asian American individuals aged ≥62 years living in affordable housing for older adults (N=392). Using hierarchical multiple regression, we explored the association between self-rated health and ICT use and technology acceptance model mediators (PU and PEOU) while adjusting for demographics, English proficiency, and subjective cognitive decline. Contrast statements were used to estimate contrasts of interest. To further examine the separate and joint association between age and subjective cognitive decline and the dependent variables, we examined scatterplots with locally estimated scatterplot smoothing lines, revealing that the relationship between subjective cognitive decline and ICT use varied in 3 age segments, which led to updating our analysis to estimate differences in ICT use among age categories with and without subjective cognitive decline.ResultsSelf-rated health was not significantly associated with ICT use (β=.087; P=.13), PU (β=.106; P=.10), or PEOU (β=.062; P=.31). However, the interaction terms of subjective cognitive decline and age significantly improved the model fit for ICT use (ΔR2=0.011; P=.04). In reviewing scatterplots, we determined that, in the youngest age group (62-74 years), ICT use increased with subjective cognitive decline, whereas in the older age groups (75-84 and ≥85 years), ICT use decreased with subjective cognitive decline, more so in the oldest age category. Through regression analysis, among participants with subjective cognitive decline, ICT use significantly decreased in the middle and older age groups as compared to the youngest age group. However, among participants without subjective cognitive decline, the difference in use among age groups was not significant.ConclusionsThis study contributes to the understanding of the complex relationship between health and ICT acceptance among low-income, Asian American older adults and suggests the need for tailored interventions to promote digital engagement and quality of life for this population.

Spatial Patterns of Purposeful Social Networking and Socioeconomic Influences: Towards a Mature, Inclusive Networked Society in the U.S.

Aim and background This study investigated the effects of information and communication technology (ICT) use patterns, moderated by socioeconomic status (SES), on science and mathematics achievements. This investigation aims to address the issue of whether ICT use has ‘conditioned’ (linear and quadratic) effects on achievements with SES as social conditions, based on a posited Conditioned Ecological Techno-process (CET) model. Method Data from the 2012 Program for International Student Assessment for Taiwan were analyzed using regression analysis focusing on the effect of three ICT use patterns (leisure, educational, and school). Results The results support the CET model in the quadratic effects of all the three ICT use patterns on both achievements in addition to the positive linear effects of educational ICT use and the negative linear effects of leisure and school ICT use patterns. The moderation effect of SES only occurs with leisure ICT use on science achievement. Discussion The findings suggest that moderate frequent ICT use predicts the highest achievements. SES may aggravate the negative effect of leisure ICT use on science achievement.

Purpose: This study determined the mediating effects of information and communication technology (ICT) use, as well as social activity, on the relationship between depression and cognitive function.Methods: Of the original data of the 2020 National survey of older Koreans, conducted on a national sample, the data of 8,980 adults 65 or older were analyzed by complex sample analysis using t-test, ANOVA, Pearson correlation, hierarchical multiple regression analysis, and Sobel’s test.Results: Results showed that depression negatively correlated with cognitive function, ICT use, and social activity, whereas cognitive function positively correlated with ICT use and social activity. Results also showed partial mediating effects of ICT use and social activity, on the relationship between depression and cognitive function.Conclusion: Results confirm that ICT use and social activity can act as protective factors, that contribute to reducing cognitive decline that may be caused by late-life depression. This suggests that strategies for enhancing ICT use and social activity should be considered that impact cognitive function in depressed older adults.

The study assessed the use of information and communication technologies (ICTs) in agricultural extension services delivery among farmers in Yobe state, Nigeria. The specific objectives of the study were to identify the ICTs available to the farmers in the study area, ascertain the level of access to ICTs among the farmers in the study area and identify, determine the use of ICTs among the farmers in the study area, identify the constraints to the use of ICTs among the farmers in the study area. A multistage sampling procedure was used to select 130 respondents for the study. The target populations were obtained from the sampling frame of all contact farmers in the state Agricultural Zones. Both Primary and secondary data were used in the study. Primary data were collected using a well-structured questionnaire and interview schedule, while secondary data were obtained from records of YOSADP, articles, and publications. Data were analyzed using frequency counts, percentages, mean, and Likert scale. The analysis results revealed that mobile phones, radio, internet, and television were the most available and accessible ICT tools used by the sampled respondents in the study area. The severity of the constraints to the use of ICT facilities among the respondents shows lack of electricity supply as the 1st ranked impediment among others (WMS of 3.6), followed by lack of funds and high illiteracy level (WMS of 3.2) each and inadequate access to ICT gadgets (WMS of 3.1). In conclusion, there was low usage of ICT facilities in the study area, and the respondents had low knowledge of useful information, as imposed by some constraining factors. Overcoming these challenges would ensure increased use of ICTs for agricultural activities in the study area. Recommendations such as awareness/sensitization on the use of ICT facilities such as the internet and computer to enable farmers utilize the tools effectively for agricultural information transfer and retrieval, dissemination of agricultural-related information through radio and television programs, as well as mobile phones, would be recommended for agricultural development, the use of renewable energy such as solar panels in the utilization of ICT tools particularly in rural areas and enactment of new government policy for the incorporation of ICT gadgets in extension services delivery to farmers to increase their confidence, competence and skills in using ICTs.

Microfinance has been a significant means of reducing poverty since the mid-1970s. With the economic, social, and demographic characteristics, Bangladesh has been one of the countries where microfinance interventions are notable. In Bangladesh, hundreds of microfinance organisations have been implementing microfinance programs covering almost one-third of the rural population of the country. Studies show that the proper use of Information and Communication Technology (ICT) may help microfinance intervention in different ways. It may help increase operational performance, organisational upsizing, and poverty outreach, and decrease interest rate with many other organisational and social implications. This chapter looks into the Information Systems (IS) of microfinance of Bangladesh, the extent and intensity of the use of ICT, the factors that hinder the use of ICT in microfinance, the approaches to ICT management, and the emerging mobile technology-based operational model of microfinance and perceived implications of the changing landscape of ICT on this development program.

PurposeIn 2004, the University of the West Indies Distance Education Centre (UWIDEC) began incorporating the use of new information and communication technologies (ICTs) in the delivery of its programmes and courses, taking a “blended learning” approach. There is a recognition, however, of the need to ensure the quality of the programme offerings particularly in light of the new move toward the use of ICT. Prior to 2004, UWIDEC had implemented a set of quality assurance procedures for the development of its print materials, however these procedures do not provide for quality in the use of the new ICT, including web‐based tools. The purpose of this paper is to describe practical mechanisms and tools used for quality assurance processes in an evolving, dual mode university, adopting ICTs in the provision of open and distance learning. The context and unit of analysis for the case is the UWIDEC.Design/methodology/approachThis paper, using a descriptive, single‐case study approach, explores the processes adopted by UWIDEC as it integrated the use of ICTs in its programme delivery. The UWIDEC's application of quality assurance processes and procedures is analysed in relation to the processes and procedures outlined by the US Institute for Higher Education Policy and to a lesser extent other institutions and associations involved in quality assurance in higher education.FindingsIn order to provide online distance education that is “fit for purpose”, an organization must ensure: institutional support; effective course development; learner‐centred interactive delivery; support for students; support for faculty; and a system of evaluation. UWIDEC attempts to do this by developing a series of tools which are all based on guidelines provided by international organizations involved in quality assurance processes and procedures in higher education.Originality/valueThis paper expands on the discussion surrounding the difference between quality assurance for conventional modes of higher education versus distance modes. It also provides a description of a case study from a distributed, dual‐mode university in small‐island developing states, while highlighting the practical tools that can be implemented in these special circumstances.

Global Conferences on Health Promotion underscore the need for reorientation of services as a field of action in the area. In particular the Bangkok Charter mentions the Information and Communication Technologies (ICT). In this sense, ICT-based teaching emerges as a way to strengthen learning how to learn, also in the area of health promotion, theme still latent into graduation´s health course. Objective: To describe the use of ICT in post-graduate focusing on health promotion. Method: This is a descriptive analysis of teaching approaches supported by ICT in three experiments. The first, in the form of update / specialization (sensu lato), is part of the activities of the department of internal medicine and has been incorporating ICT throughout its 10 years of existence. The second experiment deals with a post-graduate course in the strict sense of the public health program, under theresponsibility of the preventive medicine department. Finally, we present the discipline graduate also strict sense of Nursing, Faculty of Medicine at the University of Costa Rica. Results: We present summary tables on the use of different ICT as well as the desired educational objectives and the nature of the activity. Conclusion: The current use of ICT highlights the opportunity and incentive for space construction and re-construction of knowledge in Health Promotion. Recognize the potential and limits of the use of ICT contributes to interprofessional education of health promoters with emphasis in a transformative education.

Information and Communication Technology (ICT) is becoming a part of everyday life for many adults with learning disabilities. However, there is scant information available about what factors are important for using ICT in post-formal educational contexts with adults with learning disabilities. Eight Day Services within one organisation were visited to observe activities and interview staff and service users about ICT, which included use of personal computers, digital cameras and the Internet. Three main levels of ICT use and implementation were identified as well as a number of organisational factors associated with the regular use of ICT resources. Staff beliefs about ICT, the management and organisation of staffing and clear ideas about the purpose of ICT were important factors in addition to the basic requirements of providing resources and training. These factors are useful in guiding practitioners towards implementing and using ICT and highlight the importance of the context within which ICT use takes place. The provision of hardware, software and training are not sufficient by themselves to guarantee good use of ICT and careful attention needs to be paid to wider influential factors. Sharing of ideas about using ICT resources with adults with learning disabilities is timely in relation to the current policy context of social inclusion, but future development depends on the availability of sustained funding to adequately maintain and update equipment; without this the factors supporting regular ICT use described here will remain isolated and largely irrelevant to many people who could otherwise benefit from the use of ICT resources.

<p style="text-align: justify;">With Coronavirus disease (COVID-19) impacting the way we learn; information and communication technologies (ICTs) play an ever-increasing role in young children’s learning making it crucial to understand the importance and challenges of using ICTs in kindergartens from teachers’ perspectives. The present study, therefore explored the perspectives of teachers in remote areas of Jordan regarding the degree of ICT use, its importance in kindergartens, and potential challenges. To achieve the objective of the study, a quantitative questionnaire was developed and distributed to 263 female kindergarten teachers in remote areas of Jordan. Results indicated that the degree of use and importance of ICTs from teachers’ perspectives was “average”. Further, the study identified several challenges that appeared to hinder teachers’ use of ICTs in kindergartens. Teachers who held a bachelor degree were significantly more likely to employ ICTs in their teaching than those who did not. Yet, there were no significant differences according to the number of training courses in ICTs and experience teachers had. Recommendations and implications for facilitating the use of ICTs in kindergarten education concluded this paper.</p>

Given reported high rates of transience and service disengagement among youth experiencing homelessness (YEH), new forms of information and communication technologies (ICT) may represent a novel avenue for intervention. Although studies suggest that ICT use is surprisingly high among YEH, less is known about the factors associated with ICT use and the association between ICT use and online health information seeking behavior (OHISB) among YEH. Using Andersen's behavioral model of healthcare utilization as a theoretical framework, this study examined the prevalence of ICT use and its association with OHISB among YEH. Data were drawn from the cross-sectional study collected from YEH living in multi-sites (N = 1,426; Mage = 20.9). Multivariate logistic regression analyses were conducted to examine the factors associated with ICT use (i.e., access to a smartphone, mobile phone, and social media profile ownership) and the association between each ICT use and OHISB. The results showed that differences in ICT use among YEH based on different predisposing factors including YEH’s gender, race/ethnicity, employment status, and involvement in the public system. Analysis also revealed that access to mobile and smart phones are significantly associated with OHISB among YEH. Results from this study underscore the capacity of ICT use to efficiently address the health-related requirements of YEH and enhance their health outcomes. The creation of technology-driven interventions, specifically utilizing ICTs, has the potential to assist YEH in accessing diverse information and resources related to their health, thereby fostering improvements in their OHISB.