Linear or quadratic effects of ICT use on science and mathematics achievements moderated by SES: conditioned ecological techno-process

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.

Digitalization and demographic change represent two megatrends that impact organizations and workplaces around the globe. Rapid developments in information and communication technology (ICT) are fundamentally changing the ways in which work is conducted. At the same time, workforces are becoming increasingly older and age diverse. Integrating the model of workplace ICT use and work design with socioemotional selectivity theory from the lifespan development literature, we investigate employee age as a moderator of the indirect and total effects of ICT use for task and social functions on self-rated task proficiency and job satisfaction. As potential mediators, we focus on three job-related resources: job autonomy, team cohesion, and task significance. Data were collected from 1761 employees at three measurement points across two months. The results showed that ICT use for task and social functions were not significantly associated with job autonomy, team cohesion, task significance, task proficiency, and job satisfaction, while controlling for baseline levels of these mediator and outcome variables. Job autonomy was negatively related to task proficiency, and team cohesion was positively related, whereas both job autonomy and team cohesion were positively related to job satisfaction. Contrary to expectations, age did not moderate the indirect and total effects of ICT use for task and social functions on task proficiency and job satisfaction. We discuss the implications of our findings for future research and practice regarding ICT use and age in the work context.

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) is considered a significant factor in economic growth and development. Over the past two decades, scholars have studied the impact of ICT on economic growth, but there has been little research that has addressed the impact of ICT on human development, which is considered one of the fundamental factors of economic development. This could be especially important from the perspective of developing countries, which can develop faster through the implementation of ICT. Thus, the aim of this paper is to investigate the effects of ICT use on human development, distinguishing effects among high, upper-middle, lower-middle and low-income countries following the World Bank classification 2020. Our sample includes 130 countries in the period from 2007 to 2019. The empirical analysis is based on dynamic panel data regression analysis. We use Generalized Method of Moments (GMM) as an estimator, i.e., two-step system GMM. The results primarily support the dynamic behaviour of human development. The results of the analysis also show that ICT has highly significant positive effects on human development in lower-middle-income and low-income countries, while the effects do not appear to be significant in high- and middle-income countries. This research serves as an argument for the need to invest in ICT and its implementation in low-income countries; however, it also suggests that the story is not one-sided and that there are possible negative effects of ICT use on human development. From the perspective of economic policy, the results can be a guideline for the implementation and use of ICT in developing countries, which could lead to economic growth and development and thus better quality of life. On the other hand, policymakers in developed countries cannot rely on ICT alone; they should also consider other technological innovations that could ensure a better quality of life.

Information and communication technology (ICT) enables employees to seamlessly traverse work and life domains, and thus impacts employee work/life interactions. Employers today are mindful of employee work/life interactions as an important element in employee wellbeing. With ICT being an integral element of today’s workplace, the ICT implications on work/life interactions have great relevance for the employers and policymakers. Literature on ICT and work/life interactions have focused on the Western and/or developed countries. Considering the rapid adaptation of ICTs in developing countries, it is important to understand whether the effect of ICT use on work/life interactions is universal. This study examined the impact of cross-domain ICT use on individual work/life conflict using a sample of professionals/ managers from Sri Lanka. Next, the cognitive dissonance theory was used to examine whether individuals’ perception towards ICTs (positive or negative) has a moderating impact on the aforementioned relationship. The findings validated the literature by demonstrating that cross-domain ICT use positively relates to work/life conflict even in the Sri Lankan context. Next, the results empirically demonstrated that individuals with negative perception towards ICT tend to experience a stronger relationship between work ICT use beyond times and work-to-life conflict. The theoretical contribution together with the implications for employers, human resource practitioners and individuals are also discussed.

In recent years, progress in information and communication technology (ICT) has caused many structural changes such as reorganizing of economics, globalization, and trade extension, which leads to capital flows and enhancing information availability. Moreover, ICT plays a significant role in development of each economic sector, especially during liberalization process. Growth economists predict that economic growth is driven by investments in ICT. However, empirical studies on this issue have produced mixed results, regarding to different research methodology and geographical configuration of the study. This paper examines the impact of Information and Communication Technology (ICT) use on economic growth using the Generalized Method of Moments (GMM) estimator within the framework of a dynamic panel data approach and applies it to 159 countries over the period 2000 to 2009. The results indicate that there is a positive relationship between growth rate of real GDP per capita and ICT use index (as measured by the number of internet users, fixed broadband internet subscribers and the number of mobile subscription per 100 inhabitants). We also find that the effect of ICT use on economic growth is higher in high income group rather than other groups. This implies that if these countries seek to enhance their economic growth, they need to implement specific policies that facilitate ICT use.

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

During the last decade, in many European countries large investments were made to foster the use of information and communication technology (ICT) in education with the expectation that ICT would make teaching and learning more effective. This would, for example, become evident in scores obtained by students in the Programme for International Student Assessment (PISA). PISA studies show, however, that PISA achievements do not increase with ICT use. The question for research is why high-frequency ICT use tends to be related to lower PISA achievements. To answer this question, the author has looked at PISA results published by the Organisation for Economic Cooperation and Development (OECD) as well as at the results of his own analyses of PISA data. While it seems that ICT use as well as PISA achievements are related to cultural capital, the findings are not clear-cut and vary among the three European countries chosen for investigation.

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.

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.

This chapter considers how information and communication technology (ICT) can be used to achieve educational value in schools, and encourages teachers to focus on approaches that promote higher-order thinking. It examines the reasons for use of ICT in schools, and argues that clarity of thinking is needed in the face of popular beliefs about ICT. While highlighting the ways that ICT can contribute to important learning objectives, the chapter stresses that many uses of ICT may have little educational value. It argues that the real value of ICT in schools is in enabling more challenging learning activities that develop higher-order thinking, and offers a simple diagram that teachers can use to evaluate their use of ICT. Various ways in which basic technology can be used to promote higher-order thinking are explored. Finally, the chapter considers the factors within a school that are likely to encourage and sustain worthwhile uses of ICT.

This study investigated the indirect effects of information and communication technology (ICT) on business performance in Tanzania's small and medium manufacturing industries (SMMIs). This study was motivated by the poor research results that show the indirect application of ICT on product innovation and business performance in SMMIs in the country. Thus, the study was carried out to understand the extent to which the application of ICT enhances product innovation in SMMIs. The study was conducted in four regions namely; Dar es Salaam, Mwanza, Arusha, and Morogoro with a sample size of 474 SMMIs. The data were analyzed using IBM Amos version 26 and structural equation modeling (SEM). The analyzed data showed that the relationship between ICT use and product innovation techniques in Tanzanian SMMIs was highly significant. In the same sample size, the intensity and direction of the association between product innovation and business performance were the same. During the discussion of the findings, it became clear that ICT use and product innovation had increased among Tanzanian SMMIs. The results showed that the indirect effect of ICT use on business performance, when mediated by product innovation, was moderately significant for SMMIs in Tanzania once they were linked. These outcomes are comparable to those of companies in Mexico, Spain, and Italy. According to the findings, SMMIs in Tanzania should increase the application of ICT with a product innovation mindset to improve business performance. This strategy would help SMMIs in Tanzania to achieve their organizational objectives.

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.

In today’s fast changing world, we must adopt 21st-century skills and knowledge to keep pace with the evolving needs of society and the economy. One of these is the use of ICT, or Information and Communication Technology, in education. This study addresses the identified gaps and effectiveness of ICT training and integration in education. To analyze the concept, the researcher conducted data mining across various countries that have studied common interests. Through analysis and synthesis, we can conclude that ICT is crucial and timely to use and adopt in this technological era for both teachers and students. The study reveals that socioeconomic level (SES) is one of the factors hindering students from accessing the internet and Information and Communication Technology (ICT), particularly those from low-income and rural communities. At the same time, providing consistent ICT training and programs to teachers enhances competency, overall instructional management, and positively affects students' learning outcomes. Students' academic performance has improved as a result of the use and integration of ICT, which also helps them become more engaged and motivated to study in the classroom. The study concluded that while ICT use in schools is essential for improving the teaching and learning process, specific initiatives from the government and other stakeholders are required to close the digital divide and ensure that all students can utilize its potential, such as continuous professional development for teachers, and guaranteed technology access for marginalized students. Such dual-focused interventions, combining infrastructure investment with human capacity building, can transform educational ecosystems into equitable, future-ready learning environments.

The age of information and communication technology (ICT) has witnessed the prevalence of computer-based reading. Previous studies yielded mixed results concerning the relationship between ICT perceived competence, ICT use and digital reading performance, and the underlying mechanism was rarely explored. This study aimed to explore the relationship between ICT perceived competence and adolescents’ digital reading performance and the potential mediating roles of three types of ICT use. Multilevel mediation analyses were conducted for 199,646 15-year-old students from 29 OECD countries/regions in the Programme for International Student Assessment (PISA) 2018, in which digital reading performance was assessed by multistage adaptive computer-based testing. The results revealed that a) ICT perceived competence and digital reading performance were positively correlated; b) ICT use significantly mediated the relationship; c) students with higher-level ICT perceived competence tended to use ICT for leisure at home more frequently, which led to better digital reading performance; d) the suppression effects were revealed, indicating the need to consider the interrelationship between ICT perceived competence and ICT use. These findings provided new evidence for the self-determination theory and the ICT engagement model, suggesting that appropriate ICT use driven by high-level ICT perceived competence might help improve adolescents’ digital reading performance.