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Using Multivariate Statistics

Basics of qualitative research: Grounded theory procedures and techniques

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide. Pippa Norris. New York: Cambridge University Press, 2002. 303 pp. $60 hbk., $20 pbk. Forecasts that the Internet heralds a world of more democracy and less poverty seem as inflated as dot.com stocks. This rosy view has electronic voting, political chat rooms, and email access re-engaging apathetic publics in politics. Digital technologies redress economic disparities, and the benefits of the Internet percolate down to transform poor societies. Equally exaggerated is the gloom of naysayers. The Internet Age has done little to narrow the gap between rich and poor countries, the information haves and havenots, cyber-skeptics contend. Indeed, digital technologies could create new inequalities and reinforce the dominance of power elites. In her new book, Digital Divide, Pippa Norris, associate director of the Joan Shorenstein Center on the Press, Politics and Public Policy at Harvard University, steps into this fusillade of cyber-hyperbole, lowers the decibel with a well-written and thoughtful examination of Internet use and access in 179 countries and dissects the claims and counter-claims. Her research and findings place her on middle ground, somewhere between current reality and optimism. The Internet era seems to be changing "politics as usual" in a number of countries, expanding and loosening information about governments and politics, allowing the entrance of new political players, and fostering international movements on the environment, women's rights, and other issues across borders. The disappointment is that digital technologies are activating the already politically active and passing up the disengaged and uninterested. A major challenge to digital democracy is the gulf between the United States, Scandinavia, and other early Internet adopters and the rest of the world. That gap is now so wide that at the turn of the century, more than three-quarters of the online community lived in the developed world. Internet use tracks the path of economic and technological development. But that situation could begin to change, Norris says. The Internet is in its technological adolescence. Costs of access are falling. And governments can make a difference if policymakers take the initiative. We have the historical patterns of other communication technologies to study. Norris examines theories of technological diffusion and points out that the American response to the Internet is more akin to the rapid spread of televisions and VCRs than the slower adoption of telephones and radios. American dominance could recede as Internet access grows worldwide. Contrary to what officials of the Bush Administration contend, Norris finds that the digital divide between rich and poor within the United States remains substantial. Europe mirrors that trend. In the long run, the Internet could become more accessible to the excluded: lower income families, minorities, and women. …

Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide

As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we analysed the extent to which they maintained social contact with students and mastered core teaching challenges. Second, we analysed potential factors (school computer technology, teacher competence such as their technological pedagogical knowledge, and teacher education learning opportunities pertaining to digital teaching and learning). Findings from regression analyses show that information and communication technologies (ICT) tools, particularly digital teacher competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during COVID-19 school closures. Implications are discussed for the field of teacher education and the adoption of ICT by teachers.

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2020.1809650

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practic...

/pdf/newly-qualified-teachers-professional-digital-competence-4g3giczyg6.pdf

Newly qualified teachers’ professional digital competence: implications for teacher education

Self-efficacy is an important concept for understanding learning and achievement. The concept covers students' self-confidence and their expectations for future performance. Students' learning experiences are crucial for the development of self-efficacy beliefs, which may affect students' achievements. The present study explores how self-efficacy can be contextualized with information and communication technology in 15 countries. A theoretical model is built and tested in each country based on data from the International Computer and Information Literacy Study 2013. The analyses show that experience with technology, autonomous learning, and socioeconomic background explain the variations in ICT self-efficacy. Further, gender, self-efficacy, and socioeconomic background play important roles in understanding students computer and information literacies. This indicates that ICT self-efficacy is positively related to computer and information literacy when controlled for other student characteristics and background contextual variables. The results reveal a clear distinction between ICT self-efficacy and computer and information literacy. A distinction between what students believe they can do and what they actual achieve.Self-report and a test provide different types of information about students.ICT experience, autonomous learning and SES explain variation in ICT self-efficacy.Gender, self-efficacy and SES explain variation in computer and information literacy.

/pdf/students-ict-self-efficacy-and-computer-and-information-2bjtxsbmdh.pdf

Students ICT self-efficacy and computer and information literacy

Transformative agency in teacher education: Fostering professional digital competence

/pdf/we-always-make-it-work-teachers-agency-in-the-time-of-crisis-1d0d1thz4h.pdf

"We Always Make It Work": Teachers' Agency in the Time of Crisis

The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.

Greta Björk Gudmundsdottir

Papers

Newly qualified teachers’ professional digital competence: implications for teacher education

Students ICT self-efficacy and computer and information literacy

Transformative agency in teacher education: Fostering professional digital competence

"We Always Make It Work": Teachers' Agency in the Time of Crisis

When does ICT support education in South Africa? The importance of teachers' capabilities and the relevance of language