ICT Use: Educational Technology and Library and Information Science Students' Perspectives--An Exploratory Study

Autor/inn/en	Aharony, Noa; Shonfeld, Miri
Titel	ICT Use: Educational Technology and Library and Information Science Students' Perspectives--An Exploratory Study
Quelle	In: Interdisciplinary Journal of e-Skills and Lifelong Learning, 11 (2015), S.191-207 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2084
Schlagwörter	Educational Technology; Technology Uses in Education; Internet; Personality Traits; Theories; Student Motivation; Foreign Countries; College Students; Library Science; Information Science; Questionnaires; Student Attitudes; Innovation; Statistical Analysis; Correlation; Multivariate Analysis; Likert Scales; Israel + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Theory; Theorie; Schulische Motivation; Ausland; Collegestudent; Bibliothekswissenschaft; Informationswissenschaft; Fragebogen; Schülerverhalten; Statistische Analyse; Korrelation; Multivariate Analyse; Likert-Skala
Abstract	This study seeks to explore what factors influence students' ICT use and web technology competence. The objectives of this study are the following: (a) To what extent do certain elements of Rogers' (2003) Diffusion of Innovations Theory (DOI) explain students' ICT use, (b) To what extent do personality characteristics derived from the Big Five approach explain students' ICT use, and (c) To what extent does motivation explain students' ICT use. The research was conducted in Israel during the second semester of the academic year 2013-14, and included two groups of participants: a group of Educational Technology students (ET) and a group of Library and Information Science students (LIS). Findings add another dimension to the importance of Rogers' DOI theory in the fields of Educational Technology and Library and Information Science. Further, findings confirm that personality characteristics as well as motivation affect ICT use. If instructors would like to enhance students' ICT use, they should be aware of individual differences between students, and they should present to students the advantages and usefulness of ICT, thus increasing their motivation to use ICT, in the hopes that they will become innovators or early adopters. Appended are: (1) ICT Questionnaire; (2) Attitude Questionnaire; (3) The Big Five Questionnaire; and (4) Motivation Questionnaire. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01