information and communication technology literacy issues in higher education
DESCRIPTION
Li-Jen Yu Shannon, Ed.D . Sam Houston State University ISECON November 3, 2007 . Information and Communication Technology Literacy Issues in Higher Education. STATEMENT OF THE PROBLEM. Computer wizard generation - PowerPoint PPT PresentationTRANSCRIPT
1
Information and Communication Technology Literacy Issues in
Higher Education
Li-Jen Yu Shannon, Ed.D.Sam Houston State University
ISECONNovember 3, 2007
2
STATEMENT OF THE PROBLEM
► Computer wizard generation Carlson, 2005; Howe & Strauss, 2003; Lowery, 2001;
Sanchez, 2003; Taylor, 2005
► Insufficient technological proficiencies Sanchez, 2003; Kelly & Haber, 2006; Udobong, 2001;
Rafaill & Peach, 2001; Hardy, 2005
► “Time-To-Degree” - Closing the Gaps by 2015 THECB, 2007
► Baccalaureate degrees: 120 credit hours SACS, 2007
3
STATEMENT OF PURPOSE
►Analyze the Millennial Generation (MG) regarding:
information and communication technology (ICT) literacy levels
ICT literacy levels regarding to ethnicity and gender
Before and after they take the introductory computer course.
4
RESEARCH QUESTIONS
1. What is the competency (ICT literacy) of students who do not take an introductory computer course?
2. To what degree does the introductory computer course improve the college students’ ICT literacy levels?
3. Is there a need to designate the introductory computer course as a developmental course as is done in English and Mathematics?
5
THE METHODOLOGY: SELECTION OF PARTICIPANTS
► Population 14,411 students
► The purposeful sample 815 accessible purposeful samples
► The minimal total sample sizes: 620 for the independent samples (Gall, Gall, & Borg ,2003) t tests with alpha level : 0.05 a small effective size statistical power: 0.7 (N)
6
STRATIFIED SAMPLING - GENDERS
Stratified Items
Colleted Samples
Collected SamplePercentages
Stratified Samples
Stratified SamplePercentages
University DemographicPercentages
Male 243 39.1 164 41.0 41.0
Female 379 60.9 236 59.0 59.0
Total 622 100.0 400 100.0 100.0
7
STRATIFIED SAMPLING - ETHNICITY
Stratified Items
Colleted Samples
Collected SamplePercentages
Stratified Samples
Stratified SamplePercentages
University DemographicPercentages
African-American
97 15.6 54 13.5 13.4
Asian 7 1.1 5 1.2 1.1
White/Non-Hispanic
422 67.8 289 72.3 72.4
Hispanic 67 10.8 44 11.0 11.1
Other 29 4.7 8 2.0 2.0
Total 622 100.0 400 100.0 100.0
8
INSTRUMENTATION (PART I)
Demographic information Year of birth Student classification College major Gender Ethnicity
9
INSTRUMENTATION (PART I)
Prior experiences with computers
Experiences with multimedia classroom environments
Communication methods preference
Hours working with computers for coursework
Grade point average Ownership of digital devices
10
INSTRUMENTATION (PART II)
Computer hardware Computer software File management Microsoft Word Microsoft Excel Microsoft Access Microsoft PowerPoint
The MG’s ICT levels of knowledge in specific skill areas:
(Likert scale of 1 to 5: 1 being the least and 5 being the highest )
11
INSTRUMENTATION (PART II)
Microsoft FrontPage Web design Internet browsers Email CD burners File Transfer Application WinZip applications
The MG’s ICT levels of knowledge in specific skill areas:
(Likert scale of 1 to 5: 1 being the least and 5 being the highest )
12
INSTRUMENTATION: Reliability
A self-report measure A paper-and-pencil instrument How individuals differ on various
aspects of self (Gall, Gall, & Borg, 2003) (p. 189).
13
DATA COLLECTION
►Approval for the Protection of Human Subjects
►The participants completed voluntarily At the beginning of Spring 2006 At the end of Spring 2006
►Collected by the faculty of the Computer Science Department
14
DATA ANALYSIS:
Research Question Analysis Methods
1 and 3 One-Sample t test
2 MANOVA, ANOVA, Post Hoc, DA
►Pre-measure analysis:►ICT Literacy Levels Spearman’s rho: 0.520 - 0.905 Cronbach’s alpha: 0.568 - 0.980
15
RESEARCH QUESTION 1
What is the competency (ICT literacy) of students who do not take an introductory computer course?
16
ICT Literacy Levels: Pre-self-report
17
RESEARCH QUESTION 2
To what degree does the introductory computer course improve the college students’ ICT literacy levels?
18
ICT Literacy Levels: Post-self-report
19
ICT Literacy Levels: Comparison Report
20
RESEARCH QUESTION 3
Is there a need to designate the introductory computer course as a developmental course as is done in English and Mathematics?
21
Ethnicity and ICT Literacy Levels: Pre-self-report
Function1: 42.4% of variance (p<0.01)
Function2: 30.6% of variance (p=0.02)
(54)
(5)
(289)(44)
(8)
22
Ethnicity and ICT Literacy Levels: Post-self-report
(54)
(5)
(289)(44)
(8)
23
Ethnicity: Comparison Report
24
Gender and ICT Literacy Levels: Pre-self-report
Function1: 100% of variance (p<0.01)
25
Function1: 100% of variance (p<0.01)
Gender and ICT Literacy Levels: Post-self-report
26
Gender and ICT Literacy Levels: Comparison Report
27
CONCULSIONS► Pre-self-report
5/13 ICT items: above the expected level
African-Americans: the lowest ranking
Hispanics: the second lowest ranking
The females: a significant lower ICT score than the males
► Comparison 13/13 ICT items: above the
expected level
African-Americans: the third highest ranking
Hispanics: the highest ranking
The females: a significant improvement in all of the items
White/Non-Hispanics: a significantly improvement in 12/13 ICT items
28
IMPLICATIONS
►The introductory computer course:
Reduce the technological gaps within sub-populations
Strengthen the weakness in technological areas
Broaden the interest for selecting degree majors
29
IMPLICATIONS (cont.)
►The findings support the needs of introductory computer courses in the vulnerable institutions
Subpopulations Valuable courses Individual needs
30
THE END
►The leaderships: The higher education institutions The legislators
►The oncoming challenges►The needs of the students
31
Questions?