{"title":"加纳高等教育中技术整合素养认知决定因素的结构方程模型","authors":"G. M. Anapey, D. Mensah, Stephen Antwi-Danso","doi":"10.53935/2641-533x.v1i3.87","DOIUrl":null,"url":null,"abstract":"Technological innovations are altering the lives of the poor, rich, nation‘s economics, and education globally. Hence, Ghana‘s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT- related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking curriculum-specific integration literacy, thereby likely to widen the digital divide. To support Ghana‘s vision for ICT integration into higher education lessons, the current study sought to predict university graduates‘ integration literacy from cognitive constructs using partial least squares structural equation modeling (PLS-SEM) approach. The measurements and structural model fit indices were tested with SmartPLS Version 3. The results showed that students‘‘goal-setting and need for achievement significantly predicted over 15% (R2 = .155) of ICT integrate skills. However, self-efficacy was not an important predictor (t = 1.74, p > .05) for students ICT integration literacy in the Ghanaian setting. We concluded that whilst graduates‘goal-setting and need for achievement traits motivate them to acquire technology skills in the Ghanaian public universities, certainly, 85% of latent variables such as pedagogy, lecturers‘ computer integration competencies, and access remain unaccounted for per our structural model. The study recommends that career counsellors could design cognitive interventions to improve students‘ self-efficacy traits and educational administrators should encourage formative assessment by ICT instructors in their schools to enhance skills developments.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"78 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2018-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Structural Equation Modeling of Cognitive Determinants of Technology Integration Literacy in Ghanaian Higher Education\",\"authors\":\"G. M. Anapey, D. Mensah, Stephen Antwi-Danso\",\"doi\":\"10.53935/2641-533x.v1i3.87\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Technological innovations are altering the lives of the poor, rich, nation‘s economics, and education globally. 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The results showed that students‘‘goal-setting and need for achievement significantly predicted over 15% (R2 = .155) of ICT integrate skills. However, self-efficacy was not an important predictor (t = 1.74, p > .05) for students ICT integration literacy in the Ghanaian setting. We concluded that whilst graduates‘goal-setting and need for achievement traits motivate them to acquire technology skills in the Ghanaian public universities, certainly, 85% of latent variables such as pedagogy, lecturers‘ computer integration competencies, and access remain unaccounted for per our structural model. 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引用次数: 0
摘要
技术创新正在改变穷人、富人的生活、国家的经济和教育。因此,加纳于2003年承诺制定ICT加速发展政策(ICT4AD),以实现在知识经济中有利竞争的变革愿景,此外,加纳学校还引入ICT相关课程,以开发本土知识开发的人力资源,这是值得称赞的。然而,教学技术专家担心,加纳从基础到高等的ICT课程可能过于笼统,缺乏针对课程的综合素养,从而可能扩大数字鸿沟。为了支持加纳将信息通信技术融入高等教育课程的愿景,本研究试图使用偏最小二乘结构方程模型(PLS-SEM)方法从认知结构中预测大学毕业生的整合素养。测量和结构模型拟合指标用SmartPLS版本3进行测试。结果显示,学生的目标设定和成就需求对ICT综合技能的预测显著高于15% (R2 = .155)。然而,自我效能感并不是加纳学生ICT整合素养的重要预测因子(t = 1.74, p = 0.05)。我们的结论是,虽然毕业生的目标设定和对成就特征的需求激励他们在加纳公立大学获得技术技能,但根据我们的结构模型,85%的潜在变量,如教学法、讲师的计算机集成能力和获取途径,仍未被考虑在内。本研究建议职业顾问可以设计认知干预来改善学生的自我效能特质,教育管理者应鼓励学校的ICT教师进行形成性评估,以加强技能发展。
Structural Equation Modeling of Cognitive Determinants of Technology Integration Literacy in Ghanaian Higher Education
Technological innovations are altering the lives of the poor, rich, nation‘s economics, and education globally. Hence, Ghana‘s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT- related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking curriculum-specific integration literacy, thereby likely to widen the digital divide. To support Ghana‘s vision for ICT integration into higher education lessons, the current study sought to predict university graduates‘ integration literacy from cognitive constructs using partial least squares structural equation modeling (PLS-SEM) approach. The measurements and structural model fit indices were tested with SmartPLS Version 3. The results showed that students‘‘goal-setting and need for achievement significantly predicted over 15% (R2 = .155) of ICT integrate skills. However, self-efficacy was not an important predictor (t = 1.74, p > .05) for students ICT integration literacy in the Ghanaian setting. We concluded that whilst graduates‘goal-setting and need for achievement traits motivate them to acquire technology skills in the Ghanaian public universities, certainly, 85% of latent variables such as pedagogy, lecturers‘ computer integration competencies, and access remain unaccounted for per our structural model. The study recommends that career counsellors could design cognitive interventions to improve students‘ self-efficacy traits and educational administrators should encourage formative assessment by ICT instructors in their schools to enhance skills developments.