Search results

Will the information and communications technology (ICT) prevail over the market and agglomeration forces in inducing a negative demand in office space? The evidence of long‐term impact of ICT use is not conclusive at this stage. This study aims to empirically test whether space reduction effects of ICT are significant in the office market in Singapore. The study also seeks to examine variations in firms' responses, and how increasing use of ICT will impact on firms' operational and activities that include productivity, staffing structure and requirements, adoption of working practices, quality of customer service, and importance of a central meeting place.

The primary data were collected in a mailed questionnaire survey conducted in July and August 2002, which involved a sample of 2,049 firms randomly selected from 121 office buildings located in the CBD and other key office submarkets in the fringe of CBD in Singapore. The firms' perception of ICT impact on real estate space needs was asked in the survey, and the variations in their responses were empirically tested with respect to factors like business types, firms' attitude towards ICT use, and their ICT strategies. Two different statistical tests are used in the tests, which include a non‐parametric chi‐square analysis and a logistic regression model. The chi‐square analysis examines different treatment effects of sample firms on the response variables. The logistic regression model jointly tests relationships between the respondent firms' binary choice of ICT impact on office demand and firm business types and views towards ICT and NWPs.

Based on a mailed questionnaire survey conducted on office occupiers in CBD of Singapore, 79 percent of the respondent firms felt that there is no negative impact of an increase use of ICT on the office space; 63 percent of the respondent firms, however, agree that ICT‐enabled changes to working practices were more important in affecting real estate space changes of firms. In the logistic regressions, the results showed that four variables that represent firm characteristics and their attitude towards ICT use were significant in explaining the variations in the firms' perception of no significant impact of ICT use on office space demand. Market rent factor was found to have no influence on the perception of a negative ICT‐office space relationship by the sample firms.

Impact of ICT use on firms' office space needs have not been as pervasive as expected in office markets. There are frictions and resistance by firms and their employees against the adoption of ICT in the office place in many countries. The study based on a random sample of office occupiers in Singapore's CBD and fringe submarkets supports the observation. Only 21 percent of the respondents felt that they can reduce office space with more ICT use. However, more sample firms (63 percent) felt that ICT will enable flexible workflows, which in turn will change the way corporate real estate strategies are designed. Firm characteristics and their attitude towards ICT are factors in determining firms' perception towards ICT use in offices.

The purpose of this study is to investigate the impact of information and communication technology (ICT) use on the educational performance of new millennium learners (NMLs). Even though many factors might influence individual performance besides ICT use itself, the research focus was on the relationship between the behavioral patterns of ICT use and educational performance.

A nation‐wide survey with 1,071 tenth graders considered as NMLs was conducted in Korea. The behavioral patterns of the learners' ICT use were identified in three dimensions of place, purpose and context, and the educational performance was measured in cognitive, affective and socio‐cultural domains.

Based on correlation and regression analyses, the better use of ICT for NMLs and the directions for the future study related to ICT use and educational performance were suggested.

Major contribution of this study is to divide ICT use into place, purpose and context of using ICT and to investigate their relationships with educational performance refined with cognitive, affective and socio‐cultural domains. Limitations of the study are coined with the samples and self‐report survey tools. Continuing effort to validate the tools and various samples is needed.

Policy makers could use the results of the study to implement the ICT diffusion and adaption process.

There is no such questionnaires related to ICT use and educational performance in Korea, as well as in other nations. More cross‐cultural studies would be a great help in the field of education.

When using information communication technology (ICT) devices it is easy to be trapped by purely the purpose of their design, how they are marketed, product reviews and noting, or even copying, the behaviour of the younger, Net Generation. The purpose of this column is to argue for encouraging all to contribute to deepening our understanding of fully exploiting technology. This includes encouraging people who may be less techno‐savvy but with a richer life‐world and life‐experience to share their use of devices such as tablets, and to allow all to benefit from the idiosyncrasy in use that should be aimed at a life‐fit with personality, learning style, preferences, etc., and widening information spaces and information horizons.

The column is written against the background of research from information behaviour, and the learning sciences (especially andragogics).

There are many reasons to explore more than the obvious ways in which ICT devices such as tablets can be used, and for encouraging a spectrum of users to share the idiosyncrasies in their use thereof. Library and information (LIS) services should move from merely teaching people information literacy and ICT skills to creating grounds for sharing practices and experiences in using devices such as tablets. The focus should move to exploiting the benefit of exploring idiosyncrasies in ICT use and how to encourage people to reflect their life‐world and life‐experience in their use of ICT devices such as tablets to widen their (and our) information spaces and information horizons.

Although much has been published on ICT in the library and information science literature and more recently in relation to the Net Generation, the author is not aware of publications exploiting idiosyncrasy and the value that can be added by considering the life‐world and life‐experience of people in their choices in using ICT devices such as tablets. This paper sets the background for further reflection.

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

Information and communication technology (ICT) usage is pervasive among present day youth, with about 95% of youth ages 12–17 years reporting use of the Internet. Due to the proliferation of ICT use among this generation, it is important to understand the impacts of ICT usage on well-being. The goal of this study was to determine the impact of ICT usage on psychological well-being among a sample of urban, predominately African American youth.

Paper and pencil surveys were administered to fourth and fifth grade students enrolled in 27 elementary schools in the southeastern United States. Relationships between hours using various types of ICTs and the frequency of Internet activities on depression, hopelessness, self-esteem, and belonging were examined using Ordinary Least Squares (OLS) regression.

Results indicate that ICT usage has both positive and negative implications for psychological well-being, depending upon the type of ICT use and outcome being examined.

The proliferation of ICT usage among present day youth may actually lessen its impact on psychological well-being. Since the amount of ICT usage does not seem to influence psychological well-being, future research should examine the impact of ICT content on psychological well-being.

The present century is an age of knowledge-based economy. Higher education is in the process of transformation and thereby challenging the traditional system of education in India. The present paper reviews the current conditions of ICT use by the students in higher education in India. The major objectives of the study are (1) assessment of the use of computer and Internet by the students of higher education in India and (2) to find the determinants of use of ICT by the students in India. The study uses the NSSO 71st Round Unit Level Data on Social Consumption: Education Survey (71st Round, 2014). The present paper is based on 6,035 students from all the regions in India out of which 3,127 students were from the rural area and 2,908 from the urban area. The findings from logit analysis suggest that the determinants of ICT use by the students in higher education in India are regional disparities, gender, education levels of households, type of courses pursued by the students, type of institutions, access to computer and Internet facility, consumption levels of households, and students' residence type.

Citizens are substantial stakeholders in every e-government system, thus their willingness to use and ability to access the system are critical. Unequal access and information and communication technology usage, which is known as digital divide, however has been identified as one of the major obstacles to the implementation of e-government system. As digital divide inhibits citizen’s acceptance to e-government, it should be overcome despite the lack of deep theoretical understanding on this issue. This research aimed to investigate the digital divide and its direct impact on e-government system success of local governments in Indonesia as well as indirect impact through the mediation role of trust. In order to get a comprehensive understanding of digital divide, this study introduced a new type of digital divide, the innovativeness divide.

The research problems were approached by applying two-stage sequential mixed method research approach comprising of both qualitative and quantitative studies. In the first phase, an initial research model was proposed based on a literature review. Semi-structured interview with 12 users of e-government systems was then conducted to explore and enhance this initial research model. Data collected in this phase were analyzed with a two-stage content analysis approach and the initial model was then amended based on the findings. As a result, a comprehensive research model with 16 hypotheses was proposed for examination in the second phase.

In the second phase, quantitative method was applied. A questionnaire was developed based on findings in the first phase. A pilot study was conducted to refine the questionnaire, which was then distributed in a national survey resulting in 237 useable responses. Data collected in this phase were analyzed using Partial Least Square based Structural Equation Modeling.

The results of quantitative analysis confirmed 13 hypotheses. All direct influences of the variables of digital divide on e-government system success were supported. The mediating effects of trust in e-government in the relationship between capability divide and e-government system success as well as in the relationship between innovativeness divide and e-government system success were supported, but was rejected in the relationship between access divide and e-government system success. Furthermore, the results supported the moderating effects of demographic variables of age, residential place, and education.

This research has both theoretical and practical contributions. The study contributes to the developments of literature on digital divide and e-government by providing a more comprehensive framework, and also to the implementation of e-government by local governments and the improvement of e-government Readiness Index of Indonesia.