Development of an instrument to measure Faculty's information and communication technology access (FICTA)

被引：21

作者：

Soomro, Kamal Ahmed ^{[1
,2
]}

Kale, Ugur ^{[1
]}

Curtis, Reagan ^{[1
]}

Akcaoglu, Mete ^{[3
]}

Bernstein, Malayna ^{[1
]}

机构：

[1] West Virginia Univ, Dept Learning Sci & Human Dev, Coll Educ & Human Serv, Morgantown, WV 26505 USA

[2] 39-B Hashmat Bano Town, Hyderabad 71000, Sindh, Pakistan

[3] Georgia Southern Univ, Dept Leadership Technol & Human Dev, Coll Educ, Statesboro, GA 30458 USA

来源：

EDUCATION AND INFORMATION TECHNOLOGIES | 2018年 / 23卷 / 01期

关键词：

ICT access; Instrument development; Faculty; Digital divide; DIGITAL DIVIDE; LITERACY; VALIDITY; SCHOOLS; FLORIDA; GENDER;

D O I：

10.1007/s10639-017-9599-9

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The phenomenon of "digital divide" is complex and multidimensional, extending beyond issues of physical access. The purpose of this study was to develop a scale to measure a range of factors related to digital divide among higher education faculty and to evaluate its reliability and validity. Faculty's Information and Communication Technology Access (FICTA) scale was tested and validated with 322 faculty teaching in public and private sector universities. Principal components analysis with varimax rotation confirmed an 8-factor solution corresponding to various dimensions of ICT access. The 57-item FICTA scale demonstrated good psychometric properties and offers researchers a tool to examine faculty's access to ICT at four levels - motivational, physical, skills, and usage access.

引用

页码：253 / 269

页数：17

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