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

被引：0
|
作者：
Kamal Ahmed Soomro
Ugur Kale
Reagan Curtis
Mete Akcaoglu
Malayna Bernstein
机构：
[1] West Virginia University,Department of Learning Sciences and Human Development, College of Education and Human Services
[2] Georgia Southern University,Department of Leadership, Technology & Human Development, College of Education
来源：
Education and Information Technologies | 2018年 / 23卷
关键词：
ICT access; Instrument development; Faculty; Digital divide;
D O I：
暂无
中图分类号：
学科分类号：
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.
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页码：253 / 269
页数：16
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