Factors Related to ICT Competencies for Students with Learning Disabilities
The purpose of this study was to develop an explanatory model for the information and communication technology (ICT) competencies of students with and without learning disabilities (LD). A conceptual model was proposed, and included five major constructs: (1) attitude towards using ICT, (2) ICT comp...
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2018-10-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/21_4#h.vuwi9bi3r6ng |
| _version_ | 1797850230153019392 |
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| author | Ting-Fang Wu Cheng-Ming Chen Hui-Shan Lo Yao-Ming Yeh Ming-Chung Chen |
| author_facet | Ting-Fang Wu Cheng-Ming Chen Hui-Shan Lo Yao-Ming Yeh Ming-Chung Chen |
| author_sort | Ting-Fang Wu |
| collection | DOAJ |
| description | The purpose of this study was to develop an explanatory model for the information and communication technology (ICT) competencies of students with and without learning disabilities (LD). A conceptual model was proposed, and included five major constructs: (1) attitude towards using ICT, (2) ICT competency, (3) demographic characteristics, (4) ICT access, and (5) purpose for using ICT. A self-reported questionnaire, Scale of Digital Participation (SDP), was designed by the authors and used to collect data. Data from 117 elementary school students with LD and 117 without LD were used to test the initial model. Meanwhile, data from 102 junior high school students with LD and 102 students without LD were used to evaluate the cross-validation of the revised model. The results of structural equation modelling (SEM) demonstrate acceptable goodness of fit for the initial ICT competency model but poor parsimony. Therefore, a revised ICT competency model with both parsimony and goodness of fit was generated using data from elementary school age students. Moreover, this new model was also able to further explain the complex phenomena of ICT competency for junior high school age students. Nevertheless, no differences were found between the elementary school and junior high school models, thereby confirming the cross-validation of the revised model. |
| first_indexed | 2024-04-09T18:58:07Z |
| format | Article |
| id | doaj.art-63440764626f4dd9996c6fb175e714d6 |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-04-09T18:58:07Z |
| publishDate | 2018-10-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-63440764626f4dd9996c6fb175e714d62023-04-09T07:41:40ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222018-10-012147688Factors Related to ICT Competencies for Students with Learning DisabilitiesTing-Fang Wu0Cheng-Ming Chen1Hui-Shan Lo2Yao-Ming Yeh3Ming-Chung Chen4Graduate Institute of Rehabilitation Counseling, National Taiwan Normal University, Taiwan Department of Special Education, National Kaohsiung Normal University, TaiwanDepartment of Special Education, National Taiwan Normal University, Taiwan Department of Information Management, Kainan University, Taiwan Department of Special Education, National Chiayi University, TaiwanThe purpose of this study was to develop an explanatory model for the information and communication technology (ICT) competencies of students with and without learning disabilities (LD). A conceptual model was proposed, and included five major constructs: (1) attitude towards using ICT, (2) ICT competency, (3) demographic characteristics, (4) ICT access, and (5) purpose for using ICT. A self-reported questionnaire, Scale of Digital Participation (SDP), was designed by the authors and used to collect data. Data from 117 elementary school students with LD and 117 without LD were used to test the initial model. Meanwhile, data from 102 junior high school students with LD and 102 students without LD were used to evaluate the cross-validation of the revised model. The results of structural equation modelling (SEM) demonstrate acceptable goodness of fit for the initial ICT competency model but poor parsimony. Therefore, a revised ICT competency model with both parsimony and goodness of fit was generated using data from elementary school age students. Moreover, this new model was also able to further explain the complex phenomena of ICT competency for junior high school age students. Nevertheless, no differences were found between the elementary school and junior high school models, thereby confirming the cross-validation of the revised model. https://www.j-ets.net/collection/published-issues/21_4#h.vuwi9bi3r6nginformation and communication technologystudents with learning disabilitiesstructural equation modelling |
| spellingShingle | Ting-Fang Wu Cheng-Ming Chen Hui-Shan Lo Yao-Ming Yeh Ming-Chung Chen Factors Related to ICT Competencies for Students with Learning Disabilities Educational Technology & Society information and communication technology students with learning disabilities structural equation modelling |
| title | Factors Related to ICT Competencies for Students with Learning Disabilities |
| title_full | Factors Related to ICT Competencies for Students with Learning Disabilities |
| title_fullStr | Factors Related to ICT Competencies for Students with Learning Disabilities |
| title_full_unstemmed | Factors Related to ICT Competencies for Students with Learning Disabilities |
| title_short | Factors Related to ICT Competencies for Students with Learning Disabilities |
| title_sort | factors related to ict competencies for students with learning disabilities |
| topic | information and communication technology students with learning disabilities structural equation modelling |
| url | https://www.j-ets.net/collection/published-issues/21_4#h.vuwi9bi3r6ng |
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