ICT Use: Educational Technology and Library and Information Science Students' Perspectives – An Exploratory Studyew Article
IJELLO Volume 11, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
This study seeks to explore what factors influence students\u2019 ICT use and web technology competence. The objectives of this study are the following: (a) To what extent do certain elements of Rogers\u2019 (2003) Diffusion of Innovations Theory (DOI) explain students\u2019 ICT use, (b) To what extent do personality characteristics derived from the Big Five approach explain students\u2019 ICT use, and (c) To what extent does motivation explain students\u2019 ICT use. The research was conducted in Israel during the second semester of the academic year 2013-14, and included two groups of participants: a group of Educational Technology students (ET) and a group of Library and Information Science students (LIS). Findings add another dimension to the importance of Rogers\u2019 DOI theory in the fields of Educational Technology and Library and Information Science. Further, findings confirm that personality characteristics as well as motivation affect ICT use. If instructors would like to enhance students\u2019 ICT use, they should be aware of individual differences between students, and they should present to students the advantages and usefulness of ICT, thus increasing their motivation to use ICT, in the hopes that they will become innovators or early adopters.
Aharony, N. & Shonfeld, M. (2015). ICT Use: Educational Technology and Library and Information Science Students' Perspectives – An Exploratory Studyew Article. Interdisciplinary Journal of E-Learning and Learning Objects, 11(1), 191-207. Informing Science Institute.