The use and know-how of ICT-technology in different age groups

When developing various ICT solutions to support people's well-being, the systems are quite often based on the use of computers or smart phones. However, in different age groups, the skills to use ICT can vary; therefore, not all people can use new technical systems. The aim of this paper was to investigate the selfreported use and know-how of the ICT-technology in different age groups and using the answers to the following questions: 'how often do you use a desktop computer at leisure?' and 'how well do you know the desktop computer?'. The study was carried out as a cross-sectional study by posting the questionnaire to 15,000 working-age Finns. To the question 'how well do you know the desktop computer?', 22% of the 20- 30 age group answered 'very well' and 19.1% of the 31-40 age group also replied 'very well'. In the 41-50 age group, the value was 15.7%, and in the age group 51-60, the value was 10.6%. In the future, when new well-being ICT technology is developed, it is important to take into account that older people do not know as much about ICT as younger peopl

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Information technology and social cohesion : a tale of two villages

Acknowledgements This research was made possible by a grant from the EPSRC “Dot.Rural Digital Economy Hub” (EP/G066051/1) at the University of Aberdeen and EPSRC Communities and Culture Network+ (EP/K003585/1).Peer reviewedPostprin

Harnessing Technology: the learner and their context – interim report: benefits of ICT use outside formal education

How ICT supports learning outside of the education setting (year 1 interim report

EU - Information and Communication Technology (ICT) and e-learning in Education Project - Phase II

The training needs analysis was conducted beteeen February and April 2015 for the EU funded project: ICT in Education in Kosovo. The processes required to perform the traning needs analysis have been. The design of a framework of competences; The identification of target groups; The creation and implementation of an online survey to assess the competence of education sector personnel against the competences contained in the framework; The collation, preparation and analysis of the survey data; and Reporting the research findings.European Union Office in KosovoEuropeAid/133846/C/SER/X

Online consultation on experts’ views on digital competence

The objective of this investigation was to provide another perspective on what it means to be digitally competent today, in addition to reviews of literature and current frameworks for the development of digital competence, 5 all of which constitute part of the wider IPTS Digital Competence Project (DIGCOMP). Some common ground exists at a general level in defining digital competence in terms of knowledge, skills, and attitudes, which may be hierarchically organised. However, this does not provide the clarity needed by teachers, employers, citizens – all those who are responsible for digital competence development, be it their own or other people’s ‐ to make informed decisions. Further work is needed to create a common language that helps to enhance understanding across the worlds of research, education, training, and work. This will make it easier for citizens and employers to see what digital competence entails and how it is relevant to their jobs and more generally, their lives

Can environmental governance benefit from an ICT-social capital nexus in civil society?

Although the potential of Information and Communication Technologies (ICT) to foster social capital in civil society has been duly acknowledged, few studies have empirically explored the ICT-social capital nexus in the context of community organizations. Huysman and Wulf (2004) consider the lack of interest in the area of ‘ICT and social capital’ as worrisome in today’s increasingly network-centric society. Since the prospect of ICT furthering social capital is simply too significant to ignore, this paper responds to this gap by reporting on one aspect of a 2008 survey of environmental community organizations (ECOs) undertaken to develop a broader understanding of the linkages between organizational social capital and information and communication technologies in the Perth region of Western Australia. By exploring the trend of ICT uptake, pattern of intra-organizational as well as inter-organizational interactions, and the association between ICT uptake and organizational interactions, this paper critically engages in the ‘ICT and social capital’ debate and discusses the implications of ICT-social capital nexus in the context of environmental governance