Soomro Kamal Ahmed, Kale Ugur, Curtis Reagan, Akcaoglu Mete, Bernstein Malayna
Department of Learning Sciences and Human Development, College of Education and Human Services, West Virginia University, Morgantown, WV 26505, USA.
39/B, Hashmat Bano Town, Phuleli, Hyderabad, Sindh 71000, Pakistan.
Educ Inf Technol (Dordr). 2018 Jan;23(1):253-269. doi: 10.1007/s10639-017-9599-9. Epub 2017 Mar 29.
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.
“数字鸿沟”现象复杂且具有多面性，其影响范围超出了物理接入问题。本研究的目的是开发一个量表，用以衡量与高等教育教师数字鸿沟相关的一系列因素，并评估其信度和效度。对322名在公立和私立大学授课的教师进行了教师信息通信技术接入（FICTA）量表的测试和验证。采用方差最大化旋转的主成分分析确定了一个对应于信息通信技术接入各个维度的八因素解决方案。这个包含57个条目的FICTA量表显示出良好的心理测量特性，并为研究人员提供了一个工具，用于从动机、物理、技能和使用接入四个层面考察教师对信息通信技术的接入情况。
