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Self-efficacy is related to a specific domain and is a result of capabilities and beliefs of one’s own performance in a specific domain given a specific task, depending on the levels of anxiety, motivation, feeling of success, and positive and negative rewards. Computer experience, the learning of information and communication technology tasks at school, and the use of general applications in class are known to be related to computer and information literacy. This study investigates the mediation effect of student computer self-efficacy in using general applications in these relationships using a structural equation model. The data used in this study stems from nine European educational systems participating in the International Computer and Information Literacy Study in 2018. The results show that in nearly all educational systems, the self-efficacy regarding the use of general applications has significant mediation effects in the relationship between computer and information literacy and each of the three information and communication technology variables in the model. The mediation effects are strongest for general applications in class and weakest for learning of information and communication technology tasks at school. The results are discussed against the educational systems’ context with recommendations for improving student computer self-efficacy.

This literature review focuses the research conducted on Information and Communication Technology in English as a Foreign Language Teaching and Learning. It reviews various aspects of ICT integration, ICT tools, barriers and challenges to ICT integration, teachers’ perceptions and views about ICT and advantages and benefits of ICT integration in education. The factors effecting pre-service and in-service teachers and student teachers’ perceptions, views and confidence about ICT integration are also discussed and analyzed. This review further discusses the gaps in the studies and establishes a theoretical background for further studies specifically in Oman.

This study investigated negative uses of ICT and its Implications among secondary school students in Oyo State, Nigeria: A Phenomenographical analysis towards a Grounded Theory. A multi stage sampling technique was deployed and used in this study which involves the convenient sampling at the first stage, random sampling at the second stage, purposive sampling technique at the third stage and the purposive sampling technique was also used at the fourth stage to select respondents of the study. Information obtained were recorded and transcribed and used for analysis, and a thematic analysis was done. Findings of the study revealed that in a hierarchical order, the negative uses of ICT among students can affect and reduce: their concentration on academic work; students learning, cognitive and assimilation; students academic performance and achievement; the nation's education system in achieving its goals and objectives; and poses challenge to national development through high rate of poverty and unemployment. It recommends that the stakeholders of the Nigeria education system such as teachers, parents, governments and policy makers should monitor and provide policies that would help the mitigation of the negative uses of ICT among students in Nigeria to be able to tap into the benefits that ICT brings. Also, it is expedient to train teachers on how they can control and manage students in classroom in this ICT generation to ensure effective performance.

Purpose>Coronavirus (COVID-19) has exposed the digital divide (DD) like never before and has made it a hot topic of actuality. In this paper, a state of the art of research studies that dealt with the three levels of the digital divide and highlight its shortcomings in light of COVID-19 are presented.Design/methodology/approach>An integrative literature review was conducted, summarizing the rich literature on the digital divide by presenting its key concepts and findings. This study then provides suggestions for future research in light of the COVID-19 pandemic.Findings>It can be concluded that the digital divide is insufficiently exposed and examined by researchers. In fact, in recent years, very few research studies have focused on the first-level divide. Moreover, much of the literature has analyzed the second digital divide (in terms of e-skills) in the strict sense and at the national level. This review also shows that the existing studies on the third level-digital divide deal only with the individual results of using the Internet. Finally, future research on the three-level digital divide should study more digital inequality related to emerging technologies is proposed.Research limitations/implications>This paper draws up a state of art, which has important theoretical and practical implications in the effectiveness of full transformation to digitalization.Originality/value>The present study contributes to digital inequality research by summarizing key concepts and findings from the literature of the three levels of the digital divide. It highlights the unexplored research topics on some dimensions of DD which were behind the digital transformation failure in many countries and provides insights on future research directions in light of COVID-19.

Blue-collar remote and mobile workers (BC-RMWs) such as repair/installation engineers, delivery drivers, and construction workers, constitute a significant share of the workforce. They work away from a home or office work base at customer and remote work sites and are highly dependent on ICT for completing their work tasks. Low occupational well-being is a key concern regarding BC-RMWs. The objective of this research is to understand how BC-RMWs can use information and communication technology (ICT) to elevate their occupational well-being. Drawing from the job demands-job resources theoretical framework in occupational psychology, we theorize that the distinctive work characteristics faced by BC-RMWs can be viewed in the conceptual framing of job demands. We conceptualize BC-RMWs’ practices of ICT use as possible ways to gather resources to tackle these demands. We conducted a study of 28 BC-RMWs employed in two private sector firms (telecom service provision and construction industries) in the UK across 14 remote work sites. Based on our findings, we developed the concept of ICT-enabled job crafting and theorized how ICT-enabled job crafting by BC-RMWs can help them increase their job resources to tackle their job demands and consequently increase their occupational well-being. The empirical context of the paper, i.e., the study of BC-RMWs, provides further novelty because these kinds of workers and their distinctive and interesting work conditions have not received much attention in the literature.

Purpose In an increasingly digitalised society, digital participation is reliant on information communication technology (ICT) access and the ability to use technologies for everyday tasks. To this end, people risk being digitally excluded if they cannot access and use ICTs. The purpose of this paper is to examine globally the effects of ICT access and ICT use on digital inclusion on one hand and the mediating role of ICT usage on the linkage between ICT access and digital inclusion on the other. Design/methodology/approach The study used a hypothesized model based on structuration theory and secondary data drawn from multiple archival sources in 121 countries. The authors test the model using partial least squares structural equation modelling. Findings The results from the PLS analysis shows that while ICT usage significantly influences digital inclusion at the global level, ICT access does not. Furthermore, the mediating role of ICT usage was not supported. Originality/value This study to the best of the authors’ knowledge is one of the very few studies to examine the effects of ICT access and ICT use on digital inclusion at the global level. The study contributes to the discourse on digital inclusion in ICT4D research.

The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.

Organizational use of information and communications technologies (ICT) is increasingly resulting in negative cognitions in individuals, such as information overload and interruptions. Recent literature has encapsulated these cognitions in the concept of technostress, which is stress caused by an inability to cope with the demands of organizational computer usage. Given the critical role of the user in organizational information processing and accomplishing application-enabled workflows, understanding how these cognitions affect users' satisfaction with ICT and their performance in ICT-mediated tasks is an important step in appropriating benefits from current computing environments. The objective of this paper is to (1) understand the negative effects of technostress on the extent to which end users perceive the applications they use to be satisfactory and can utilize them to improve their performance at work and (2) identify mechanisms that can mitigate these effects. Specifically, we draw from the end-user computing and technostress literature to develop and validate a model that analyzes the effects of factors that create technostress on the individual's satisfaction with, and task performance using, ICT. The model also examines how user involvement in ICT development and support mechanisms for innovation can be used to weaken technostress-creating factors and their outcomes. The results, based on survey data analysis from 233 ICT users from two organizations, show that factors that create technostress reduce the satisfaction of individuals with the ICT they use and the extent to which they can utilize ICT for productivity and innovation in their tasks. Mechanisms that facilitate involvement of users, and encourage them to take risks, learn, explore new ideas, and experiment in the context of ICT use, diminish the factors that create technostress and increase satisfaction with the ICT they use. These mechanisms also have a positive effect on users' appropriation of ICT for productivity and innovation in their tasks. The paper contributes to emerging literature on negative outcomes of ICT use by (1) highlighting the influence of technostress on users' satisfaction and performance (i.e., productivity and innovation in ICT-mediated tasks) with ICT, (2) extending the literature on technostress, which has so far looked largely at the general behavioral and psychological domains, to include the domain of end-user computing, and (3) demonstrating the importance of user involvement and innovation support mechanisms in reducing technostress-creating conditions and their ICT use-related outcomes.

The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers' ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use with students). The model also considers how personal and contextual factors influence this relationship. A secondary analysis study was used, whose sample included 1095 male and female Primary, Secondary and Higher Education teachers from the Valencian Community (east Spain). Information was collected with a questionnaire from two survey design studies. Using an MIMIC model, teachers' integration of ICT was optimally modeled. This model shows a complex relation between competence and use. Technological competences influence pedagogical competences and personal-professional use, while pedagogical competences influence personal-professional use and use in class. Use in class is influenced by both pedagogical competences and personal-professional use. Personal and contextual factors influenced the four dimensions of use and competence. This basic model of the relationship between teachers' ICT competences and using these educational resources helps us to understand the complex process of integrating ICT into classrooms. Therefore, this model is a key element to guide teacher training in ICT.