Millennial learners are the term given to the pupils nowadays. They are the designate for the generation which born from 1982 to 2005 (Howe & Strauss, 2007). Further, Hamilton-Wentworth District School Board mentions that the millennial generation called as cultural intelligence–one characterized by the capability to mainly focus on visual and textual information at high velocity.
In addition, their shared traits, idea progression, and academic propensities are inimitable to conventional classroom ritual and didactic atmospheres (Monaco & Martin, 2007). Also, from socio-cultural aspect, millennial learners appear from a massive amount of ethnic, spiritual belief, and various economical conditions (Taylor & Keeter, 2009). More importantly, millennial generations have grown up in a place subjugated by digital interaction both in their individual lives and in their learning experience (DiLullo, 2015).
Millennium generation has been introduced with ICT once they are born. Accordingly, they haven’t just approved digital media–increasingly, they’ve adapted them. (Juke & Dosaj, 2006) There are several characteristic of millennial generation, (1) they like to be in organize, (2) they like option, (3) they are grouping-oriented and societal, (4) they are all-inclusive, (5) they are experienced users of digital knowledge, (6) they assume in a different way, (7) they are more likely to obtain jeopardy, and (8) they appreciate time off as they see life as vague (Bickam, et al. 2008).
Also, multiculturalism and assignation with ICT will be parts that shape the accomplishment of millennial. Society situations have also been recommended to influence millennial generation education together with the upheld nature of their nurture, the system they have all been prepared to believe to be unique, the demands they have been put under to grow to be high success, and the predisposition for them to take on set actions (DiLullo, 2015).
Generally, millennial generation portrayed in the literature as intelligent, motivated, extremely full of activity, multi-taskers, culturally divergent, and digitally knowledgeable. Millennial generations consider it is great to be brainy, are always allied, look ahead to direct/immediate entrance and replies, and have a preference for experimental and attractive learning situation (Phillips &
Trainor, 2014).
102 ICT and Education
Nowadays, information and communications technologies (ICTs) gain access to classrooms around the globe at a remarkably express rapidity (Bickam, et al. 2008). ICT is turning into an inborn part of man’s life. Thus, its utilization in schooling is growing to be a requisite. Moreover, the speed of alteration of ICT issue currently surpasses the quickness of advancement of making effectual purpose of ICT in learning (Olaore, 2004).
Goyal, Purohit & Bhagat (2010) assumed that the operation of ICT in educational institution has developed into an indispensable part of students’ education, both inside and outside the classroom. This generation has known the world by being accompanied with ICT. Hence, technology is vital for this generation (Leight, 2006).
ICT may deliver noteworthy learning advantages by preparing tools for the educational practice and by supporting the abilities which are desirable for the civilization that is progressively needy on technology (UNCTAD, 2011). The adoption of ICT into schooling has regularly been principle on the prospective of the novel technical tools to modernize an old-fashioned edifying scheme, better train pupils for the information era, and/or hasten nation advance (Albirin, 2006).
As well, technologies are assumed to have leaning core morals, viewpoint, and manner amongst the millennial of an ‚international youth cultural‛ thrive (Oblinger, 2003). Furthermore, Maghrabi and Palvia (2012) state that information, communication and technology assists and supports activities, such as interpersonal contact, relations, and conversation that forms and indicates bond strongly to culture.
The access and practice of ICT is very needed to advance the didactic competence of learners. This pointed out that availability of ICT in learning is compassionate for the students to progress their knowledge abilities as well as newest technology of ICT is supportive for the learners to train their coursework and projects (Nisar, Munir & Shad, 2011).
ICT supplies a lot of assistances for pupils such as distance learning course, economical printing, cell phone devices, internet connection, gratis dial-up, technology tools, hiring classroom medium place, etc (Olaore, 2014).
ICT may carry major educational advantages by bestowing tools for the schooling practice and by offering the required skills in a civilization that is progressively needy on ICT (UNCTAD, 2011).
21st Century Skills
Partnership for 21st century skill (2008), the 21st century skills cover the area of; critical thinking/problem solving, oral communication, written communication, teamwork/collaboration, diversity, information technology application, leadership, creativity or innovation, lifelong learning/self direction professionalism/work ethic, ethic or social responsibility. Meanwhile for Turiman, Omar, Daud and Osman (2012), there are four areas of 21stcentury skills; literacy of the digital era, creative thinking, interpersonal and societal skills and creation in the productivity.
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Accordingly, 21st century competencies are associated with growth in the cognitive, interpersonal, and intrapersonal fields. Customarily, cognitive skill in critical thoughts, scrutiny, and problem resolving has been viewed as crucial pointers for accomplishment. Also, altering financial, technological, and societal contexts in the 21st century personifies that interpersonal and intrapersonal skills have turn out to be much more vital than in the past (The Ontario Public Service, 2016)
The Conference Board of Canada (2000) has accredited the skill named as availability skills in three areas: Fundamental skills (communicate, manage information, use numbers, think, and solve problems); Personal management skills (demonstrate positive attitudes and behaviors, be responsible, be adaptable, learn continuously, work safely); and Teamwork skills (work with others, participate in projects and tasks).
Century world is cultural competency preparedness (Canul, 2010). Previous studies bear the idea that successful cross-cultural IT completion relies on careful gratitude of presented morals and rituals (Maghrabi and Palvia (2012).
To sum up, concluded from all the theory and hypothesis above, the writer assumes that the skills could be grouped into three aspects and to be called as 21st century skills, those are, multicultural, social and behavior. This idea is based on the concept by Kite (2015) that it is essential to apprehend that the millennial generation is exactly among the millions of populace who hold diversity and they picture an upcoming life in which authentic equality in the middle of tribal groups is reached.
Table 1 Multicultural, Social and Behavior Aspects
Aspects Multicultural Social Behavior
Turiman, Omar, Daud and Osman (2012)
Interpersonal
Societal skills Creative thinking
Digital Literacy Creation in the productivity
Partnership 21st Century Skills (2008)
Teamwork/Collaboration, Diversity
critical
thinking/problem solving,
Oral
communication, Written
communication, Leadership
information technology application,
leadership, creativity or innovation, lifelong learning/self direction
Professionalism/work ethic, ethic or social responsible.
The Conference Board of Canada (2000)
Work with others, Participate in projects and tasks
Communicate, Manage information, Use numbers,
Demonstrate positive attitudes and behaviors, Be responsible,
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Think, and Solve problems
Be adaptable, Learn continuously, Work safely
Source: Designed by Author from Turiman, Omar, Daud and Osman (2012), Partnership 21st Century Skills (2008) and The Conference Board of Canada (2000)
Multicultural, Social & Behavior Multicultural
Cultural capability is the aptitude to be aware of another culture well adequate to be capable to commune and work with community from that culture. Multicultural competence understands in more than one culture, in any cultures are fraction of your contexts (Kivel, 2007).
Theculturaldissimilaritiesoftencreatetocross-cultural miscommunications (Tantri, 2013) because people see, infer and presume things indifferent ploy, what is believed as appropriate in one culture is likely to be inappropriate in another, andhence, misunderstandings occurw hen inhabitantscommunicate (Zhu, 2011). Further, Mio, Barker-Hackett and Tumambing (As cited in Kite, 2015) define multicultural competence into: (1) Developing an alertness of one’s own cultural principles and prejudices, (2) understand to respect others’ worldviews, (3) increasing a set of culturally proper interpersonal proficiencies.
After all, multicultural is a set of one’s awareness to understand others in the middle of society.
Therefore, multicultural competence is essential.
Social
There are three central parts of societal competence, which reflects to (a) the skill to assemble affirmative and strong interpersonal relations and to solve interpersonal problems, (b) the advance of a clear self-character in wide-ranging, and a group or communal characteristics (e.g., general identity) in specific, and (c) the direction to be accountable inhabitant in one's civilization and a caring civilian in the world (Ma, 2012).
Behavior
Behavior is determined by behavioral intentions which behavioral intentions are a purpose of an individual’s manner to the actions, the subjective norms close to the look of the behavior, and the individual’s insight of the easiness with which the behavior could be performed (behavioral control) (Shareef, Kumar, Kumar, Hasin, 2009).
Further, behavioral competency could be assumed in terms of four limitations: (a) Moral and societal understanding: kids should study the community norms, general manners and customs, community laws, statutes, and policy in an union or group, (b) Social skills: this reflects to the skill to utilize verbal and nonverbal ways to do socially, morally suitable and regularizing behavior in everyday contact with others, (c) Positive personalities and positive traits: the growth of behavioral competency is highly linked to positive personalities, (d) Behavioral choice procedure and act taking: the entire process of taking a behavioral choice and at last recognizing the choice by
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shipping it may be a highly complex way (Ma, 2012). After all, if the learners could understand these aspects they can discover all skills of 21st century.
Previous Related Study
One of similar studies that had ever conducted by Siragusa & Dixon (2009), they tried to find out higher education students' attitudes towards ICT-based learning interactions. This study ended up with the result that the students will engage with the ICT in the future and also ICT enhances learning.
Theory Planned Behavior
The purpose of Theory Planned Behavior is to predict whether someone has intent to do something or not (Francis et, at. 2004). At the most fundamental level people are trying to understand why people do or do not perform a given behavior. Then, intention could be used to predict someone behavior (Fishbein and Ajzen, 2010) Theory Planned Behavior has three areas;
attitude, subjective norm and perceived behavioral control (Siragusa and Dixon, 2009).
Attitude could be named as human beings’ single assessment or approach to any path of act. It is copied from personal character (Shareef, Kumar, Kumar, Hasin, 2009).
Subjective norm is viewed as a mixture of alleged hope from related persons or unit along with the intention to obey with these hopes. It is deemed as the person’s principle that persons or unities allied with that person hope that the person ought to or ought not to present the behavior and the person’s belief to conform to the exact orientation (Fishbein and Ajzen, 1975).
Perceived behavioral control is the area to which a one feels competent to perform the behavior (Francis et, at. 2004). Perceived behavioral control is essential, but not sufficient, for the shape of intention to make a behavior. Also, perceived behavioral control is probable to reveal, amid other issues, past act of the purpose behavior (Ajzen and Madden, 1986). The concept of TPB form Ajzen & Fishbein (1980, 2010) could be seen in figure (1) below:
Figure 1 Theory Planned Behavior (Ajzen & Fishbein, 1980 & 2010)
Source: Siragusa & Dixon (2009)
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METHODOLOGY
The model of this study is a survey research. A questionnaire design was employed as the instrument. This questionnaire was used due to the purpose of this study that was to find out the predictive behavior of the participants towards technology adoption.
An adapted questionnaire of theory planned behavior from Ajzen & Fishbein (1980, 2010) style which developed by Siragusa and Dixon (2009) was administered in this scrutinize. The questionnaire consisted of 23 statements, with likert scale form. Recently, the likert scale style divided into two ways, the first from strongly unlike to strongly like and the second was from definitely no to definitely yes.
The questionnaire included the statements which focus on the use of information communication and technology (ICT) in the process of schoolwork.
The participants of this investigation were the students from schools in Palembang city, South Sumatra Province, Indonesia. The respondents were chosen by using stratified random sampling.
There were 113 students that become the sample of the data. About 39 schools which coming from 19 schools of Junior High School and 20 Schools of Senior High School were surveyed in this study.
To make this study reliable, therefore, the age of the participants were sorted. The participants must not be younger than 13 years old, this considered based on the supposition from Howe &
Strauss (2007) that millennial generation born from 1982 until 2005. In this research, the ages of the participants were 13 up to 18 year-old.
The information obtained from the data was amassed and presented in the form of percentages, after that it was discussed by using inferences approach and linked to multicultural, behavior and social aspects as of 21st century skills.