106
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.
107
Male Female
Senior High School Junior High School
Distribution of the Participants
Figure 2 Gender Distribution
Figure 3 School Level Distributions
Figure 4 Aged Distributions Source: Designed by Author
Intentions, Attitudes, Subjective Norms and Perceived Behavioral Control
Table 2 displayed the data obtained from the respondents related to intentions, attitudes, subjective norms and perceived behavioral control. It could be seen that about three third or 75%
millennial learners would engage with ICT in the future, in line, also around a third of the respondents or 76% would use ICT to assist the job (school) activities. Next, more than a half of the respondents or 64% agreed that interact with ICT is pleasant and 75% assumed that interact with ICT is helpful. After that, only 24% agreed that the people around them think they should engage with ICT, however, over half of the respondent or 57% agreed that the important people around them think that ICT skill is essential. Then, almost half or 48% agreed that engaging with ICT is easy and around half of the participants or 54% want to engage successfully with all level of ICT (See Table 2).
Behavioral Belief, Normative Belief, Control Belief
The data obtained that more than a half of the participants or 61% agreed that engaging with ICT makes a feel sense of competence, while almost all of the respondents disagreed that engaging
13 Year-Old 14 Year-Old 15 Year-Old 16 Old Year 17 Year-Old 18 Year-Old
108
with ICT makes fell angry 69%, frustrated 72% and apprehensive 75%. Afterwards, one third of the participants or about 30% disagreed that they are in control while engaging with ITC.
Table 2 Intentions, Attitudes, Subjective Norms and Perceived Behavioral Control
Item Statement 1 2 3 4 5
Intention
Q1 In the future I plan to engage with the
regular ICT use 3 23% 23% 49% 26%
Q2 I intent to embed ICT use to assist my job
(school) activities on regular basis - 1% 23% 46% 30%
Attitudes
Q3 Interacting with ICT is pleasant - 22% 35% 40% 24%
Q4 Interacting with ICT is helpful - 33% 25% 37% 35%
Subjective Norm
Q5 People who are important to me think
that I should engage with ICT 2% 27% 45% 15% 12%
Q6 People who are important to me think
that ICT skills is essential 1% 7% 35% 37% 20%
Perceived Behavior Control
Q7 I rate the difficulty of engaging with ICT
extremely difficult/extremely easy 2% 3% 48% 32% 16%
Q8 I want to I can interact successfully with
ICT at all level 1% 7% 28% 24% 30%
1: Strongly Unlike; 5: Strongly Like Source: Designed By Author
After part, around a half of the respondents or 43% disagreed that their friends encourage them to engage with ICT, and about one fourth of the participants also disagreed that they got encouragement to engage with ICT from their family, it is about 28%. Subsequently, almost a half or 46% of the participants agreed that their ICT skill level appropriate to the demands of learning, as well 44% of the participants have knowledge to engage successfully to the ICT, the effort to engage to ICT 52% and keen to engage in ICT use is about 61%. (See table 3).
Table 3 Behavioral Beliefs, Normative Belief, and Control Belief
Item Statement 1 2 3 4 5
Behavioral Belief
Q9 Engaging with ICT makes me a feel
sense of competence 22% 66% 331% 336% 225%
Q10 Engaging with ICT makes me a feel
angry 331% 338% 223% 44% 44%
Q11 Engaging with ICT makes me a feel 330% 442% 221% 55% 22%
109 frustrated
Q12 Engaging with ICT makes me a feel
sense of as though I am in control 66% 224% 446% 113% 111%
Q13 Engaging with ICT makes me a feel
apprehensive 225% 550% 99% 88% 88%
Normative Belief
Q14 My friends encourage me to engage in
ICT use 33% 440% 339% 112% 55%
Q15 My family encourage me to engage in
ICT use 44% 224% 338% 220% 114%
Control Belief
Q16 How likely is it that your ICT level is
appropriate to the demands of learning? 11% 44% 449% 336% 110%
Q17 How likely is it that you to have knowledge to engage in successful ICT
use? 11% 22% 554% 332% 112%
Q18 How likely is it that it takes a great deal
of effort for you to engage with ICT use? 0- 88% 441% 335% 117%
Q19 How likely is it that you are keen to
engage in ICT use? 0- 44% 335% 335% 226%
1: Strongly Unlike; 5: Strongly Like Source: Designed By Author
Background Factor-Values
The value factors are also shown in the presentation below. About three third of the respondents agreed to all statements from value factors, ICT enhances learning 72%, ICT is essential for good education 72%, high level of ICT make learning easier 68% and effective ICT use is essential for schoolwork 80% (See table 4).
Table 4 Background Factor-Values Table 4 Background Factor-Values
Item Statement 1 2 3 4 5
Background Factor-Values
Q20 Engagement with ICT enhances learning 22% 0- 227% 339% 333%
Q21 Engagement with ICT is essential for
good education 11% 22% 225% 336% 336%
Q22 High level of ICT make learning easier 22% 22% 228% 227% 441%
Q23 Effective ICT use is essential for
schoolwork 0- 11% 119% 330% 550%
1: Definitely No; 5: Definitely Yes Source: Designed By Author
110
INFERENCES & IMPLICATIONS
Inferences
There are several related inferences that could be drawn from the findings of the research. At the very first place, the majority of the students plan to engage with ICT in the future and occupy the ICT in the job (schoolwork) activities. The next, almost all of the students disagree that involving in ICT will make them feel angry, frustrated and even apprehensive.
Then, the attitudes and intentions of the millennial learners show that they have positive behavioral responses towards the ICT use. More supportively, the learners want to engage with ICT without any intervention from outsider. It could be seen from the finding that most of the society does not encourage them to use ICT.
Also, the students believe that engaging with information, communication and technology (ICT) will help them in schoolwork process, make easier in studying, as well boosts learning. It would also be important for the education itself.
Afterwards, the result of this study is in line with the study which was conducted by Siragusa &
Dixon (2009), in which most of the students would use ICT in the future and they also agree it will improve the learning.
Implications
Numerous implications could be gotten from this research related to multicultural, social and behavior aspects as 21st century skills. These implications are drawn with all the possibilities to the related discussion.
The first and foremost, as the millennial learners really appoint to the ICT use in the process of schoolwork and they will also engage with the ICT in the future, it implicates that the curricula, syllabus, materials and educational concept should be designed to involve ICT, in which it will be still in line with the idea of multicultural, social and behavioral aspects as 21st century skills. On the other words, ICT in education could assist the students to reach 21st century skills if it is gathered in a well-blueprint education scheme. Then, it is also discovered that the learners’
behavior is also in accordance with their plan in adopting ICT for the future life. Thus, this must be supported with the understanding of multicultural, social and behavioral aspects as 21st century skills.
After that, as ICT and millennial learners would not be separable, while the 21st century skills are essential. It is important to let the learners engage with the skills of 21st century while occupying the ICT. It means that, the millennial learners will get to understand the multicultural, social and behavior related to the society when operating the ICT. Hence, the use of ICT could be led to get the students know the multicultural, social and behavioral aspects of the societal. Some literatures, web-sites, and information about it should be provided.
111
The next, the activity that engage the millennial learners with ICT and multicultural, social and behavior aspects must be inserted in the process of edifying, so it would not only the concept but it will become the direct action.
Also, as the education is only the notion, there must be the role people who will take part and conduct for it. For that reason, teachers, school masters, educationalist, stake-holders, and parents must entail in the direct process.
CONCLUSIONS
Employing the questionnaire research, this study proposed to give information of students’
predictive behavior on technology adoption and the implication for multicultural, social and behavior aspects as 21st century skills. The findings show that most of the millennial learners plan to connect with the ICT in the future, their intentions and attitudes towards ICT is also shown the positives responses. They also believe that the ICT could assist them in the process of school activity.
Furthermore, it is implicated that the use of ICT in the scheme of schoolwork must involve multicultural, social and behavior aspects as 21st century skills.
The finding illuminates our knowledge on how the students’ behavior will hold on the ICT in the activities of schooling. It also gives us directions of what to do to face the future related to the implementation of ICT in education and engaging it to the multicultural, social and behavior aspects as 21st century skills.
At last, this scrutinize suggests teachers, school masters, stake-holders, educationalist, and government to engage millennial learners with the ICT and to multicultural, social and behavior aspects in the process of education.
REFERENCES
Abao, E., Dayagbil, F. & Boholano, H. (2015). Engagement to social networking: Challenges and opportunities to educators. European Scientific Journal. 11(16), 173‐191.
Ajzen, I., & Madden, T. J. (1986). Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology, 22, 453-474.
Albirin, A. (2006). Cultural perceptions: The missing element in the implementation of ICT in developing countries. International Journal of Education and Development using Information and Communication Technology (IJEDICT),2(1) 49-65.
Bickam, et al. (2008). Learning in the 21st century: Teaching today’s students on their terms. The International Education Advisory Board (IEAB).
Canul, Y. C. (2010). A culturally competent citizenry for the 21st century. Retrieved August 2, 2018, from https://www.advanc-ed.org/source/culturally-compet ent-citizenry-21st-century.
Conference Board of Canada. (2000). Employability skills 2000+. Retrieved from:
www.conferenceboard.ca/topics/education/learning-tools/employability skills.aspx.
112
DiLullo, C. (2015). Learners of a new generation. In Chan, L. K. & Pawlina, W. (Eds.), Teaching anatomy: A practical guide. Switzerland: International Publishing.
Fishbein, M., & Ajzen, I. (1975). Beliefs, attitude, intention, and behavior: An introduction to theory and research. Massachusetts, MA: Addison-Wesley.
Fishbein, M. & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach.
New York, NY: Taylor and Francis Group.
Francis, J. J. et, al. (2004). Constructing questionnaires based on the theory of planned behaviour:
A manual for health services researchers. Newcastle upon Tyne, UK: Centre for Health Services Research, University of Newcastle upon Tyne.
Goyal, E., Purohit, S. & Bhagat, M. (2010). Factors that affect information and communication technology usage: A case study in management education. Journal of Information Technology Management, 21(4).
Hamilton-Wentworth District School Board (n.d). Education for the 21st century: here, now and
into the future. Retrieved from
http://www.pucrs.br/ciencias/viali/tic_literatura/relatorios/Full-Report.pdf
Howe, N. & Strauss, W. (2007). The next 20 years; How customer and workforce attitudes will evolve. Harvard Business Review. Retrieved, 2018, from https://hbr.org/2007/07/the-next-20-yea rs-how-customer-and-workforc e-attitudes-will-evolve.
Juke, I. & Dosaj, A. (2006). Understanding digital kids: Teaching & learning in the new digital landscape. The InfoSavvy Group.
Kite, M. E. (2015). Multicultural competence. Psychology Teacher Network, 25(1).
Kivel, P. (2007). Multicultural competence. Retrieved August 5, 2018 from http://paulkivel.com/wp-content/uploads/2015/07/multiculturalcompetence.pdf.
Leight, M. (2006). Millennials’ education relies on technology. Retrieved August 6, 2018, from https://edtechmagazine.com/k12/article/2006/10/millennials-education-relies-technology.
Ma, H. K. (2012). Behavioral competence as a positive youth development construct: A conceptual review. The Scientific World Journal. doi:10.1100/2012/568272.
Ma, H. K. (2012). Social competence as a positive youth development construct: A conceptual review. The Scientific World Journal. doi:10.1100/2012/287472.
Maghrabi, R. O. & Palvia, P. (2012). The impact of information technology (IT) on national culture:
The case of Saudi Arabia. Paper presented in Thirty Third International Conference on Information Systems in Orlando.
Monaco, M. J & Martin, M. (2007). The millennial student: A new generation of learners. Athletic Training Education Journal, 2.
Nisar, M. W., Munir, E. Shad, S. A. (2011). Usage and impact of ICT in education sector; A study of Pakistan. Australian Journal of Basic and Applied Sciences, 5(12), 578-583.
Oblinger, D. (2003). Boomers, gen-x-ers & millennials understanding the new students. Educause Review.
Olaore, I. B. (2014). The impacts (positive and negative) of ICT on education in Nigeria. Developing Country Studies, 4(23).
113
Partnership 21st Century Skills. (2008). 21st century skills education and competitiveness guide.
Retrieved from: http://www.p21.
org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf.
Phillips, C. R. & Trainor, J. E. (2004). Millennial students and the flipped classroom. Proceedings of ASBBS, 21(1).
Taylor, P & Keeter, S, (Eds.). (2009). Millennials a portrait of generation next confident, connected, open to change. Pew Research Center.
Shareef, M. A., Kumar, V. Kumar, U. & Hasin, A. A. (2009). Theory of planned behavior and reasoned action in predicting technology adoption behavior. In Davidson, R. M, et. al (Ed).Handbook of research on contemporary theoretical models in information systems.
Pennsylvania, PA: IGI Global.
Siragusa, L.& Dixon, K. C. (2009). Theory of planned behaviour: Higher education students' attitudes towards ICT-based learning interactions. Proceedings ascilite Auckland.
Tantri,N. R.(2013). Englishasagloballanguagephenomenonandtheneedof cultural conceptualizations awarenessinIndonesian ELT.IJ-ELTS: InternationalJournal of 1 English Language&Translation Studies, 1.
The Ontario Public Service. (2006). 21st century competencies.
http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyC ompetencies.pdf.
Turiman, P., Omar, J., Daud, A. M. & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia - Social and Behavioral Sciences 59, 110 – 116.
United Nation Conference on Trade and Development (UNCTAD). (2011). Measuring the impacts of information and communication technology for development. Switzerland: United Nation.
Zhu,H.(2011).Frominterculturalawarenesstointerculturalempathy.EnglishLanguageTeaching, 4(1).
114