TITLE: THE DIGITAL DIVIDE BETWEEN MALE AND FEMALE FRESHMEN STUDENTS IN THE COLLEGE OF HEALTH SCIENCES IN KUWAIT Multiple studies, such as (Abdalhameid, 2002; Fraina, 1991; Okebukola & Woda, 1993) have indicated that the Digital Divide still exists in many countries, especially regarding use by men and women. However, the U.S. Department of Commerce (2002) indicated that in some developed countries, such as the United States, the digital divide has or is disappearing. Further, some studies (Cramer, 2007; Ringstaff & Kelley, 2002; Terenzini, Theophildes, & Lorang, 1984; Waxman, Lin, & Michko, 2003) have indicated that the Digital Divide can have an impact on learning outcomes. Although Kuwait is a developed country, little research has been done in Kuwait in order to determine whether the Digital Divide still exists and whether or not any Digital Divide that might exist has an impact on learning outcomes. Therefore, the purpose of this study was to determine whether there is a Digital Divide between male and female freshmen students in the College of Health Sciences in Kuwait. In addition, the study examined how access to computers and the Internet affect male and female learning outcomes. The target population for this study was all the freshman students currently enrolled in the College of Health Sciences: a convenience sample comprised of 500 freshmen students attending single-sex programs in the College of Health Sciences in Kuwait during the 2008-2009 academic years. Two hundred fifty male and 250 female students volunteered from each single-sex program. The Digital Divide Questionnaire (DDQ) was developed by the researcher for this study, and used to gather the data. In order to address the research questions, Independent Sample t-tests were conducted using an alpha level of .05 for the difference of means between male and female students. Spearman's rho correlation and Chi-Square were used to test for significant relationships between the subscale variables and the independent variables. Findings of research question one indicated that the average time female students had access to computers at the college level was higher than male students (t= -7.216, df = 455.05, p < .05). In addition, the average time female students had access to computers and the Internet at CHS was higher than male students (t= -7.573, df = 441.95, p < .05). Findings of research question two indicated that there was a significant association between the learning outcomes at high school level and gender (Chi- Square= 44.687, df=3, p< .05). Another significant association was found between gender and learning outcomes of GPA at the college level (χ2 =23.2, p < .05). Findings of research question three indicated that a correlation (Spearman's rho = .116, P < 0.05) was found between college GPA and the average score of Internet access in college; this correlation was present for both male and female students. Moderate positive relationships (r = .545, P > 0.05) were found between students' attitudes toward computers, and access to computers and the Internet at the college level.

Lack of trust in technology, personal preference, and perceived inability to use online services are possible reasons for lagged adaptation to electronic government (e-government) among older adults in the United States. Although e-government policies promote, or require, that many public services be provided electronically, it is unclear whether older adults are able, or willing, to access such services. The purpose of this qualitative, exploratory study was to gain insight from older adults (e.g., "individuals who are 65 years or older") about their ability and willingness to access e-government services in a mid-Atlantic County. The framework for this research was Roger's diffusion of innovation theory. Data were collected via interviews with 21 older adults and then inductively coded and subjected to a thematic analysis procedure. Most participants reported using e-government services in some capacity, while the remaining 10% did not because of vision issues, the overabundance of information, personal dislike of technology, and/or the belief that e-government was not conducive for self-management. However, 28% of the participants who had used e-government preferred face-to-face interactions with people instead of online servicing while also recognizing the benefits of e-government services in terms of convenience. Moreover, participants suggested that e-government usage might improve if explanations of online terminology, examples of services, and instruction on primary online services, such as web services, are offered. The study may contribute to positive social change by providing information that federal, state, and local government officials can use to develop policies for e-government accessibility, types of services, and alternative options for the aging population.

Studiens syfte är att utveckla kunskap om lärares motivation till användning av digitalteknik i undervisningen. Ämnet belyses genom frågeställningarna; Vilken förståelse har lärare för den digitala teknikens roll i undervisningen? och Vilka aspekter påverkar lärarnas motivation till användning av digitalteknik i undervisningen? I studien deltar fem verksamma lärare som undervisar i årskurs 1-6. Utifrån semistrukturerade kvalitativa intervjuer beskrivs och kategoriseras aspekter som påverkar lärarnas motivation till att använda digitalteknik i undervisningen.    Studien visar att tvetydighet präglar lärarnas förståelse för den digitala tekniken. Lärarna uppvisar en förståelse för teknikens möjligheter och utnyttjar den för personlig utveckling och som informationsbank.Det framkommer dock inte lika frekvent att den digitala tekniken används i undervisningssituationen.    Det är flera aspekter som påverkar lärarnas drivkraft att använda digitalteknik i undervisningen. Tillgången till digitalteknik och huvudmans delaktighet är aspekter som visar sig ha stor påverkan på lärarnas drivkraft. Andra faktorer är tidsaspekten, intresse och kunskap om digitalteknik. Lärarna i studien har intresse för den digitala tekniken i undervisningen men önskar mer kunskap om mediet. / The objective of this study is to develop knowledge around teachers’ motivation to use digital technology in education. The study is performed with the following research questions; Which understanding does a teacher have of the role of digital technology in education? and Which aspects affects the teacher’s motivation to use digital technology in education? Five teachers who actively teach grade 1-6 takes part in the study. Semi-structured qualitative interviews are used to describe and categorize aspects that affect teachers’ motivation to use digital technology in education.    The study shows that teachers have an ambiguous understanding of digital technology. Teachers demonstrate understanding of the possibilities with digital technology and use it for personal development and as an information source. In contrast, digital technology is less frequently used while teaching.    Several aspects affect teachers’ incentive to use digital technology in education, access to technology and institutional involvement are exhibited as the most important factors. Other aspects are time, interest, and knowledge. All the participating teachers are interested in digital technology coupled with education while desiring more knowledge about the field.

The purpose of this research was to investigate the e-readiness of warehouse workers in a supply chain management environment. Organisations increasingly contemplate e-learning as a training option to develop their employees. Globalisation of commercial ventures increasingly demands that organisations become more competitive by introducing Information Technology (IT). e-Learning is seen as a stepping stone for empowering employees. Supply-chain management organisations use unskilled warehouse workers to perform manual duties such as registering, storing and quick location of stock for distribution. IT supports these logistic procedures – emphasising the need to introduce e-learning to warehouse workers. Questionnaires confirmed that the unit of analysis was multi-racial, mostly black, between eighteen and sixty years old and of both genders. Their limited educational qualifications are representative of many similar developing communities of work across Africa. e-Learning requires access to technology, computer literacy, self-discipline, the drive to develop and the confidence to use technology to achieve objectives. Warehouse workers as developing communities are trapped by the digital divide amidst calls to bridge the divide by introducing IT to such communities. Questions are raised whether they have the discipline, motivation, and skills to learn from such a complex learning strategy. Interviewed corporate learning experts cautioned that specific infrastructures and personal attributes are crucial. Insufficient computer experience, anxiety and technophobia, may cause warehouse workers to become unlikely candidates for e-learning. My inquiry was an interpretive, qualitative case study, intent on understanding emotional, technical, and social aspects influencing e-readiness. I collected my data in four phases. Phase one was a questionnaire to collect biographical information of the warehouse workers. During phase two, by means of a Delphi technique, I established consensus from a group of e-learning experts of what ereadiness encompasses. Phase three consisted of interviews with and observations of workers performing their daily tasks and also while completing a computer-based tutorial. In phase four I conducted interviews with warehouse managers on their perceptions of the e-readiness of their workers. From the literature I extracted Reeves’ (1999) three learner inputs, as well as six fundamental categories of e-readiness. With these nine theory codes, I followed an inductive-deductive grounded theory approach to analyse the data. I constructed six sub-questions as basis for the enquiry. I tallied the frequencies of the conceptual codes of e-readiness and created an inventory of applicable conceptual codes according to the theory codes. Patterns of technical and affective experience, aptitude, origins of motivation, access to computer infrastructure and organisation culture culminated as my seven main findings on the e-readiness of warehouse workers. I determined inter alia that warehouse workers do not suffer from technophobia, nor are they really intimidated by technology. However, they need guidance and expert facilitation to become successful e-learners. They are aware that they are dependent on the organisation’s infrastructure to develop their skills and capabilities. Therefore, the e-maturity of an organisation can greatly benefit from warehouse workers’ involvement in e-learning. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / unrestricted