Abstract:

Recent decades posed challenges for Israeli higher education institutes, due to the penetration of the Ultra-Orthodox population to the academic scene and their drive to broaden their academic capabilities [1]. Women specifically perceive themselves as gatekeepers and agents of change and progressivism. This requires sensitivity in their coping with technology as students.

The goal of the study is to examine digital competence among Ultra-Orthodox and secular higher education students (N=161) in the first year course “Information Technologies”. The research questions focus on students’ perceived digital competencies for teaching and learning prior to and following their training, as well as differences within and between the two groups. Participants included 44 Ultra-Orthodox students (all female) and 117 secular students (5 male and 112 female). The tool developed for this study included a questionnaire dealing with perceived proficiency in using ICT before and after the course and addressing their technological and pedagogical self-efficacy as well as their perceived importance of the course for their role as students and as future teachers.

According to findings, differences between the two groups were identified in perceived proficiency in using ICT before and after the course within and between groups: proficiency was significantly higher in 5 of 6 platforms among the secular group. Proficiency using Word was the highest, and the only platform in which no significant differences were identified between Ultra-Orthodox and secular students. We examined correlation between proficiency and students’ age in both groups prior to the course. In the Ultra-Orthodox group correlations were significant between age and proficiency using all digital platforms, i.e., the older the participants – the less proficient they perceived themselves prior to the course.

Regarding their technological and pedagogical self-efficacy, differences were also identified. Perceived proficiency was higher in most digital platforms in both Ultra-Orthodox and secular groups. However, no differences were found between groups in their perceptions regarding their proficiency in using the platforms studied in the course at the end of the course. Students were asked regarding their sense of confidence in their ability to cope with digital platforms unfamiliar to them. In both groups average was high, but no differences were found between groups. No correlations were found between age and proficiency using digital platforms within both groups after the course. The average was high for both groups regarding their perceptions of the importance of the course for their training as students as well as for their teaching as teachers. Ultra-Orthodox students perceived the importance of the course as higher than their peers in the secular group. When examining correlation between age and perceived importance of the course “Information Technologies” for training and teaching, we found a correlation between age and perceived importance of studying the course in the Ultra-Orthodox group, i.e., the older the students, the higher was their perceived importance of the course for training. Findings show fundamental impact of the course among Ultra-Orthodox participants in technological and pedagogical aspects.

References:
[1] Novis Deutsch, N., & Rubin, O. (2018). Ultra-Orthodox women pursuing higher education: Motivations and challenges. Studies in Higher Education.

Keywords:

Perceived Digital Competencies, Ultra-Orthodox, Secular, Information Technologies, Higher Education Students.