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1.
This study draws upon qualitative data to examine children's understanding of computers and how they work. The study involved interviewing a sample of 10 and 11 year old pupils in two primary schools. The results showed that children who have experience of ICT in the home as well as the school have a better understanding of the computer system and its functions. These children drew analogies of computers to related activities. Those with no computer access at home had limited knowledge of what computers are used for.  相似文献   

2.
Based on survey data from 612 pupils in five English primary schools, this paper investigates children's engagement with information and communication technologies (ICTs) inside and outside the school context. Analysis of the data shows pupils' engagements with ICTs to be often perfunctory and unspectacular, especially within the school setting, where the influence of year group and school attended are prominent. Whilst the majority of children felt that ICT use led to gains in learning, the paper discusses how there was a strong sense of educational uses of ICTs being constrained by the nature of the schools within which 'educational' use was largely framed and often situated. The paper concludes by suggesting possible changes to ICT provision in primary schools, most notably relaxing school restrictions regarding Internet access and developing meaningful dialogues with pupils about future forms of educational ICT use.  相似文献   

3.
This paper presents the results of an analysis of secondary students’ computer use, aimed at understanding how different factors influence the profile of activities carried out by students with computers. The analysis is based on the data from a national study aimed at measuring students’ Information and Communication Technology (ICT) skills for learning. A factor analysis was carried out to categorize students’ activities with computers and several indexes were constructed to define the comparison groups. Finally, a multiple linear regression analysis was performed to explain the frequency of the activities. Results show that students with access to computers at home mainly perform activities categorized as Socializing, Academic, Gaming and Production and that although the absolute frequency of these activities differs across groups, the profiles of computer use are surprisingly similar for groups based on students’ socio-economic group, experience with ICT, and self-confidence in the use of ICT. The only variable that discriminates user profiles is gender. Based on these findings, it can be claimed that Chilean secondary students with access to computers at home tend to show a rather homogenous computer-use profile, once access is equated.  相似文献   

4.
Information and communication technology (ICT) use among children in low-income countries remains understudied. The purpose of this study is to describe laptop usage among children in the context of the One Laptop per Child (OLPC) project 4 years after the laptops were first introduced in a community in Madagascar. The study was conducted using a mixed-method approach combining analysis of ICT use history, empirical observations, and interviews with children and parents. In class, activities involving laptops—including educational games, information research, and the creation of texts and storyboards—were found to be aligned with existing classroom activities. Outside school, computers were found to be used in individual, group, or family settings to listen to music and watch videos, play games, share content, and do homework. The study also found that computers play a major role in everyday routines, opening up new possibilities in photography and video-making. The findings also indicate that computer usage encourages children to learn new literacies in which image plays a central role and new forms of self-expression if they are accompanied and supported by their family.  相似文献   

5.
Abstract

This article reports on a small-scale investigation into the effectiveness of a new information and communications technology (ICT) module for Postgraduate Certificate of Education primary trainees. The trainees are audited and later surveyed. Those involved with training in the school/university partnership are also questioned about the trainees' use of ICT in the classroom. A survey of attitude towards the use of ICT in primary schools gives interesting results which in many ways reinforce the expectations of this type of investigation. Two definitions of the usefulness of work with computers in the primary school are offered: for future functionality, and for wider learning benefits. The article concludes that the module was effective, but with certain provisos. The notions of future functionality and wider learning benefits are highlighted as an area for further investigation with a view to recommending more explicit involvement of trainees and with more well-defined, subject-centred work in ICT  相似文献   

6.
教育大数据的发展离不开信息与通信技术(ICT)的广泛应用。基于PISA 2015学生ICT问卷和科学素养得分,通过对基础教育阶段学生个体科学素养表现的综合测评,可以详细探究包含中国在内的10个发展中国家的学生ICT水平与其科学素养得分之间的潜在关系。研究发现,以上发展中国家的学生如果在6岁及以前第一次接触电脑从一定程度上将对学生的科学素养产生积极影响;学生在学校或校外使用网络的时间如果超过4个小时或继续增加,科学素养则会出现显著下降趋势;允许学生在可控的时间范围内(如1~2小时)高效合理地使用网络,能在一定程度上提高学生的科学素养。对于中国学生,家校首先应鼓励并倡导其在"6岁及以前"接触诸如电脑等ICT设备,从而促进学生科学素养的形塑与提升;其次,工作日期间,无论是校内还是校外,家校都应严格监督并限制学生ICT电子产品以及网络的使用;再者,周末期间,家校应倡导学生在可控的时间范围内高效合理使用网络,"一刀切"或者肆无忌惮的放纵都将产生难以估量的恶性影响。  相似文献   

7.
Since our first studies of information and communications technology (ICT) skills and ICT use at universities in 2004, ICT and its use by students has changed greatly. In order to obtain a more detailed picture of ICT skills, we first construct a new instrument to measure the self-perception of ICT skills (49 items) and of ICT use (53 items) by students. This allows us to find some patterns for ICT skills and ICT use. In order to explain these patterns, two basic hypotheses are formulated. The first suggests that positive ICT learning experiences at home, in school, and with peers could contribute to mastering a higher level of ICT skills and more frequent use of ICT among bachelor’s students, a hypothesis that aligns with Dewey’s learning theory. The second hypothesis suggests that there is a similarity between the characteristics of information systems and scientific research, and that students who identify more with scientific research would be more likely to have greater ICT skills and a higher frequency of ICT use. Both hypotheses are tested among bachelor’s students, using some important contextual variables (gender, domain of study, ICT course in secondary school or at university, and education level of parents). It can be concluded that there is a relationship between the ICT learning experience and the research-oriented identity commitment of bachelor’s students on the one hand, and their command of ICT skills and the frequency of use of computers, ICT instruments, and ICT programs on the other.  相似文献   

8.
The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through ICT was the prevalent culture in the school. Thirty year six pupils [aged 10–11 years] were selected at random from the final year cohort and were interviewed to determine their views about school science and their views about the teaching methods employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to their new school, and were again asked their views about school science and the way it was taught. While in the primary school, pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary school, which compensated for the relative lack of ICT in science teaching.  相似文献   

9.
This paper presents an approach to concept-mapping that was used in an EU-funded project to study ten year old pupils' representations of Information and Communication Technologies (ICT). The research task – to draw a concept map of computers in today's world – was administered to children in six EU countries twice. In England this took place immediately before and after the introduction of networked PCs in their schools. They were asked to use their maps to communicate their ideas through drawing to the researchers and other children who did not all speak the same language as them. The maps were analysed both quantitatively and qualitatively, using phenomenographic methods combined with semiotic interpretation. The maps showed that the children had well-developed mental representations (secondary artifacts) of the role of ICT in today's world, even when they had little or no practical experience of using the Internet. Psychological theories suggest that learning depends to a considerable extent on the development of secondary artifacts of this kind. The extent and variety of knowledge about computers demonstrated by all children in the cohort came as a surprise and suggested that they would be very well prepared to develop sophisticated ICT skills once they had good access to ICT tools. Current approaches to ICT use in primary schools, involving explicit, systematic teaching of ICT skills, may therefore not be making the most cost-effective use of scarce resources. Exploratory use of ICT within open-ended project work, reflecting the kind of use that computer-literate adults make of ICT, might be more likely to provide the context for children's rapid development of a complex range of ICT skills.  相似文献   

10.
Using information and communication technologies (ICTs) can improve older adults’ quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults’ technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.  相似文献   

11.
Abstract

The author reports on a study investigating the use of information and communications technology (ICT) by academic and nonacademic staff at an independent English secondary school. Three key areas were investigated: access to ICT both in and outside the school, the perceived and desired ICT ability of staff, and the issues preventing increased use of ICT in teaching, learning and administration. Results showed that a major challenge facing the school was not access to ICT resources, but the provision of relevant and supportive training for staff  相似文献   

12.
Initiatives to integrate technology in schools are continuously increasing, with efforts to bridge the “homework gap” and provide technology access in low-income households. However, it is critical to include nondominant parents in technology adoption decisions in order to avoid mirroring past patterns of inequality in home-school relationships. This study examines the digital access, use, and beliefs of Spanish-dominant immigrant parents, whose children attended a school in early stages of 1:1 (one laptop, one child) and BYOD (bring-your-own-device) initiatives. Informed by critical and ecological approaches to family literacy and technology use, the analysis compares the cases of eight parents attending technology workshops facilitated by the researcher and looks at the factors and contexts shaping their digital access and use and their shifts in access over two years. The analysis then narrows down to their beliefs about the use of school-provided devices. Findings illustrate the diversity in device use and customization in families with similar immigration trajectories, showing how economic factors, education, and established livelihoods in the community shaped their decisions to obtain devices and Internet connectivity. Cases also show the crucial role of the school in providing computers and technology training; however, decisions about taking school devices home and supervising children's activity were shaped by parents' beliefs about their roles supporting their children's moral education, and their existing family practices. Implications for family literacy programs and outreach for digital equity in new migration settings are discussed.  相似文献   

13.
Current learning and teaching methods, such as resource–based learning, require children to make use of a range of resources within and outside school. However, access to learning resources, especially ICT (information and communications technology), depends on the facilities available within a child's school, home and local community. A research project entitled "Children, Access and Learning: Resource–based Learning and the Impacts of Environment and Learning Cultures" was undertaken by CIRT (Centre for Information Research) at the University of Central England in Birmingham, UK between March 2000 and September 2001. This research emerged from concerns that circumstances in and beyond school may disadvantage those children without easy access to resources. This article outlines some of the findings of the research in the context of current debates surrounding the growing importance of ICT in education.  相似文献   

14.
ABSTRACT

This paper describes a small scale research project to pilot the loan of portable computers to students and staff for use on or off‐campus. The purpose of the research is to identify organisational procedures and associated problems, find out how these portable computers are used, and whether or not they are an effective and efficient use of resources. Take‐up of the scheme in its first phase indicates popularity with students and positive outcomes. Very high use was recorded and many students report that use in their own time and in the atmosphere of their own surroundings encourages greater self‐confidence in information technology. They also consider that access to the portables has proved significant, with the quality of their work enriched. Such experiences raise important questions about the organisation of computing facilities and focus issues beyond the viability and economics of portable computer loan schemes. Within the outcomes of the project, there should be useful data pointing to the need to develop imaginative policies and funding models whereby each student can own or have ready access to their own personal computer. An important outcome of this could be the increased use of information technology by initial teacher education students, resulting in a corresponding increase in the transference of confidence, and use of information technology by children and other teachers in school.  相似文献   

15.
This paper provides an overview of developments in the use of information and communications technology (ICT) in the education of children with a visual impairment. The context is set by summarising the population of children with a visual impairment in this country, and presenting World Health Organisations classification of disability as a criteria by which the relevance of ICT can be measured. Case-studies of the use of different types of educational and access technology are presented and it is argued that information and communications technology has a valuable role in providing opportunities for children with a visual impairment to participate more fully in education.  相似文献   

16.
The aim of the British Government's National Grid for Learning policy is to harness the power of information and communications technology (ICT) in order to create a 'curriculum without walls', where the riches of the world's intellectual, cultural and scientific heritage are available to all. Central to this vision are the assumptions that: all pupils will in the future have appropriate access to computers at home and at school; that there is a common conception between home and school as to what actually constitutes learning. In this paper the authors draw on preliminary findings from a 2 year study of how young people actually utilise ICT at home and at school to raise important questions about the realisation of the Government's policy objectives.  相似文献   

17.
Software reviews     
The focus in this study is special educators working with children with disabilities and in need of special support and their relation to information and communication technology (ICT). The study is an evaluation of a National State Programme intended to train special educators in the field of ICT. The study is based on a questionnaire answered by 618 special educators, and interviews with 20 educators and 10 headteachers. The results from the study show that there is a great need of education in the ICT field and that the lack of time and financial resources affect the work in the school. The training programme focused on difficulties in reading and writing, although most of the teachers desired a more general knowledge about children with disabilities. It also appears that the knowledge within this area of special education is mainly based on how these practitioners understand their own work. New thinking and innovations in the area are judged, accepted or rejected on the same basis. The headteachers lacked knowledge about the training and were not engaged in this special effort, although they are responsible for the development of the school. One conclusion is that technology was stressed more than the pedagogy.  相似文献   

18.
This paper provides the first causal estimates of the effect of children’s access to computers and the internet on educational outcomes in early adulthood, such as schooling and choice of major. I exploit cross-cohort variation in access to technology among primary and middle school students in Uruguay, the first country to implement a nationwide one-laptop-per-child program. Despite a notable increase in computer access, educational attainment has not increased; the schooling gap between private and public school students has persisted, despite closing the technology gap. Among college students, those who had been exposed to the program as children were less likely to enroll in science and technology.  相似文献   

19.
With the prevalence of ICT, the concept of reading literacy has evolved to encompass both online reading and printed texts. This study clarifies the relationship between reading printed texts and online electronic texts from the perspective of individual differences in the inner and outer phases of ICT in a partial mediation model. We used the PISA 2009 data with 297,295 fifteen-year-old students (49.6% males) across 42 regions. The inner state of ICT represents students' attitude toward computers and confidence in high-level ICT tasks, whereas the outer state of ICT represents students' access to ICT facilities at home or school. The indirect results showed students' reading literacy improved with better attitude toward computers, confidence, and ICT availability at home, as long as the effect was mediated through engagement in online reading activities, even though availability of ICT at home had a direct and negative impact on PISA 2009 reading literacy.  相似文献   

20.
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers’ use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1–9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers’ beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers’ perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration.  相似文献   

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