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Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

机译:学生的ICT使用情况简介:识别,决定因素以及与计算机和信息素养测试相关的成就

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摘要

Current debates on students' use of information and communication technology (ICT) have brought to attention profiles and purposes of ICT use in either school-related or recreational contexts. Examining these two contexts at the same time, the present study seeks to identify student profiles of ICT use on the basis of the Norwegian International Computer and Information Literacy Study (ICILS) 2013 data (N = 2426). In order to explore profiles of ICT use in schools and at home for different purposes such as recreation, study purposes, exchanging information, and social communication, we take a person centered approach and apply latent profile analysis. These analyses revealed two independent user profiles and showed that background characteristics (i.e., gender, immigration status) and motivational constructs (i.e., self-efficacy, interest, and enjoyment in ICT) play a significant role in determining profile membership. Significant differences between the user profiles in students' computer and information literacy test performance did not exist. Given that the coverage of ICT at home and in schools has increased substantially over the last decades, the identification of user profiles informs teachers and parents about whether or not students exploit these opportunities to the same extent. Implications for future research and practice are discussed. (C) 2017 Published by Elsevier Ltd.
机译:当前有关学生使用信息和通信技术(ICT)的辩论引起了人们的关注,以及在学校或娱乐环境中使用ICT的目的。同时研究这两种情况,本研究旨在根据挪威国际计算机和信息素养研究(ICILS)2013数据(N = 2426)确定学生的ICT使用情况。为了探究学校和家庭中出于娱乐,学习目的,信息交换和社会交往等不同目的而使用ICT的概况,我们采用以人为本的方法并进行潜在概况分析。这些分析揭示了两个独立的用户个人资料,并表明背景特征(即性别,移民身份)和动机构成(即自我效能,兴趣和对ICT的享受)在确定个人资料成员身份方面起着重要作用。在学生计算机中的用户配置文件和信息素养测试性能之间不存在显着差异。鉴于在过去的几十年中,家庭和学校中ICT的覆盖范围已大大增加,因此,对用户个人资料的识别可以使教师和家长了解学生是否在相同程度上利用了这些机会。讨论了对未来研究和实践的影响。 (C)2017由Elsevier Ltd.发布

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