An analysis of variables affecting the ICT literacy level of Korean elementary school students

How the ICT development level and usage influence student achievement in reading, mathematics, and science

“…Therefore, many countries have implemented ICT-related policies and invested considerable resources in ICT infrastructures in schools (Witte & Rogge, 2014). The integration of ICT in teaching and learning is aimed at improving students' 'twenty-first century skills' (Anderson, 2008;Kim, Kil, & Shin, 2014) and achieving major international goals such as EFA (Education for ALL) and the WSIS goals (World Summit of Information Society) (WSIS, 2003). Moreover, the application of ICT in education might be helpful for increasing opportunities for learning and reducing the gap between socioeconomic factors and education system outcomes (Shank & Cotton, 2014).…”

The Big-Fish–Little-Pond-Effect revisited: Do different types of assessments matter?

“…Sawang, Sun, and Salim (2014) support this argumentation and stress that social norms play a crucial role in computer-based environments. These additional sources could not only be based on achievement but also on schoolmates' ICT-related skills or even mere ICT availability as references for peer norms (Chu & Chu, 2010;Kim et al, 2014;Light, Littleton, Bale, Joiner, & Messer, 2000;Terzis & Economides, 2011). In this context, comparative research on ICT literacy points out the problem of the "digital divide", which fosters social comparisons due to inequalities in ICT availability and use (Hohlfeld, Ritzhaupt, Barron, & Kemker, 2008;Li & Ranieri, 2013).…”

“…However, these constructs neither reflect students' skills in using ICT nor the perceived usefulness of ICT; two constructs that could moderate the BFLPE even stronger (see discussion related to technology acceptance, e.g., Sawang et al, 2014). In order to understand the interactions between the BFLPE and ICT-related constructs more deeply, we suggest using further scales on students' ICT literacy beyond mere ICT use and availability as well as incorporating factors of ICT inclusion in classrooms and teachers' ICT acceptance (Hatlevik & Christophersen, 2013;Kim et al, 2014;Terzis & Economides, 2011). Fourth, we restricted our analyses to only one country.…”

“…Following the argumentation of Dai, Rinn, and Tan (2013) as well as Chu and Chu (2010), computer-based assessments, first, provide relatively new assessment situations, in which students have to perform quite complex and interactive tasks, leading to uncertain beliefs about their abilities than in familiar ones. Second, CBAs could add further sources of social comparisons beyond mere school-average ability (e.g., ICT availability as a proxy of social status; Kim, Kil, & Shin, 2014;Terzis & Economides, 2011).…”

The Role of Computer-Assisted Instruction in the Teaching of Probability

“…For this reason, learning environments that develop students' previous intuitions and thinking on probabilistic reasoning should be provided, so that students not only criticize their previous intuitions and insights also create relationships between new intuitions and information. However, many studies indicate that probability is not being effectively taught in many countries (e.g., Jones et al, 1997;Gürbüz, 2010;Kim, Kil, & Shin, 2014) and student face great difficulties in probability activities. Some potential causes for such difficulties might be due to the instructional problems and the student centered problems.…”