An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers

Wang, Shiang‐Kwei; Hsu, Hui‐Yin; Campbell, Todd; Coster, Daniel C.; Longhurst, Max

doi:10.1007/s11423-014-9355-4

Cited by 190 publications

(133 citation statements)

References 41 publications

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“…In line of this result, another Portuguese study shows that about 68% of Portuguese adolescents actively use social networks (Microsoft, 2010). Given that adolescents have grown up with ICTs, this generation is often called the Net Generation (Tapscott, 1998(Tapscott, , 2009 or digital natives, having different ways of expressing themselves and different learning preferences (Prenksy, 2001(Prenksy, , 2011Wang, Hsu, Campbell, Coster, & Longhurst, 2014). Thus, this is a very interesting group regarding the study of ICT usage.…”

mentioning

confidence: 99%

Evaluating Use and Attitudes Towards Social Media and ICT for Portuguese youth: the MTUAS-PY scale

Costa¹,

Matos²,

Pinheiro³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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Measures on usage and attitudes towards ICT and social media are very diverse hindering the comparability of data. Due to its heavy use by young Portuguese, it is relevant to have comprehensive and accurate measurement tools.The main aims were to translate and adapt The Media and Technology Usage and Attitudes Scale (Rosen, Whaling, Carrier and Rokkum, 2013a) This psychometric study included an EFA conducted on a sample of 322 subjects aged between 12 and 18 years old (Mean age=14.78; SD= 2.04), being 59.3% girls. It also included a CFA on a sample of 479 subjects also aged between 12 and 18 years old (Mean age= 14.94; SD= 2.01), being 53% girls. The subjects were invited to participate voluntarily and the confidentiality of the data was assured.In EFA, for Usage, the PCA with a varimax rotation originated a solution with 10 factors explaining 73% of the total variance and for Attitudes a PCA forced to four factors with oblimin rotation resulted in 61% of total variation explained. The CFA presented acceptable adjustments to fit indices in Usage and Attitudes sub-scales.The MTUAS-PY scale has adequate psychometric qualities for assessing use and attitudes towards ICT and social media in Portuguese youth. Studies on different profiles throughout the youth and the comparison with behavioral data will further our understanding on a reality in constant technological change.

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mentioning

confidence: 99%

Evaluating Use and Attitudes Towards Social Media and ICT for Portuguese youth: the MTUAS-PY scale

Costa¹,

Matos²,

Pinheiro³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…Despite many students attesting to technology as supportive of their learning, many teachers continue to restrict such application (Gillett-Swan & Sargeant, 2017;Kolikant, 2012;Tondeur, van Braak, Ertmer, & Ottenbreit-Leftwich, 2017;Wang, Hsu, Campbell, Coster, & Longhurst, 2014). Ignoring these possibilities not only limits educational innovation but stifles children's communication freedoms.…”

Section: Technological Advancesmentioning

confidence: 99%

Assuring children’s human right to freedom of opinion and expression in education

Gillett-Swan

Sargeant

2017

International Journal of Speech-Language Pathology

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The Universal Declaration of Human Rights elaborated for children through the United Nations Convention on the Rights of the Child, mandates each child's right to participate in all matters affecting them. In particular, Article 19 includes the child's right to freedom of expression and opinion, access to information and communication choice. However, many barriers placed on children's daily lives often restrict or limit the enactment of children's participatory rights in practice, most noticeably in education. It is often the adult who decides what, when and how children can communicate, and the extent children's views and opinions are sought, considered or incorporated. This paper explores how children's daily lives are mediated in ways that restrict their expression, voice and communication rights. Children spend a significant proportion of their daily lives in education settings yet the restrictions on children's access to information and communication choices do not reflect contemporary pedagogical thinking. Many school settings perpetuate the key participation barriers of adult attitude and knowledge, pedagogical tradition, organisational structure and technological advancement. Such barriers to engagement stifle the realisation of the child's communication rights that then limits educational enhancement. Supporting children's right to communicate via a range of media enables pedagogy supporting voice-inclusive practice.

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“…Des études nombreuses en particulier conduites sur des publics adolescents et sur des publics enseignants ont montré qu'il y avait un décalage entre les usages des sphères privées, académiques et professionnelles (Wang, Hsu, Campbell, Coster et Longhurst, 2014 ;Lefebvre et Fournier, 2014). Guichon (2012) constate qu'il existe une faible circulation entre les pratiques numériques des jeunes, tournées vers la communication et le divertissement et s'appuyant sur des outils du Web 2.0, et les pratiques scolaires des adolescents qui font la part belle aux outils de diffusion mais n'intègrent que marginalement les outils de collaboration et de communication.…”

Section: Circulation Et Non-circulation Des Usages Entre Les Différenunclassified

Être indigène numérique, utilisateur de Facebook et futur enseignant de FLE ou comment la scénarisation pédagogique chez les apprentis enseignants inhibe l'exploitation des fonctionnalités des outils | Being a Digital Native, a Facebook User and a Future Teacher of French: When the Design of Pedagogical Scenarios Curbs the Use of Tools’ Features

Foucher¹,

Yun²

2016

CJLT / RCAT

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RésuméNotre article se propose de documenter la recherche sur les liens pouvant exister entre des apprentissages formels, institutionnalisés et des apprentissages informels. Nous nous intéressons particulièrement aux possibilités de transfert des pratiques technologiques de la sphère privée vers la sphère pédagogique dans la formation des futurs enseignants de langues. Notre étude porte sur un public d'étudiants inscrits en master de didactique des langues et des cultures en situation d'exploiter un réseau social, Facebook, pour élaborer des scénarisations pédagogiques médiatisées par les technologies. Nous postulons qu'un outil comme Facebook peut constituer un "objet-pont" (Peraya et Bonfils, 2012), facilitateur de formation des enseignants de langues. AbstractOur study aims at reflecting on the possible relationship between formal, informal and institutionalized learning. We are particularly interested in the possibilities of technology practices of the private sphere expanding into the pedagogical sphere in terms of training prospective foreign language teachers. Our study focuses on students of master's programs in language learning-teaching and cultures who use a social network service, Facebook and try to develop technology-driven pedagogical scenarios. We assume that a tool like Facebook can be an "object-bridge" (objet-pont) , facilitating foreign language teacher training.

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An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers

Cited by 190 publications

References 41 publications

Evaluating Use and Attitudes Towards Social Media and ICT for Portuguese youth: the MTUAS-PY scale

Evaluating Use and Attitudes Towards Social Media and ICT for Portuguese youth: the MTUAS-PY scale

Assuring children’s human right to freedom of opinion and expression in education

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