Socioeconomic differences in elementary students’ ICT beliefs and out-of-school experiences

Vekiri, Ioanna

doi:10.1016/j.compedu.2009.09.029

Cited by 103 publications

(79 citation statements)

References 34 publications

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“…Data from PISA 2006 concerning 15 year olds, confirms that greater family wealth, a high education level, and high socioeconomic parental status create a family life where more computer use is possible for these children (Spieza, 2010;Zhong, 2011). The positive link between socioeconomic status and self-reported ICT skills has been confirmed for children in both secondary education (Zhao, Lu, Huang, & Wang, 2010;Zhong, 2011) and primary education (Vekiri & Chronaki, 2008;Vekiri, 2010a). The substantial impact of the nuclear family on PC use is also a consequence of the fact that students use a PC more at home than at school (Rabaya'h, 2010).…”

Section: Introductionmentioning

confidence: 62%

“…Further, we have information about the gender of the students, but we do not have information regarding whether the parents educated their children traditionally or in a gender-neutral manner. The focus on the socialization position might explain why our research shows that there is no influence from these family characteristics when looking at second and third year students, whereas other research has shown an influence on young students (Vekiri & Chronaki, 2008;Vekiri, 2010a). To be able to assess the impact of the socialization process, in other words to answer the question of whether ICT socialization occurs differently in families with PC-orientated parents than in other families, it would be fruitful to carry out qualitative research.…”

Section: Discussionmentioning

confidence: 99%

“…"PC home" indicates whether the father, mother, and siblings use a computer at home (score range = 0 to 3) (Vekiri, 2010a). "ICT secon" records if students took an ICT course in secondary school (score 1) or not (score 0) (De Wit et al, 2012).…”

Section: Observed Explanatory Variablesmentioning

confidence: 99%

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Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Heerwegh¹,

Wit

Verhoeven

2016

JITE:Research

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Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance we report how we constructed a structural equation model (SEM) to explore the variance in the basic ICT skill levels of science students. We also present the results of a test of this model with university bachelor's science students. Basic ICT skills were measured using a new, elaborate instrument allowing students to rate their skills in detail. Our results show that science students score high on basic ICT skills and that our SEM explains a large part of the variation in the ICT skill levels of these students. The most explanatory power is coming from four variables: the perceived ease of use and the perceived usefulness of a personal computer, the anxiety for using a personal computer, and students' belief that ICT is necessary for scientific research.

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Section: Introductionmentioning

confidence: 62%

Section: Discussionmentioning

confidence: 99%

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Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Heerwegh¹,

Wit

Verhoeven

2016

JITE:Research

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“…Earlier studies suggest that home computers typically are used for entertainment, especially for playing games (Harris, Straker, & Pollock, 2013;Hofferth, 2010;Kerawalla & Crook, 2002;Lewin, 2004;Selwyn, Potter, & Cranmer, 2009;Valentine, Marsh, & Pattie, 2005;Vekiri, 2010) or for Internet access, email correspondence, and social media use (Harris et al, 2013;Selwyn et al, 2009;Valentine et al, 2005). School computers, on the other hand, commonly are used for writing and word processing (Harris et al, 2013;Kent & Facer, 2004;Selwyn et al, 2009), learning via educational software (Harris et al, 2013;Kent & Facer, 2004), or looking for information on the Internet (Kent & Facer, 2004).…”

Section: Educational Use Of Computers In Homes and Schoolsmentioning

confidence: 99%

“…Valentine et al (2005) found that, among 6-to 7-year-old children, 51% of girls and 42% of boys used educational computer games at home. In Vekiri's (2010) study, approximately one-third of Grade 5 and 6 students from high-to middlesocioeconomic status families used computers for educational activities outside school, such as within the drill and practice method and for learning new content. Leisure time use of computers for education was less common among children of low-socioeconomic-status families.…”

Section: Educational Use Of Computers In Homes and Schoolsmentioning

confidence: 99%

Is School a Better Environment Than Home for Digital Game-Based Learning? The Case of GraphoGame

Ronimus¹,

Lyytinen²

2015

Human Technology

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Collaborative construction of artificial intelligence curriculum in primary schools

Dai

Liu

Jian-jun

et al. 2022

J of Engineering Edu

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Background: The recent discussion of introducing artificial intelligence (AI) knowledge to K-12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments. Purpose: Guided by an integrated theoretical framework of social constructionism, this research examined the process of how a teacher-initiated AI curriculum was constructed with external influences. The research focused on teachers' perspectives and responses in mediating external influences into local schools and classrooms.Methods: A 3-year ethnographic study was conducted in relation to an AI curriculum project among 23 Computer Science (CS) teachers from primary schools. Data collected from ethnographic observation, teacher interviews, and artifacts, were analyzed using open coding and triangulation rooted in the ethnographic, interpretivist approach.Results: Three sets of external influences were found salient for teachers' curriculum decisions, including the orientation of state-level educational policies, AI faculty at a partner university, and students' media and technology environments. The teachers' situational logics and strategic actions were reconstructed with thick descriptions to uncover how they navigated and negotiated the external influences to fulfill local challenges and expectations in classrooms and schools. Conclusions:The ethnographic study uncovered the dynamic and multifaceted negotiation involved in the collaborative curriculum development, and offers insights to inform policymaking, teacher education, and student support in engineering education.

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Socioeconomic differences in elementary students’ ICT beliefs and out-of-school experiences

Cited by 103 publications

References 34 publications

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Is School a Better Environment Than Home for Digital Game-Based Learning? The Case of GraphoGame

Collaborative construction of artificial intelligence curriculum in primary schools

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