Examining Factors Predicting Students' Digital Competence

Autor/inn/en	Hatlevik, Ove Edvard; Guðmundsdóttir, Gréta Björk; Loi, Massimo
Titel	Examining Factors Predicting Students' Digital Competence
Quelle	In: Journal of Information Technology Education: Research, 14 (2015), S.123-137 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Predictor Variables; Secondary School Students; Technological Literacy; Competence; Technology Uses in Education; Grade 9; Multiple Choice Tests; Questionnaires; Student Characteristics; Structural Equation Models; Family Characteristics; Grades (Scholastic); Motivation; Mastery Learning; Academic Achievement; Correlation; Family Environment; Language Usage; Cultural Capital; Foreign Countries; Statistical Analysis; Regression (Statistics); Norway + Suchen Sie Ihr Suchwort? Prädiktor; Sekundarschüler; Technisches Wissen; Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Fragebogen; Notenspiegel; psychologische; Motivation (psychologisch); Schulleistung; Korrelation; Familienmilieu; Sprachgebrauch; Ausland; Statistische Analyse; Regression; Regressionsanalyse; Norwegen
Abstract	The purpose of this study was to examine factors predicting lower secondary school students' digital competence and to explore differences between students when it comes to digital competence. Results from a digital competence test and survey in lower secondary school will be presented. It is important to learn more about and investigate what characterizes students' digital competence. A sample of 852 ninth-grade Norwegian students from 38 schools participated in the study. The students answered a 26 item multiple-choice digital competence test and a self-report questionnaire about family background, motivation, and previous grades. Structural equation modeling was used to test a model of the hypothesised relationship between family background, mastery orientation, previous achievements, and digital competence. The results indicate variation in digital competence among the ninth-graders. Further, analyses showed that students' conditions at home, i.e., language integration and cultural capital, together with mastery orientation and academic achievements predict students digital competence. This study indicates that that there is evidence of digital diversity between lower secondary students. It does not seem like the development of digital competence among the students happens automatically. Students' family background and school performance are the most important factors. Therefore, as this study shows, it is necessary to further investigate how schools can identify students' level of competence and to develop plans and actions for how schools can help to try to equalize differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01