Exploring Models for Increasing the Effects of School Information and Communication Technology Use on Learning Outcomes through Outside-School Use and Socioeconomic Status Mediation: The Ecological Techno-Process

Autor/in	Chiu, Mei-Shiu
Titel	Exploring Models for Increasing the Effects of School Information and Communication Technology Use on Learning Outcomes through Outside-School Use and Socioeconomic Status Mediation: The Ecological Techno-Process
Quelle	In: Educational Technology Research and Development, 68 (2020) 1, S.413-436 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiu, Mei-Shiu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09707-x
Schlagwörter	Educational Technology; Information Technology; Outcomes of Education; Socioeconomic Status; Ecology; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Models; Taiwan; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Informationstechnologie; Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status; Ökologie; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Analogiemodell
Abstract	Based on the ecological theories of educational technology, this study explored models for effective information and communication technology (ICT) use on learning outcomes, mediated by outside-school ICT use and socioeconomic status (SES), using structural equation modeling (SEM). Four models were developed based on empirical findings and validated using the 2012 Taiwanese sample of the Program for International Student Assessment to demonstrate model exploration. The four models measure the effects of ICT use on learning outcomes from (A) parallel ICT use, (B) inside-school ICT use with outside-school ICT use mediation, (C) Model A with SES mediation, and (D) Model B with SES mediation. Data analysis results indicate that the four models fit empirical data; Models C and D (with SES mediation) are superior to Models A and B based on fit indices; Models A and B are superior to Models C and D based on information criteria; and Models B-D (with mediation) provide more educational meaning than does Model A (without mediation). The results suggest new variables (i.e. outside-school ICT use and SES) and a modeling technique focusing on mediation effects (i.e. SEM) may be used to promote educational technology development by improving the effect of inside-school ICT use on traditional learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01