Predictors of digital competence in 7th grade: a multilevel analysis.
Since 2006, the ability to use information and communication technology ( ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 3; pp. 220 - 232 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103791593&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103791593 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2015 vid: 31 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103791593 102186307 10.1111/jcal.12065 103791593 ppf: 220 ppct: 12 formats: tig: atl: Predictors of digital competence in 7th grade: a multilevel analysis. aug: au: Hatlevik, O.E. Ottestad, G. Throndsen, I. affil: Norwegian Centre for ICT in Education sug: subj: Computer Literacy Evaluation Information Technology Utilization Computer-Assisted Instruction Norway Data Analysis Software Descriptive Statistics Bivariate Statistics P-Value Analysis of Variance Human Male Female Child Norway Motivation Self-Efficacy Faculty-Student Relations Child: 6-12 years Male Female ab: Since 2006, the ability to use information and communication technology ( ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict students' digital competence. A sample of 1793 students and 125 school leaders from 125 schools was used. The findings show variation in digital competence both between students and between schools. Results from a multilevel analysis showed that higher levels of mastery orientation and self-efficacy (i.e., motivation) and the students' family background (i.e., language integration and the number of books at home) were predictors of students' levels of digital competence. Additionally, when school leaders reported higher levels of culture for professional development among the teachers at school, increased levels of digital competence were found among students. Challenges for schools and teachers to support students' motivation and to emphasize digital inclusion still prevail. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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