The main purpose of this research was to explore the key factors influencing secondary school students’ computational thinking skills within the smart classroom environment. Data were collected from 420 students in 4 secondary schools in B city, China. The optimal fitting results of the structural equation model showed that internet attitudes, internet self-efficacy, and internet use are the key factors directly related to students’ computational thinking skills. Furthermore, there are indirect effects between students’ attitudes towards the internet and computational thinking skills through internet self-efficacy and internet use as mediators. These internet-related characteristics were confirmed to be significantly associated and simultaneously affected their computational thinking skills. After reviewing and reflecting on the research conclusions, this study proposed several measures to improve secondary school students’ computational thinking skills while taking into account the complicated interplay of internet psychology and behavior characteristics.
Keywords: computational thinking skills, Internet attitude, Internet self-efficacy, Internet use, smart classroom, secondary school students.
The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators and 31 secondary indicators. Finally, using the questionnaire survey data of 13 cities in Province W as an example, the EAP indicator method was used to carry out on the evaluation of ICT development level. The study drew the following conclusions: EAP indicator method can objectively assess the development level of ICT; the overall development level of ICT in the 13 cities in Province W is average and above, and most of them are level II. When using the EAP indicator method to assess the development level of ICT, experts do not need to determine the indicator's weight. Also, this method presents the evaluation results more concisely and intuitively, so it can be promoted as an essential method of evaluating on the development level of ICT in education.
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