Digital inequality at home. The school as compensatory agent

González-Betancor, Sara M.; López-Puig, Alexis J.; Nuez, María Eugenia Cardenal de la

doi:10.1016/j.compedu.2021.104195

Cited by 61 publications

(49 citation statements)

References 31 publications

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“…Therefore, this study considers these demographic variables as controls in the main analysis. School support for students’ Internet use is also controlled in the current study given that school sector is another important context where digital experience that be learned apart from the family context (González-Betancor et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Parental Mediation and Adolescents’ Internet Use: The Moderating Role of Parenting Style

Ren

Zhu

2022

J Youth Adolescence

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Internet use can be distinguished into different uses (e.g., leisure-related, learning-related), yet comprehensive studies on how different uses are associated with everyday parenting situations are still lacking. This study attempts to locate parental mediation within broader family contexts and simultaneously considers the relationships among general parenting style, media-specific parenting practices, and adolescents’ amount and types of Internet use. Building on survey data collected from 1284 middle school students in China (mean age = 13, SD = 0.79, 48.60% girls), the Latent Profile Analysis identified three child-perceived profiles of general parenting style: slight-engaged , supportive , and rejecting-controller . The subsequent regressions suggested that adolescents with supportive parents reported lower levels of time spent online as well as leisure-related use; more restrictive parental mediation was associated with reduced leisure-related use while more active mediation was associated with more learning-related use. Notably, associations between parental use of active mediation and youth’s amount of Internet use and leisure-related use varied based on parenting style profiles. Only for the supportive parenting profile, more use of active mediation was associated with decreased amount of Internet use as well as leisure-related use. These findings have implications on how parents can be more effective in guiding youth’s Internet use.

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Section: Introductionmentioning

confidence: 99%

Parental Mediation and Adolescents’ Internet Use: The Moderating Role of Parenting Style

Ren

Zhu

2022

J Youth Adolescence

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“…Alan yazın incelendiğinde salgın sürecine rağmen eğitimin devam etmesinin uzaktan eğitimin güçlü yönlerinden birini ortaya koyduğu (Sönmez, Yıldırım ve Çetinkaya 2020), öğretmenlerin EBA uygulamasını yüksek oranda faydalı bulduklarını (Doğan & Koçak, 2020) ancak uzaktan eğitim sürecinde internet bağlantısında aksaklıklar yaşanması, öğretmenlerin öğrencilerle iletişim kurma konusunda zorlanması, öğrencilerin derslere katılım oranının düşük olması, evlerde dijital eşitsizliklerin yaşanması gibi problemlerinin ortaya çıktığını (Garbe, Ogurlu, Logan, & Cook, 2020, Bakioğlu & Çevik, 2020González-Betancor, López-Puig, & Cardenal, 2021) ve öğrencilerin yüz yüze eğitimi uzaktan eğitimden daha yararlı bulduğunu (Kaynar, Kurnaz, Doğrukök & Barışık, 2020;Pócsová, Mojžišová, Taká & Klein, 2021;Torrigton & Bower, 2021) belirten araştırmalara rastlanmıştır. Araştırmalara genel olarak bakıldığında katılımcıların, uzaktan eğitimin bazı avantajlarını belirtmekle birlikte eğitim-öğretimin niteliği açısından yüz-yüze eğitimi tercih etme eğiliminde oldukları söylenebilir.…”

Section: Introductionunclassified

Experiences of Classroom Teachers on Mathematics Teaching in the Process of Distance Education

Ergen

ÖZIŞIK²,

BÜLBÜL³

2022

CUED

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Bu araştırmada, uzaktan eğitim sürecinde sınıf öğretmenlerinin matematik öğretimine ilişkin deneyimlerinin belirlenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden fenomenoloji deseninde yürütülen araştırmanın katılımcıları, amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi ile belirlenen 20 sınıf öğretmeninden oluşmaktadır. Araştırmanın verileri, yarı yapılandırılmış görüşme formu aracılığı ile toplanmış ve içerik analizi yöntemi ile analiz edilmiştir. Araştırmada, sınıf öğretmenlerinin uzaktan yürütülen matematik öğretimi sürecinde, ders planının aşamalarına uymadıkları, ölçme ve değerlendirme etkinliklerini sonuç odaklı gerçekleştirdikleri ve öğrencilerin matematik ödevlerini kendi kendilerine yaptıklarından emin olmadıkları sonuçlarına ulaşılmıştır. Bunun yanında, derse devamı ve motivasyonu artırmak için veli ile iletişim kurma, dersi eğlenceli şekilde sürdürme ve oyunlaştırma gibi faaliyetler yaptıkları da belirlenmiştir. Ayrıca, sınıf öğretmenlerinin uzaktan yürütülen matematik derslerini somutlaştıramama ve materyalleri etkili kullanamama gibi problemler yaşadıkları, uzaktan eğitim nedeniyle bazı matematik kazanımlarını anlatmakta zorlandıkları, web araçlarını yeterince kullanamadıkları da araştırmanın sonuçları arasındadır. Araştırmada sınıf öğretmenleri, devam sorunu yaşayan öğrencilerin büyük çoğunluğunun tablet, bilgisayar ve internete ulaşma problemi yaşadıklarını da belirtmişlerdir

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“…The issues of digital transformation of school education are the focus of attention of researchers from different countries. The issues studied include the impact of using IT technologies at home, the socio-economic status of the family and the social status of parents on the development of students' digital literacies and the efficiency of distance teaching and learning (Gonzalez-Betancor et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Analytical Review of Education Policies on Digital Transformation of School Education Worldwide

Vachkova¹,

Petryaeva²,

Milyaeva³

et al. 2022

European Proceedings of Educational Sciences

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The article reflects on the changes of educational landscape worldwide connected with the sustained development of society and introducing ideas of modernizing school education, as well as the "shock digitalization" triggered by the challenges of 2020. The aim of this research is to compare education policies of different countries in the field of digital transformation of school education by means of studying state programme documents on digitalization, and digital learning services and resources for students. The studied material includes open sources of information: articles, websites of state education authorities, content and tools of digital learning platforms and services available to registered users. The article features a characteristic of digital learning resources and services in the selected countries, a descriptive analysis of national policies and trends in digital transformation of education in each country. The authors have come to the following conclusions: school digital learning systems are used as a means of transporting values, languages, cultures and maintaining a unified learning space; school digital learning systems of different countries become interconnected due to the expansion of supranational digital learning resources and services, translation of learning content into different languages. The evolvement of the new model of school education is characterized by removed geographical and time barriers, openness of the learning process, customized training programmes, using mass network educational formats. To overcome the digital gap, measures are taken at different levels, from states to individuals who start their own educational blogs. Repositories of learning content are created in collaboration of users.

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Digital inequality at home. The school as compensatory agent

Cited by 61 publications

References 31 publications

Parental Mediation and Adolescents’ Internet Use: The Moderating Role of Parenting Style

Parental Mediation and Adolescents’ Internet Use: The Moderating Role of Parenting Style

Experiences of Classroom Teachers on Mathematics Teaching in the Process of Distance Education

Analytical Review of Education Policies on Digital Transformation of School Education Worldwide

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