Does technology empower urban youth? The relationship of technology use to self-efficacy

How the ICT development level and usage influence student achievement in reading, mathematics, and science

“…The integration of ICT in teaching and learning is aimed at improving students' 'twenty-first century skills' (Anderson, 2008;Kim, Kil, & Shin, 2014) and achieving major international goals such as EFA (Education for ALL) and the WSIS goals (World Summit of Information Society) (WSIS, 2003). Moreover, the application of ICT in education might be helpful for increasing opportunities for learning and reducing the gap between socioeconomic factors and education system outcomes (Shank & Cotton, 2014). It is also believed that integrating ICT with education would create talented teacher communities where professionals can share their best practices and success stories and thus improve the quality of education (Cox, 2008).…”

Development and testing of mobile technology for community park improvements: validity and reliability of the eCPAT application with youth

“…Indeed, substantial research has shown that youth are frequently the earlier adopters of new technologies and that such technologies provide a more interactive and hands-on way for youth to engage with their local communities, thereby appealing to youth who might not normally take a leadership role in health promotion efforts [26][27][28][29]. Specifically, research indicates multiple benefits of using technology within youth participatory frameworks such as increased self-efficacy [30], improved motivation [31], enhanced voice in the community [32], heightened communication with adults [33], promotion of equitable power sharing [32,34], and provision of political or social agency [27,31]. Technology can also improve youth empowerment by combating common issues with youth participation such as fighting apathy [31], supporting reflective thought [35], improving selfsufficiency [36], reducing anxiety [32], and increasing civic engagement [32,37].…”

The Big-Fish–Little-Pond-Effect revisited: Do different types of assessments matter?

“…Consequently, ICT-related comparisons could moderate the BFLPE. Third, since CBAs tend to increase students' test-taking motivation, this positive influence could also enhance their self-concept (Chua, 2012;S ainz & Eccles, 2012;Shank & Cotton, 2014;Timmers et al, 2013). Consequently, social comparisons would decrease due to a positive, compensatory, and motivational effect.…”

“…In the present investigation, we did not only obtain evidence for the comparability of PPA and CBA test scores from students' achievement in the two assessments (i.e., by regarding the measurement models of mathematical literacy) but also from comparing the assessments with regard to the BFLPE, which involves students' self-concept as a motivational construct. We thus extend previous research on the validity of CBAs by focusing on students' self-concept within a domain (Shank & Cotton, 2014). Moreover, since the two assessment types provided comparable measures, educational practitioners might consider using CBAs for assessing students' mathematical literacy.…”