ICT use among 13‐year‐old Swedish children

Samuelsson, Ulli

doi:10.1080/17439880903560936

Cited by 15 publications

(7 citation statements)

References 11 publications

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“…The self-reported questionnaire survey included the following questions: the frequency of ICT usage, online games and applets, learning management system, blogs and online social networking software use, in both English and mathematics lessons. The questions were adapted from Samuelsson (2010). The frequency of use is based on a Likert scale of 1 to 7 (1 = once a month, 2 = once every 3 weeks, 3 = once every 2 weeks, 4 = once every 10 days, 5 = once every week, 6 = once every 2 to 3 days and 7 = once every day).…”

Section: Student Self-reported Questionnairementioning

confidence: 99%

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Tay

Lim

et al. 2012

AJET

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This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning with and learning from ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning with and/or from ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning from ICT pedagogy with occasional learning withICT approach. However, English teachers facilitated the students to learn from and also with technology,with production and also with elements of collaboration. This case study illuminates the usefulness of the learning with and from ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.

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Section: Student Self-reported Questionnairementioning

confidence: 99%

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Tay

Lim

et al. 2012

AJET

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“…Even though certain activities may be promoted in a given context, students engage in both playful and educational activities at school and at home (Selwyn, Potter, and Cranmer 2009). School ICT use emphasizes educational purposes such as researching, learning, and promoting ICT skills and is supervised by teachers (Samuelsson 2010). Home ICT use tends to focus more on leisure purposes such as playing games (Mumtaz 2001) and less on educational purposes such as doing homework and using educational software (Malamud and Pop-Eleches 2011).…”

Section: Ict Use Patterns: Leisure Educational and School Ict Usementioning

confidence: 99%

“…The weak, negative effect of school ICT is disappointing. Although school ICT use is schoolwork-focused and supervised by teachers (Samuelsson 2010), the present quality of school ICT use appears to limit its benefits (Morgan 2010). Another reason may be that the PISA school ICT use items relate to the frequency of use for different purposes (e.g., browsing the Internet for schoolwork, using email, and playing simulations; Table 1).…”

Section: Linear Effects: Educational Ict Use Benefitsmentioning

confidence: 99%

Linear or quadratic effects of ICT use on science and mathematics achievements moderated by SES: conditioned ecological techno-process

Chiu

2020

Research in Science & Technological Education

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Aim and background: This study investigated the effects of information and communication technology (ICT) use patterns, moderated by socioeconomic status (SES), on science and mathematics achievements. This investigation aims to address the issue of whether ICT use has 'conditioned' (linear and quadratic) effects on achievements with SES as social conditions, based on a posited Conditioned Ecological Techno-process (CET) model. Method: Data from the 2012 Program for International Student Assessment for Taiwan were analyzed using regression analysis focusing on the effect of three ICT use patterns (leisure, educational, and school). Results: The results support the CET model in the quadratic effects of all the three ICT use patterns on both achievements in addition to the positive linear effects of educational ICT use and the negative linear effects of leisure and school ICT use patterns. The moderation effect of SES only occurs with leisure ICT use on science achievement. Discussion: The findings suggest that moderate frequent ICT use predicts the highest achievements. SES may aggravate the negative effect of leisure ICT use on science achievement.

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“…The cautions concerning technology usage and screen time include both physical (Wiecha et al, 2006, Torsheim et al, 2010 and psychological (APA, 2015) pathologies, such as obesity, spinal damage, vision problems, irregular sleep patterns, attention problems, violent behaviour, a decrease in academic performance, and antisocial behaviours. Despite concerns among parents and educators, the amount of empirical evidence of the adverse impacts of technology on children is minimal.…”

Section: Introductionmentioning

confidence: 99%

Children’s Sophisticated Use of Digital Technology

Yücelyiğit¹,

Aral²

2020

Cumhuriyet International Journal of Education

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The literature about digital media and technology usage of children has two faces. On one side, the production-oriented sophisticated use of digital devices is reported while on the other side it is a source of concern due to excessive and pointless use. Some of the children are tech-consumers in terms of using their digital devices and some children use them beneficially. This qualitative study adopts phenomenological approach, with a focus to draw a conclusion for educators and aims to shed light on the technological device use of children in terms of duration, purpose, preferences, and feelings about their usage. A total of 61 children aged 7-15 years participated in the study. The children were from different backgrounds such as different parts of the country, different types of schools and different socio-economic levels. Identifying the similarities and differences of the characteristics of their usage is thought to reveal the factors that motivate the beneficial use of digital technology or that lead to consumption as a means of leisure time tool. The findings of this study enable to provide recommendations to teachers to guide students in the beneficial use of technology. Furthermore the study has some suggestions in a wider scope of the implications for practice and/or policy.

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ICT use among 13‐year‐old Swedish children

Cited by 15 publications

References 11 publications

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Linear or quadratic effects of ICT use on science and mathematics achievements moderated by SES: conditioned ecological techno-process

Children’s Sophisticated Use of Digital Technology

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