Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability

Ravizza, Susan M.; Hambrick, David Z.; Fenn, Kimberly M.

doi:10.1016/j.compedu.2014.05.007

Cited by 207 publications

(126 citation statements)

References 27 publications

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“…An effect for problematic internet use on educational contexts only among female students was also documented by Stavropoulos et al (2013), but its logic is yet to be clarified and requires further attention. Given that females constitute the overwhelming majority among teacher-trainees students in Israel, this finding is generally in line with previous studies supporting the relationship between PIU and poor academic achievement among college students (Englander et al, 2010;Junco et al, 2012;Ravizza et al, 2014).…”

Section: Discussionsupporting

confidence: 80%

Problematic internet use and academic achievement among teacher-trainees in Israeli colleges

Yaffe¹,

Burg²

2015

IJRSP

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Digital technology has penetrated all aspects of modern culture, and it has been purported revolutionize education. However, a growing concern alludes to subtle adverse effects it may have on learning outcomes. The current work studied the association between problematic Internet use (PIU) and academic achievements among pre-service teacher trainee students (N=138) from two educational colleges in Israel. A significant interaction effect for PIU and gender was observed on students' grades, while holding four demographic variables as covariate. These results indicate an underlying behavioral phenomenon with unique relevance in an educational context.

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Section: Discussionsupporting

confidence: 80%

Problematic internet use and academic achievement among teacher-trainees in Israeli colleges

Yaffe¹,

Burg²

2015

IJRSP

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“…The opposite supposes to have effects not necessarily expected. Technology can, in addition to contributing to improve learning, cause some problems related to the distraction that may involve not assimilating content and a consequent low qualification (Ravizza, Hambrick, & Fenn, 2014). …”

Section: Technology and Academic Performancementioning

confidence: 99%

Plagiarism, Internet and Academic Success at the University

2018

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In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

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“…It may be worth noting that pupils' attitudes towards ICT might lead to frequent use of ICT. Nevertheless, the quality of its use matters the most, non-academic use may hinder learning (Ravizza, Hambrick & Fenn, 2014). Therefore, it is suggested with this study that teachers' focus should not be misled by the positive attitudes towards ICT but they ought to really focus on achievement and attitudes towards subject matter.…”

Section: Resultsmentioning

confidence: 90%

The Impact of ICT on Pupils’ Achievement and Attitudes in Social Studies

Çener¹,

Acun²,

Demirhan³

2015

JSSER

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The aim of this study is to investigate the impact of teaching social studies with the help of CT on pupils' achievement in social studies. A history, geography and culture oriented theme was selected from the social studies curriculum for the research, Turks on the Silk Road. A multimedia CD, documentaries, PowerPoint and so on were used to teach social studies to 6 th graders. The research design of the study is quasi experimental. Three different research tools were used to collect data: an academic achievement test, an attitude measurement scale on social studies education and an attitude measurement scale on ICT. When achievement post test scores were treated as dependent variable in blockwise regression analysis the followings are found:Pupils' attitudes towards the subject and ICT do not have an effect on their post-test achievement scores.However, their prior knowledge on the subject and the treatment i.e. teaching social studies with ICT have a positive effect on their achievement. Teaching social studies with ICT do not have any statistically significant effect on pupils' attitudes toward social studies lesson. Thus, it is recommended that teachers and policy makers should find ways to formulate effective ICT integration applications for social studies.

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Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability

Cited by 207 publications

References 27 publications

Problematic internet use and academic achievement among teacher-trainees in Israeli colleges

Problematic internet use and academic achievement among teacher-trainees in Israeli colleges

Plagiarism, Internet and Academic Success at the University

The Impact of ICT on Pupils’ Achievement and Attitudes in Social Studies

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