Students’ skills and practices of using ICT: results of a national assessment in Finland

Hakkarainen, Kai; Ilomäki, Liisa; Lipponen, Lasse; Muukkonen, Hanni; Rahikainen, Marjaana; Tuominen, Taneli; Lakkala, Minna; Lehtinen, Erno

doi:10.1016/s0360-1315(00)00007-5

Cited by 144 publications

(113 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Perhaps the differences are more prominent when examining aspects like sharing and communication online, as other studies indeed have shown (Leiba & Nachmias, 2006;McSporran & Young, 2001). Moreover, although research reveals that males use computers more often (Hakkarainen et al, 2000;Nelson & Cooper, 1997;Vekiri & Chronaki, 2008), it makes clear, as our study also bears out, that this does not necessarily promise different learning behaviors.…”

Section: Discussionsupporting

confidence: 44%

“…Research on gender differences in students' computer use outside school found that in the elementary years boys tend to use computers more frequently than girls (Hakkarainen et al, 2000;Nelson & Cooper, 1997). Boys are also more likely to play computer games than girls (Hakkarainen et al, 2000;).…”

Section: Gendermentioning

confidence: 99%

“…Boys are also more likely to play computer games than girls (Hakkarainen et al, 2000;). Vekiri and Chronaki (2008) also found that, although almost all students used computers outside school, there were significant gender differences in frequency and type of use.…”

Section: Gendermentioning

confidence: 99%

See 2 more Smart Citations

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Ben-Zadok¹,

Leiba

Nachmias

2010

IJELL

View full text Add to dashboard Cite

The research objectives of this study are: (a) to compare learning behaviors in an online science learning environment -in school vs. at home; and (b) to explore the existence of some behavioral differences, in school and at home, in terms of age and gender. The actions of 1,179 elementary school students in an online science learning environment were documented in a log file and statistically analyzed. Results suggest that students who learn at home tend to spend more time learning; they learn at a slower pace and score higher on a test than students who learn in school. However, no significant differences were found between home and school in terms of the amount of completed activities, the rate of simulation use, and the sequence of learning. Comparison between age groups indicates that younger students tend to learn for more time, at a slower pace, and complete fewer activities than older students. Comparison between genders, on the other hand, reflects similar learning behaviors for boys and girls. The results also suggest that neither age nor gender affect the differences found between school and home behaviors. Our conclusions indicate that extending teaching time to the home by means of online learning environments is possible and worthwhile, regardless of age or gender. Nevertheless, it should be noticed that in some cases more learning time is necessary for young students in online assignments.

show abstract

Section: Discussionsupporting

confidence: 44%

Section: Gendermentioning

confidence: 99%

See 1 more Smart Citation

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Ben-Zadok¹,

Leiba

Nachmias

2010

IJELL

View full text Add to dashboard Cite

show abstract

“…We expected, based on previous research that using digital technologies in school would be infrequent and mostly focused on solving mechanical tasks (Hakkarainen, 2000;Kupiainen, 2013, MacFarlane, 2015. The other distributions we approached as open empirical questions, with no prior expectations.…”

Section: Research Questionsmentioning

confidence: 99%

“…These dimensions are based on previous research (Barron, 2004;Hakkarainen et al, 2000) and prepared by Mind the Gap -project researchers. In consists of tour dimensions: mechanical technology use (2 items, e.g., "I use a computer or a tablet for writing at school", α = .67), productive, referring to more creative practices (3 items, e.g., "I film or edit pictures or videos as part of my schoolwork", α = .74), knowledge acquisition (2 items, "I search information from internet for my schoolwork", α =.65), and communicative (3 items "I share to others schoolwork related outputs I have created", α =.82).…”

Section: Using Digital Technologies In Learningmentioning

confidence: 99%

Sixth Graders’ Use of Technologies in Learning, Technology Attitudes and School Well-Being

N¹,

Hietajärvi²,

Lonka³

et al. 2017

EJSBS

View full text Add to dashboard Cite

Using digital technologies (DT) in learning is expected to foster students' school engagement. International surveys, however, show that using of technologies for learning in Finnish schools is still far from optimal. This study was conducted as a part of Mind the Gap project. The aim was to examine how frequently students use technologies for learning, what kinds of attitudes they hold towards using technologies, and how these, compared to the students' overall school experiences, explain academic well-being. Gender differences were also examined. The data was collected with a questionnaire in 2013 from 36 schools in Helsinki (n=735, 56% female, ~12-13 years) which assessed the students' use of and attitudes to digital technologies in learning, perceptions of school, school value, school engagement and burnout. Gender differences were analysed with ttests. Relationships between technology, school-perception measures and academic well-being were analysed with linear regression. DTs were reportedly used in school mostly for knowledge acquisition and mechanical tasks. However, most students reported wanting to use technology more and experienced it to foster school engagement. Regarding technology-related indicators, fear-of-failing and digital learning engagement were related to lower school value and also burnout symptoms. As DTs were used in learning infrequently, their contribution to school well-being was expectedly low. However, students' attitudes for DTs were related to problems in school well-being. Thus, we propose a need for novel pedagogical practices for using DTs, while * Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 . maintaining good student-teacher relationships and conditions. To conclude, how technologies are used, instead of how much, should be the key question.

show abstract

What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces

2016

View full text Add to dashboard Cite

The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and fifth graders on the Survey of Internet Use and Online Reading. Results were analyzed to determine whether there are gender differences in preadolescent students’ Internet activities, perceptions, preferences, and skills. Findings from descriptive and comparative analyses of students’ responses indicate that (a) preadolescent students in this study are moderately skilled at online search, evaluation, and communication tasks, with females scoring significantly higher on digital tasks than males; (b) preadolescent students engage in many digital tasks more frequently in school than outside of school; (c) despite reporting a preference for using the Internet, preadolescent students believe that it is more difficult to use it than to read a book, and believe that they would learn more from a book than from the Internet; and (d) there is a significant gender difference in students’ skills and confidence related to digital tasks, and students’ perceptions of their own skills may not align with their achievement on digital skills–based tasks.

show abstract

Students’ skills and practices of using ICT: results of a national assessment in Finland

Cited by 144 publications

References 4 publications

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Sixth Graders’ Use of Technologies in Learning, Technology Attitudes and School Well-Being

What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces

Contact Info

Product

Resources

About