The contribution of pupil, classroom and school level characteristics to primary school pupils' ICT competences: A performance-based approach

Abstract

The central aim of this study was to investigate which pupil, classroom and school level characteristics are related to primary school pupils' actual ICT competences. A sample of 378 pupils in 58 schools in Flanders (the Dutch speaking part of Belgium) completed a performance-based ICT competence test in order to measure their actual proficiency in retrieving and processing digital information, and in communicating through a computer. To gather information on the factors at each different level, questionnaires were administered to the pupils, their parents (n=378), their teachers (n=83) and the ICT coordinators (n=58) of the schools. Pupils on average have a low to medium score on the developed ICT competence test. The results of a hierarchical regression analysis with multilevel design show that the differences in ICT competences can be mainly attributed to differences in pupil level characteristics. The results indicate that especially non-ICT related pupil characteristics are associated with differences in primary school pupils' ICT competences, such as introjected regulation, controlling learning style, analytic intelligence, sex and socioeconomic status. Furthermore, the final model also indicates that parental ICT attitudes are related to primary school pupils' ICT competences. With regard to the classroom level characteristics, educational use of ICT as an information tool is significantly related to pupils' ICT competences.

Information and Communications Technologies (ICT) and Pre-Service Education Professionals: A Case Study of Motivation and Knowledge

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Exploration of Youth’s Digital Competencies: A Dataset in the Educational Context of Vietnam

“…Use of the Internet or digital devices at home is a vital factor influencing primary students' ICT literacy [13]. Specifically, a study in German primary schools suggested a lack of parental concern for the online behaviors of their children from lower socioeconomic backgrounds [14].…”

Contextual Attribute Variables in the Use of ICT in Primary Level Students from Southern Sonora, Mexico

“…The integration of ICTs into primary education training processes continues to face major challenges because the effectiveness of ICT use in the classroom depends on several factors: a) adequate functioning of available digital computing resources, connectivity and Internet access (Trigueros, Sánchez and Vera, 2012;Necuzzi, 2013;Santiago, Caballero, Gómez and Domínguez, 2013;Sunkel, Trucco and Espejo, 2014); b) the skills and abilities of all those involved in the training process, that is to say, the digital skills of students (Claro, 2010;Trigueros et al, 2012;Aesaert, Van Nijlen, Vanderlinde, Tondeur, Devlieger and van Braak, 2015;Fajardo, Villalta and Salmerón, 2016); c) pedagogical practices that encourage the interaction of students with ICTs are required (Saez, 2012;Necuzzi, 2013;Santiago et al, 2013;, 2015); and d) lack of leadership or policies that encourage the use of ICT in the classroom (de Pablos, 2009;Hadjithoma and Karagiorgi, 2009;Claro, 2010;Ulate, 2013;Díaz-Barriga, 2014).…”