The influence of social-demographic determinants on secondary school children's computer use, experience, beliefs and competence

Braak, Johan van; Kavadias, Dimokritos

doi:10.1080/14759390500200192

Cited by 24 publications

(11 citation statements)

References 27 publications

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“…Although students' background variables have been studied extensively in the context of educational technology, the evidence provided from these studies does not draw a clear picture about the actual effects of these variables. For instance, although Tondeur et al (2010) identified significant relations between students' socioeconomic background and computer use, Van Braak and Kavadias (2005) could not. This diversity of research findings may be due to the differences in ICT access across the samples under investigation (Livingstone & Helsper, 2007).…”

Section: The Role Of Students' Background and Motivation In The Use Omentioning

confidence: 93%

“…Research on students' use of information and communication technology (ICT) has examined its effects on educational outcomes, well-being, and health (Cotten, 2008;Cox & Marshall, 2007); OECD (2015b); (Spiezia, 2010). In a parallel, yet almost distinct line of research, the antecedents and institutional determinants of ICT use were studied at different levels of educational systems (Bozionelos, 2004;Fraillon, Ainley, Schulz, Friedman, & Gebhardt, 2014;Teo & Noyes, 2011;Van Braak & Kavadias, 2005). These research traditions have revealed findings on the relations between the use of ICT and academic achievement, and have pointed to the importance of students' background and cultural capital for exploiting the available technologies.…”

Section: Introductionmentioning

confidence: 99%

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Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Scherer

Rohatgi

Hatlevik

2017

Computers in Human Behavior

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Current debates on students' use of information and communication technology (ICT) have brought to attention profiles and purposes of ICT use in either school-related or recreational contexts. Examining these two contexts at the same time, the present study seeks to identify student profiles of ICT use on the basis of the Norwegian International Computer and Information Literacy Study (ICILS) 2013 data (N = 2,426). In order to explore profiles of ICT use in schools and at home for different purposes such as recreation, study purposes, exchanging information, and social communication, we take a person-centered approach and apply latent profile analysis. These analyses revealed two independent user profiles and showed that background characteristics (i.e., gender, immigration status) and motivational constructs (i.e., self-efficacy, interest, and enjoyment in ICT) play a significant role in determining profile membership. Significant differences between the user profiles in students' computer and information literacy test performance did not exist. Given that the coverage of ICT at home and in schools has increased substantially over the last decades, the identification of user profiles informs teachers and parents about whether or not students exploit these opportunities to the same extent. Implications for future research and practice are discussed.

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Section: The Role Of Students' Background and Motivation In The Use Omentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Scherer

Rohatgi

Hatlevik

2017

Computers in Human Behavior

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“…However, some results are obviously not consistent with the conventional view of the digital divide and there are also many discrepant interpretations of what the results indicate (see Hacker and Mason, 2003). The study by van Braak and Kavadias (2005), for instance, suggests that socioeconomic background explains material differences between young people, but does not affect ICT competence. This finding matches the conclusion of van Dijk and that the current digital divide is a very complex and dynamic phenomenon.…”

Section: Empirical Studies On Ict As Cultural Capitalmentioning

confidence: 99%

ICT as cultural capital: The relationship between socioeconomic status and the computer-use profile of young people

Tondeur

Sinnaeve

Houtte

et al. 2010

New Media & Society

108

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This study explores the relationship between socioeconomic status (SES) and the computer-use profile of 1241 school students in Flanders, the northern region of Belgium. More specifically, the article examines whether varying patterns of computer access, attitudes, competencies and uses can be seen as constituting differences in cultural capital. Additionally, gender was included in the survey as an important background characteristic in digital divide research. Path analysis was used to model the complex relationships between the influencing factors upon the ICT-related variables. What emerged from the analyses was that SES affects the computer-use profile only moderately. No relationship between SES and computer ownership was found. Moreover, the acquisition of ICT competencies can no longer be attributed to computer ownership. Apart from a small effect on ICT use (a higher SES tends to be associated with more ICT use), SES does not seem to affect the computer-use profile of young people in Flanders. The results of this study indicate that the existing differences in SES on computer-use profile are not sufficiently marked to deduce that ICT can be seen as an indicator of differing cultural capital.

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“…In particular, it has been argued that there are gaps in terms of age and SES (Wilson, Wallin and Reiser 2003). However, there is a growing body of literature focusing on the relationship between childhood SES and the internet literacy of children and young people (Cho et al 2003; Livingstone and Helsper 2007; van Braak and Kavadias 2005). Yet there still remains a gap in our understanding of the relationship between indicators of SES at different phases in the lifecourse and internet use in older adulthood.…”

Section: Introductionmentioning

confidence: 99%

Socio-economic status over the lifecourse and internet use in older adulthood

Silver

2013

Ageing and Society

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This study explored associations between socio-economic status (SES) at different phases in the lifecourse and regular internet use among older adults. A sample (N = ,) from the  wave of the United States Health and Retirement Study was used. Odds ratios were estimated to explore the relationship between regular internet use in older adulthood and measures of SES in childhood and in adulthood, and cumulative SES. Findings provided support for the lifecourse perspective, suggesting that variations observed among older adults are reflective of cumulative experiences. Three main themes emerged: higher SES in childhood increased the odds of being an internet user in older adulthood; SES advantages tended to accumulate, so that having at least one period of high SES in the lifecourse increased the odds of being an internet user in older adulthood; age did not appear to modify the positive relationship between cumulative SES and internet use.

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The influence of social-demographic determinants on secondary school children's computer use, experience, beliefs and competence

Cited by 24 publications

References 27 publications

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

ICT as cultural capital: The relationship between socioeconomic status and the computer-use profile of young people

Socio-economic status over the lifecourse and internet use in older adulthood

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