The Relationship Between Ict Use and Science Knowledge for Czech Students: A Secondary Analysis of Pisa 2006

Kubiatko, Milan; Vlčková, Kateřina

doi:10.1007/s10763-010-9195-6

Cited by 53 publications

(46 citation statements)

References 34 publications

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“…These observations find some support made by other researchers although they do not refer to higher education or basic ICT skills. For instance, Aslanidou & Menexes (2008) observed that younger students in secondary education use the Internet more than older students, Kubiatko & Vlckova (2010) found that in secondary schools pupils who were well connected with ICT scored also higher in science knowledge tests, and van Deursen & van Dijk (2015) observed in a longitudinal project that younger people still have more Internet skills than the older generations.…”

Section: Resultsmentioning

confidence: 99%

“…"Age" refers to the age of the student (range = 18-22) . "Age at first PC experience" refers to the age at which a student started to use a PC (Aslanidou & Menexes, 2008;Kubiatko & Vlckova, 2010). Gender is expressed by 1 for female and 0 for male students (dummy variable) (Volman & van Eck, 2001;Losh, 2004;Becker, 2006;Madigan et al, 2007;Kubiatko, 2010;Zhao et al, 2010;van Deursen & van Dijk, 2015).…”

Section: Observed Explanatory Variablesmentioning

confidence: 99%

“…In addition, Aslanidou and Menexes (2008) observed that the youngest group of students in secondary schools uses the Internet more frequently than the older group. Using the Czech data from the Program for International Student Assessment (PISA) 2006, Kubiatko and Vlckova (2010) found that students who had used computers the longest attained higher scores for a test of ICT knowledge. Chowdhury, Gibb, and Landoni (2011) came to the conclusion that experience of university staff members of searching for information on the Internet depended on their age.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Heerwegh¹,

Wit

Verhoeven

2016

JITE:Research

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Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance we report how we constructed a structural equation model (SEM) to explore the variance in the basic ICT skill levels of science students. We also present the results of a test of this model with university bachelor's science students. Basic ICT skills were measured using a new, elaborate instrument allowing students to rate their skills in detail. Our results show that science students score high on basic ICT skills and that our SEM explains a large part of the variation in the ICT skill levels of these students. The most explanatory power is coming from four variables: the perceived ease of use and the perceived usefulness of a personal computer, the anxiety for using a personal computer, and students' belief that ICT is necessary for scientific research.

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Section: Resultsmentioning

confidence: 99%

Section: Observed Explanatory Variablesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Heerwegh¹,

Wit

Verhoeven

2016

JITE:Research

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“…There are other studies that support this finding (Langford and Reeves, 1998). It is evident that most of the studies show that computer usage is effective in the learning process of the individual (Naevdal, 2007;Kubiatko and Vlckova, 2010). In a study conducted on music teacher candidates, it is reported that individuals may actively attain knowledge and gain experience through computer-aided music lessons (Çevik and Alkan, 2012).…”

Section: Discussionmentioning

confidence: 99%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

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“…al. 2012;Luu and Freeman 2011;Kubiatko and Vlckova 2010;Spiezia 2010;Demir and Kilic 2009) and highlighted that it was critical to develop students' skills in using computers and advanced communication technology in order to improve their learning outcomes (Lee 2009). Other researchers (Paton 2010;Sullivan 2005;Papanastasiou 2002;Fuchs and Woessman 2004;Wittwer and Senkbeil 2007;Aypay 2010), however, found negative correlations between computer use and students' achievement.…”

Section: The Relationship Between Ict Use and Student Achievementmentioning

confidence: 99%

How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

Zhang

Liu

2016

EURASIA J MATH SCI T

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This study aims to investigate the impacts of information and communication technology (ICT) use on students' math and science achievements, with a special focus on examining the trends of these relationships over the past decade. Data from all five waves of the Program for International Student Assessment (PISA) from 2000 to 2012 were used. Three-level hierarchical linear modelling revealed that school-level ICT-related variables had positive influences on learning outcomes when national GDP, school type, and school ICT investment, were controlled for. However, the findings indicated that the relationships between different types of ICT use with math and science achievement were negative in the long term when students' families' social economic status was held constant. In addition, self-confidence in Internet tasks was discovered to be beneficial to both math and science, and thus, suggestions were made to develop students' confidence in conducting ICT-related activities.Keywords: ICT use, mathematics and science education, student achievement INTRODUCTIONInformation and communication technology (ICT) is a specific term that refers to technologies designed for collecting, processing, preserving and delivering information (Elisha 2006). It has been widely recognized that the rapid development of ICT dramatically affects every aspect of contemporary life by changing the ways people live, work, and study in today's knowledge society. These changes have brought innovative and diverse options, but they have also required us to be information and communication technology (ICT) literate. In general, ICT literacy is defined as the ability to use technology tools appropriately in processing, managing, and evaluating information and communicating with others (ETS 2004; MCEETYA 2006).

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The Relationship Between Ict Use and Science Knowledge for Czech Students: A Secondary Analysis of Pisa 2006

Cited by 53 publications

References 34 publications

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Music teachers computer anxiety and self-efficacy

How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

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