Toward a model for the study of children’s informal Internet use

Young, Kirsty

doi:10.1016/j.chb.2007.01.008

Cited by 15 publications

(9 citation statements)

References 29 publications

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“…According to these theories, as ICT develops rapidly and ICT investments increase dramatically, advanced ICTs support has extended students' learning environments. As a result, students' engagement in ICT activities gives them the opportunity to learn more ICT knowledge and skills, master specific ICT tools, access current knowledge, and just generally positively influence their lives (Pea 1997;Young 2005Young , 2008OECD 2011;Zhong 2010;Guzeller and Akin 2014).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…This change might have been because as information technologies developed rapidly, students' actual ICT use became more diversified over time. In particular, the dramatic development of the Internet provided more opportunities for students to participate in social communities, access information, and communicate with people around the world (Pea 1997;Young 2008).…”

Section: The Implications Of the Changes In Pisa's Ict Assessmentmentioning

confidence: 99%

“…Because ICT use has been regarded as an important indicator of ICT literacy, examining its attributes has become very important. From the perspective of the philosophy of constructivism, which emphasizes the importance of learning contexts (Pea 1997;Young 2008), students generate and produce knowledge and ideas through interactions with society and the environment. Interaction with society emphasizes collaborative efforts between students and teachers, and classmates to achieve shared goals.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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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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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Section: The Implications Of the Changes In Pisa's Ict Assessmentmentioning

confidence: 99%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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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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“…In those contexts, the internet provides children with opportunities to communicate (i.e., email and instant messaging), access information (i.e., visit websites), and engage in play activities (i.e., video games). Such uses of the internet stimulate cognitive and social development (Young, 2007). Fiorini (2010) concluded positive and enduring cognitive benefits of computer use during early childhood with some evidence of associations with proactive social behaviour.…”

Section: Introductionmentioning

confidence: 99%

Self-Esteem and Use of the Internet among Young School-Age Children

Johnson¹

2011

IJPS

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The literature suggests a relationship between technology use and self-esteem. Such research has failed to consider young school-aged children and their use of the internet, particularly across contexts. Thirty-eight children aged 6 to 8 years rated the level and nature of their internet use (email, instant message, play games, visit websites) at home, school and in the community (i.e., at someone else's house). They also rated items that measured home, school and peer self-esteem. Instant messaging at school explained 21% of the differences in school self-esteem. As children tended to report instant messaging at school, they also tended to report the highest school-based self-esteem. Instant messaging at someone else's house explained 11% of the differences in home self-esteem. As children tended to report instant messaging at someone else's house, they also tended to report the lowest home self-esteem. Visiting websites at someone else's house explained 10% of the differences in peer self-esteem. As children tended to report visiting websites at someone else's house, they also tended to report the highest peer self-esteem. Internet use during the early school years is related to children's sense of self and mediated by context.

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“…Od toga je polovina uzrasta 5-18 godina. Samo mali broj dece uviđa mogućnosti edukacije i informisanja koje Internet nudi.Najveći broj sprovedenih istraživanja [1][2][3][4][5][6][7] ukazuje da mladi Internet počinju da koriste veoma rano, još u predš-kolskom uzrastu, a uglavnom ga koriste za zabavu (igranje igrica slušanje i preuzimanje muzike, lmova, video klipova, slika, i dr.). Vrlo su popularne društvene mreže i stranice za upoznavanje MySpace i Facebook.…”

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Internet navike dece školskog uzrasta u nekim selima Borske opštine

Stevanović¹,

Mitovski²,

Živković³

et al. 2014

Proceedings of the 1st International Scientific Conference - Sinteza 2014

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Abstract:U radu su prikazani rezultati istraživanja sprovedenog u Osnovnoj školi "Stanoje Miljković" Brestovac, opština Bor, u cilju upoznavanja sa navikama dece školskog uzrasta vezanim za korišćenje Interneta. Iako višestruko koristan u obrazovnom i saznajnom smislu, Internet nosi i opasnosti korišćenja u pogrešne svrhe, naročito kod dece školskog uzrasta. Stoga je cilj istraživanja bio da se prosvetni radnici i društvena zajednica najpre upoznaju sa navikama dece u korišćenju Interneta, kao i pretnjama i zamkama sa kojima se deca mogu suočiti korišćenjem globalne društvene mreže. Rezultati istraživanja pokazali su da većina učenika koristi Internet, ali ga u najvećoj meri koriste za zabavu i aktivnosti na popularnim društvenim mrežama. Mali broj učenika izjasnio se da Internet koristi u edukativne svrhe. Rezultati istraživanja ukazuju na neophodnost definisanja strategije za usmeravanje učenika kroz tekući obrazovno-vaspitni proces da vreme provedeno na Internetu više koriste u obrazovno-saznajne svrhe, kao dopunu tekućim nastavnim aktivnostima. Takođe neophodno je sprovesti edukaciju i učenika i roditelja o potencijalnim opasnostima pri korišćenju Interneta, prvenstveno o zloupotrebi dece na društvenim mrežama. Svako dete, nezavisno od uzrasta, treba da ima bar neka prethodna saznanja o Internet pretnjama i načinima njihovog izbegavanja. Upravo je zadatak prosvetnih radnika da informacije, do kojih se došlo na osnovu sprovedenog istraživanja, transformišu u saznanja koja će preneti učenicima i njihovim roditeljima u cilju zaštite dece tokom njihovog boravka na Internetu. UVODInternet je na velika vrata ušao u ljudske živote i zauzeo važno mesto u svakodnevici pojedinca. Internet pruža brojne mogućnosti, olakšava potragu za velikim brojem najrazličitijih informacija i štedi vreme. Ni škole nije mimoišao, što predstavlja još jedan vid osavremenjavanja i napretka obrazovanja. Uzrasna granica u kojoj deca poči-nju da koriste računare sve je niža te se neretko događa da deca budu informatički pismenija od roditelja. Popularnost Interneta, kao relativno novog medija, progresivno raste uzimajući u obzir mogućnosti koje pruža na poljima zabave i socijalizacije. Iluzija da je korisnik anoniman i zaštićen, kao i naizgled bezgranična sloboda koju nudi, svojstva su ovog medija i kao takvog ga čine idealno primamljivim za najmlađu publiku. Procenjuje se da Internet koristi oko 1,2 milijarde ljudi ili oko 18 % svetske populacije. Od toga je polovina uzrasta 5-18 godina. Samo mali broj dece uviđa mogućnosti edukacije i informisanja koje Internet nudi.Najveći broj sprovedenih istraživanja [1][2][3][4][5][6][7] ukazuje da mladi Internet počinju da koriste veoma rano, još u predš-kolskom uzrastu, a uglavnom ga koriste za zabavu (igranje igrica slušanje i preuzimanje muzike, lmova, video klipova, slika, i dr.). Vrlo su popularne društvene mreže i stranice za upoznavanje MySpace i Facebook. Podaci ukazuju da 38 % dece uzrasta 9-12 godina ima svoj pro l na nekoj od društvenih mreža, uprkos starosnom ograničenju od najmanje 13 g...

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Toward a model for the study of children’s informal Internet use

Cited by 15 publications

References 29 publications

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

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

Self-Esteem and Use of the Internet among Young School-Age Children

Internet navike dece školskog uzrasta u nekim selima Borske opštine

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