ICT in Czech Students’ Learning through the Lenses of PISA
2015: A Secondary Analysis

k 2018

ICT in Czech Students’ Learning through the Lenses of PISA 2015: A Secondary Analysis

ZOUNEK, Jiří, Libor JUHAŇÁK, Klára ZÁLESKÁ, Ondřej BÁRTA, Kristýna VLČKOVÁ et. al.

Základní údaje

Originální název

ICT in Czech Students’ Learning through the Lenses of PISA 2015: A Secondary Analysis

Autoři

ZOUNEK, Jiří (203 Česká republika, garant, domácí), Libor JUHAŇÁK (203 Česká republika, domácí), Klára ZÁLESKÁ (203 Česká republika, domácí), Ondřej BÁRTA (203 Česká republika, domácí) a Kristýna VLČKOVÁ (203 Česká republika, domácí)

Vydání

ECER 2018, 3 – 7 September, Bolzano, 2018

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Itálie

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/18:00101168

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

ICT availability; ICT use; students’ performance; PISA 2015; multilevel modelling

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 11. 4. 2019 10:56, Mgr. Igor Hlaváč

Anotace

V originále

The paper is one of the many outputs of research project called “Digital Technologies in students’ everyday lives and learning” (supported by the Czech Science Foundation; grant no. 17-06152S), focusing on digital technologies and their role in everyday lives and learning of 15-year-old Czech students, across a variety of contexts and environments (see also Arnseth, Erstad, Juhaňák, & Zounek, 2016). Like in other economically advanced countries, in the Czech Republic information and communication technologies (ICT) have become an inseparable part of social life, while becoming an important element in education. Since the beginning of the 21st century, a number of initiatives and projects have been undertaken to support implementation of ICT into formal education (for more details see Eurydice, 2011; Zounek & Šeďová, 2009; Zounek, 2006). Researching or evaluating these initiatives systematically however has not received enough attention in the Czech Republic yet. It was only in the strategic document Strategy in Digital education until 2020 (Strategie, 2014) that an explicit request for collecting data on ICT implementation and use in formal education as well as a need for educational research in this area have been voiced. This is why data on ICT in Czech schools has been scarce in the Czech Republic. One of the few sources research can currently draw on to get an insight into these issues is data from international surveys (International Large-Scale Assessments – ILSA) undertaken in the Czech Republic. For ICT, this is mainly the PISA survey (which includes the ICT Familiarity Questionnaire) and ICILS 2013 survey, focusing on students' computer and information literacy (Fraillon, Schulz, & Ainley, 2013). Despite this, not even data from these international surveys have been analysed sufficiently in the Czech Republic (Potužníková, Lokajíčková & Janík, 2014; Straková, 2009). The goal of this paper therefore is to use the data from ILSAs undertaken in the CR to map the role of ICT in Czech schools. We are primarily interested in finding out how ICT availability and use are reflected in students’ educational performance and what other aspects relating to ICT use by students may influence their educational results (such as ICT availability and use beyond school, interest in ICT, ICT self-efficacy etc.). The paper will specifically focus on analysing data from the most recent PISA 2015 survey (i.e. primarily data from the familiarity questionnaire for students).

Návaznosti

GA17-06152S, projekt VaV

Název: Digitální technologie v každodenním životě a učení studentů

Investor: Grantová agentura ČR, Digitální technologie v každodenním životě a učení studentů

Citovat

ZOUNEK, Jiří, Libor JUHAŇÁK, Klára ZÁLESKÁ, Ondřej BÁRTA a Kristýna VLČKOVÁ. ICT in Czech Students’ Learning through the Lenses of PISA 2015: A Secondary Analysis. In ECER 2018, 3 – 7 September, Bolzano. 2018.

@proceedings{1436236,
   author = {Zounek, Jiří and Juhaňák, Libor and Záleská, Klára and Bárta, Ondřej and Vlčková, Kristýna},
   booktitle = {ECER 2018, 3 – 7 September, Bolzano},
   keywords = {ICT availability; ICT use; students’ performance; PISA 2015; multilevel modelling},
   language = {eng},
   title = {ICT in Czech Students’ Learning through the Lenses of PISA 2015: A Secondary Analysis},
   url = {https://eera-ecer.de/ecer-programmes/conference/23/contribution/44291/},
   year = {2018}
}

TY  - CONF
ID  - 1436236
AU  - Zounek, Jiří - Juhaňák, Libor - Záleská, Klára - Bárta, Ondřej - Vlčková, Kristýna
PY  - 2018
TI  - ICT in Czech Students’ Learning through the Lenses of PISA 2015: A Secondary Analysis
KW  - ICT availability
KW  - ICT use
KW  - students’ performance
KW  - PISA 2015
KW  - multilevel modelling
UR  - https://eera-ecer.de/ecer-programmes/conference/23/contribution/44291/
N2  - The paper is one of the many outputs of research project called “Digital Technologies in students’ everyday lives and learning” (supported by the Czech Science Foundation; grant no. 17-06152S), focusing on digital technologies and their role in everyday lives and learning of 15-year-old Czech students, across a variety of contexts and environments (see also Arnseth, Erstad, Juhaňák, & Zounek, 2016). Like in other economically advanced countries, in the Czech Republic information and communication technologies (ICT) have become an inseparable part of social life, while becoming an important element in education. Since the beginning of the 21st century, a number of initiatives and projects have been undertaken to support implementation of ICT into formal education (for more details see Eurydice, 2011; Zounek & Šeďová, 2009; Zounek, 2006). Researching or evaluating these initiatives systematically however has not received enough attention in the Czech Republic yet. It was only in the strategic document Strategy in Digital education until 2020 (Strategie, 2014) that an explicit request for collecting data on ICT implementation and use in formal education as well as a need for educational research in this area have been voiced. This is why data on ICT in Czech schools has been scarce in the Czech Republic. One of the few sources research can currently draw on to get an insight into these issues is data from international surveys (International Large-Scale Assessments – ILSA) undertaken in the Czech Republic. For ICT, this is mainly the PISA survey (which includes the ICT Familiarity Questionnaire) and ICILS 2013 survey, focusing on students' computer and information literacy (Fraillon, Schulz, & Ainley, 2013). Despite this, not even data from these international surveys have been analysed sufficiently in the Czech Republic (Potužníková, Lokajíčková & Janík, 2014; Straková, 2009). The goal of this paper therefore is to use the data from ILSAs undertaken in the CR to map the role of ICT in Czech schools. We are primarily interested in finding out how ICT availability and use are reflected in students’ educational performance and what other aspects relating to ICT use by students may influence their educational results (such as ICT availability and use beyond school, interest in ICT, ICT self-efficacy etc.). The paper will specifically focus on analysing data from the most recent PISA 2015 survey (i.e. primarily data from the familiarity questionnaire for students).
ER  -

ZOUNEK, Jiří, Libor JUHAŇÁK, Klára ZÁLESKÁ, Ondřej BÁRTA a Kristýna VLČKOVÁ. ICT in Czech Students’ Learning through the Lenses of PISA 2015: A Secondary Analysis. In \textit{ECER 2018, 3 – 7 September, Bolzano}. 2018.

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