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.

Basic information

Original name

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

Authors

ZOUNEK, Jiří (203 Czech Republic, guarantor, belonging to the institution), Libor JUHAŇÁK (203 Czech Republic, belonging to the institution), Klára ZÁLESKÁ (203 Czech Republic, belonging to the institution), Ondřej BÁRTA (203 Czech Republic, belonging to the institution) and Kristýna VLČKOVÁ (203 Czech Republic, belonging to the institution)

Edition

ECER 2018, 3 – 7 September, Bolzano, 2018

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

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

Country of publisher

Italy

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

RIV identification code

RIV/00216224:14210/18:00101168

Organization unit

Faculty of Arts

Keywords in English

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

Abstract

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).

Links

GA17-06152S, research and development project

Name: Digitální technologie v každodenním životě a učení studentů

Investor: Czech Science Foundation

Citovat

ZOUNEK, Jiří, Libor JUHAŇÁK, Klára ZÁLESKÁ, Ondřej BÁRTA and 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 and 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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