Ambivalence in ICT-related learning

k 2018

Ambivalence in ICT-related learning

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

Základní údaje

Originální název

Ambivalence in ICT-related learning

Autoři

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

Vydání

Cyberspace Conference 2018, 30. listopadu – 1. prosince 2018, Brno, 2018

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

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

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Kód RIV

RIV/00216224:14210/18:00101473

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

ICT; youth; learning; ambivalence

Štítky

rivok

Změněno: 10. 4. 2019 13:40, Mgr. Igor Hlaváč

Anotace

V originále

As members of the research team within the project Digital technologies in everyday life and learning of students (supported by the Grant Agency of the Czech Republic, project number 17-06152S) explore various sources of data, from large-scale international datasets like PISA or ICILS, through focus groups in schools, and case studies in families including young people, ambivalence in learning using ICT becomes clearer than ever. One of the partial studies focused on PISA 2015 data analysis for the Czech sample. It explores relationships between students´ ICT use and their school performance, while coming up with some interesting findings, such as an absence of influence of the ICT equipment in schools on students´ school performance and presence of influence of ICT equipment at home on students´ school performance, but at the same time showing no link between the ICT usage at home and students´ school performance, while finding a negative link between the ICT usage in schools and the students´ school performance. Yet another partial study of the team, focus groups with the students in the final year of the lower secondary schools in the Czech Republic, suggests that the ambivalences outlined above are an integral part of ICT-related learning in Czech schools, with a rather strong drive for ICT usage by teachers on one end, and an equally strong drive to limit the ICT usage by students. Sources and implications of such ambivalence are explored and discussed.

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

BÁRTA, Ondřej; Jiří ZOUNEK; Libor JUHAŇÁK; Klára ZÁLESKÁ a Kristýna VLČKOVÁ. Ambivalence in ICT-related learning. In Cyberspace Conference 2018, 30. listopadu – 1. prosince 2018, Brno. 2018.

@proceedings{1482183,
   author = {Bárta, Ondřej and Zounek, Jiří and Juhaňák, Libor and Záleská, Klára and Vlčková, Kristýna},
   booktitle = {Cyberspace Conference 2018, 30. listopadu – 1. prosince 2018, Brno},
   keywords = {ICT; youth; learning; ambivalence},
   language = {eng},
   title = {Ambivalence in ICT-related learning},
   year = {2018}
}

TY  - CONF
ID  - 1482183
AU  - Bárta, Ondřej - Zounek, Jiří - Juhaňák, Libor - Záleská, Klára - Vlčková, Kristýna
PY  - 2018
TI  - Ambivalence in ICT-related learning
KW  - ICT
KW  - youth
KW  - learning
KW  - ambivalence
N2  - As members of the research team within the project Digital technologies in everyday life and learning of students (supported by the Grant Agency of the Czech Republic, project number 17-06152S) explore various sources of data, from large-scale international datasets like PISA or ICILS, through focus groups in schools, and case studies in families including young people, ambivalence in learning using ICT becomes clearer than ever. One of the partial studies focused on PISA 2015 data analysis for the Czech sample. It explores relationships between students´ ICT use and their school performance, while coming up with some interesting findings, such as an absence of influence of the ICT equipment in schools on students´ school performance and presence of influence of ICT equipment at home on students´ school performance, but at the same time showing no link between the ICT usage at home and students´ school performance, while finding a negative link between the ICT usage in schools and the students´ school performance. Yet another partial study of the team, focus groups with the students in the final year of the lower secondary schools in the Czech Republic, suggests that the ambivalences outlined above are an integral part of ICT-related learning in Czech schools, with a rather strong drive for ICT usage by teachers on one end, and an equally strong drive to limit the ICT usage by students. Sources and implications of such ambivalence are explored and discussed.
ER  -

BÁRTA, Ondřej; Jiří ZOUNEK; Libor JUHAŇÁK; Klára ZÁLESKÁ a Kristýna VLČKOVÁ. Ambivalence in ICT-related learning. In \textit{Cyberspace Conference 2018, 30. listopadu – 1. prosince 2018, Brno}. 2018.

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