Ambivalence in ICT-related learning

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.

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

• Originální 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

Anotace

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