Chosen Ambiguities of ICT-Related Learning in Youth

k 2019

Chosen Ambiguities of ICT-Related Learning in Youth

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

Basic information

Original name

Chosen Ambiguities of ICT-Related Learning in Youth

Name in Czech

Vybrané ambivalence v učení mládeže s podporou ICT

Authors

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

Edition

European Conference on Educational Research (ECER) : Education in an Era of Risk – the Role of Educational Research for the Future, Hamburg, 2 – 6 September 2019, 2019

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

Germany

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

RIV identification code

RIV/00216224:14210/19:00108064

Organization unit

Faculty of Arts

Keywords (in Czech)

Digitální technologie; učení; mládež; škola

Keywords in English

Digital Technologies; learning; youth; school

Abstract

V originále

In the Czech Republic, as well as in other developed counties across Europe, ICT has been one of the priorities of the Czech educational policy during the past decades; the assumption of keeping up with the ICT-related developments in the school classroom as well as the efforts to use the ICT in learning-related situations have been the main reasons for these policies to occur. At the same time, the Czech pupils score above-average in ICT-related learning area, and a link between the ICT usage and school performance of the students has been proven . Nevertheless, qualitative studies conducted by the team bring forward evidence for a rather ambiguous treatment of ICT in both the school and the family environments. PC classrooms closed during breaks; Wi-Fi at school password-protected to prevent students from using it; school rules banning cell-phone usage for any purpose during school hours; these are only some of the examples of school-related strategies which are directly opposing the official Czech ICT-related educational policy. The abovementioned ambiguities are discussed, and their potential outcomes described in the submitted study. Given the vital implications of such ambiguities, avenues are open to conduct similar studies also in other European countries, in order to support ICT-related learning and remove obstacles the young people may face in this respect.

Links

GA17-06152S, research and development project

Name: Digitální technologie v každodenním životě a učení studentů

Investor: Czech Science Foundation

Citovat

BÁRTA, Ondřej, Klára ZÁLESKÁ, Jiří ZOUNEK, Libor JUHAŇÁK and Kristýna VLČKOVÁ. Chosen Ambiguities of ICT-Related Learning in Youth. In European Conference on Educational Research (ECER) : Education in an Era of Risk – the Role of Educational Research for the Future, Hamburg, 2 – 6 September 2019. 2019.

@proceedings{1605759,
   author = {Bárta, Ondřej and Záleská, Klára and Zounek, Jiří and Juhaňák, Libor and Vlčková, Kristýna},
   booktitle = {European Conference on Educational Research (ECER) : Education in an Era of Risk – the Role of Educational Research for the Future, Hamburg, 2 – 6 September 2019},
   keywords = {Digital Technologies; learning; youth; school},
   language = {eng},
   title = {Chosen Ambiguities of ICT-Related Learning in Youth},
   url = {https://eera-ecer.de/ecer-programmes/conference/24/contribution/47200/},
   year = {2019}
}

TY  - CONF
ID  - 1605759
AU  - Bárta, Ondřej - Záleská, Klára - Zounek, Jiří - Juhaňák, Libor - Vlčková, Kristýna
PY  - 2019
TI  - Chosen Ambiguities of ICT-Related Learning in Youth
KW  - Digital Technologies
KW  - learning
KW  - youth
KW  - school
UR  - https://eera-ecer.de/ecer-programmes/conference/24/contribution/47200/
N2  - In the Czech Republic, as well as in other developed counties across Europe, ICT has been one of the priorities of the Czech educational policy during the past decades; the assumption of keeping up with the ICT-related developments in the school classroom as well as the efforts to use the ICT in learning-related situations have been the main reasons for these policies to occur. At the same time, the Czech pupils score above-average in ICT-related learning area, and a link between the ICT usage and school performance of the students has been proven . Nevertheless, qualitative studies conducted by the team bring forward evidence for a rather ambiguous treatment of ICT in both the school and the family environments. PC classrooms closed during breaks; Wi-Fi at school password-protected to prevent students from using it; school rules banning cell-phone usage for any purpose during school hours; these are only some of the examples of school-related strategies which are directly opposing the official Czech ICT-related educational policy. The abovementioned ambiguities are discussed, and their potential outcomes described in the submitted study. Given the vital implications of such ambiguities, avenues are open to conduct similar studies also in other European countries, in order to support ICT-related learning and remove obstacles the young people may face in this respect.
ER  -

BÁRTA, Ondřej, Klára ZÁLESKÁ, Jiří ZOUNEK, Libor JUHAŇÁK and Kristýna VLČKOVÁ. Chosen Ambiguities of ICT-Related Learning in Youth. In \textit{European Conference on Educational Research (ECER) : Education in an Era of Risk – the Role of Educational Research for the Future, Hamburg, 2 – 6 September 2019}. 2019.

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