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.

Základní údaje

Originální název

Chosen Ambiguities of ICT-Related Learning in Youth

Název česky

Vybrané ambivalence v učení mládeže s podporou ICT

Autoři

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

Vydání

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

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

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

Stát vydavatele

Německo

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/19:00108064

Organizační jednotka

Filozofická fakulta

Klíčová slova česky

Digitální technologie; učení; mládež; škola

Klíčová slova anglicky

Digital Technologies; learning; youth; school

Štítky

rivok

Příznaky

Mezinárodní význam

Změněno: 19. 3. 2020 11:08, Mgr. Zuzana Matulíková

Anotace

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.

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, Klára ZÁLESKÁ, Jiří ZOUNEK, Libor JUHAŇÁK a 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 a 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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