Incidence of personal and contextual factors on the use of technological resources by students in Latin America
The use of information and communication technologies (ICT) by students reflects the appropriateness of the ICT integration process. However, the typology of ICT use by students has not been established empirically based on their use at home and at the school. Thus, the purpose of the article is to...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Sara Cebrián-Cifuentes [verfasserIn] Gonzalo Almerich [verfasserIn] Jesús Suárez-Rodríguez [verfasserIn] Francesc Pedró [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch ; Spanisch ; Portugiesisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Education Policy Analysis Archives - Arizona State University, 2003, 29(2021), 0 |
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| Übergeordnetes Werk: |
volume:29 ; year:2021 ; number:0 |
| Links: |
|---|
| DOI / URN: |
10.14507/epaa.29.5127 |
|---|
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DOAJ01518434X |
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| 520 | |a The use of information and communication technologies (ICT) by students reflects the appropriateness of the ICT integration process. However, the typology of ICT use by students has not been established empirically based on their use at home and at the school. Thus, the purpose of the article is to determine the structure of ICT use by students, together with the influence of personal and contextual factors. A correlational design has been used, with the sample being the sixth-grade students in Latin America who answered the questionnaire on ICT use in the Third Regional Comparative and Explanatory Study (TERCE). The data analysis performed is descriptive statistics, Multivariate Analysis of Variance (MANOVA) and Categorical Principal Components analysis (CATPCA). The results obtained through the descriptive statistics show how the students make a greater use of technological resources in the area of free time than in the academic area. It has been found, by means of a categorical principal components analysis (CATPCA), that student use is structured in three planes: personal, non-school academic and school academic. In addition, the results obtained from the MANOVA indicate that the personal and contextual factors influence the use of ICT, essentially the availability of technological devices and the Internet connection. In the light of the results, it is recommended to implement programs that favour non-school academic use of ICT by students. | ||
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10.14507/epaa.29.5127 doi (DE-627)DOAJ01518434X (DE-599)DOAJc1e3a5bc50cc44179621cbe5a572e469 DE-627 ger DE-627 rakwb eng spa por Sara Cebrián-Cifuentes verfasserin aut Incidence of personal and contextual factors on the use of technological resources by students in Latin America 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The use of information and communication technologies (ICT) by students reflects the appropriateness of the ICT integration process. However, the typology of ICT use by students has not been established empirically based on their use at home and at the school. Thus, the purpose of the article is to determine the structure of ICT use by students, together with the influence of personal and contextual factors. A correlational design has been used, with the sample being the sixth-grade students in Latin America who answered the questionnaire on ICT use in the Third Regional Comparative and Explanatory Study (TERCE). The data analysis performed is descriptive statistics, Multivariate Analysis of Variance (MANOVA) and Categorical Principal Components analysis (CATPCA). The results obtained through the descriptive statistics show how the students make a greater use of technological resources in the area of free time than in the academic area. It has been found, by means of a categorical principal components analysis (CATPCA), that student use is structured in three planes: personal, non-school academic and school academic. In addition, the results obtained from the MANOVA indicate that the personal and contextual factors influence the use of ICT, essentially the availability of technological devices and the Internet connection. In the light of the results, it is recommended to implement programs that favour non-school academic use of ICT by students. uso de las tic alumnado de educación primaria uso del ordenador en casa uso del ordenador en el aula factores personales y contextuales Education L Gonzalo Almerich verfasserin aut Jesús Suárez-Rodríguez verfasserin aut Francesc Pedró verfasserin aut In Education Policy Analysis Archives Arizona State University, 2003 29(2021), 0 (DE-627)1760649155 10682341 nnns volume:29 year:2021 number:0 https://doi.org/10.14507/epaa.29.5127 kostenfrei https://doaj.org/article/c1e3a5bc50cc44179621cbe5a572e469 kostenfrei https://epaa.asu.edu/ojs/article/view/5127 kostenfrei https://doaj.org/toc/1068-2341 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 29 2021 0 |
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Sara Cebrián-Cifuentes |
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incidence of personal and contextual factors on the use of technological resources by students in latin america |
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Incidence of personal and contextual factors on the use of technological resources by students in Latin America |
| abstract |
The use of information and communication technologies (ICT) by students reflects the appropriateness of the ICT integration process. However, the typology of ICT use by students has not been established empirically based on their use at home and at the school. Thus, the purpose of the article is to determine the structure of ICT use by students, together with the influence of personal and contextual factors. A correlational design has been used, with the sample being the sixth-grade students in Latin America who answered the questionnaire on ICT use in the Third Regional Comparative and Explanatory Study (TERCE). The data analysis performed is descriptive statistics, Multivariate Analysis of Variance (MANOVA) and Categorical Principal Components analysis (CATPCA). The results obtained through the descriptive statistics show how the students make a greater use of technological resources in the area of free time than in the academic area. It has been found, by means of a categorical principal components analysis (CATPCA), that student use is structured in three planes: personal, non-school academic and school academic. In addition, the results obtained from the MANOVA indicate that the personal and contextual factors influence the use of ICT, essentially the availability of technological devices and the Internet connection. In the light of the results, it is recommended to implement programs that favour non-school academic use of ICT by students. |
| abstractGer |
The use of information and communication technologies (ICT) by students reflects the appropriateness of the ICT integration process. However, the typology of ICT use by students has not been established empirically based on their use at home and at the school. Thus, the purpose of the article is to determine the structure of ICT use by students, together with the influence of personal and contextual factors. A correlational design has been used, with the sample being the sixth-grade students in Latin America who answered the questionnaire on ICT use in the Third Regional Comparative and Explanatory Study (TERCE). The data analysis performed is descriptive statistics, Multivariate Analysis of Variance (MANOVA) and Categorical Principal Components analysis (CATPCA). The results obtained through the descriptive statistics show how the students make a greater use of technological resources in the area of free time than in the academic area. It has been found, by means of a categorical principal components analysis (CATPCA), that student use is structured in three planes: personal, non-school academic and school academic. In addition, the results obtained from the MANOVA indicate that the personal and contextual factors influence the use of ICT, essentially the availability of technological devices and the Internet connection. In the light of the results, it is recommended to implement programs that favour non-school academic use of ICT by students. |
| abstract_unstemmed |
The use of information and communication technologies (ICT) by students reflects the appropriateness of the ICT integration process. However, the typology of ICT use by students has not been established empirically based on their use at home and at the school. Thus, the purpose of the article is to determine the structure of ICT use by students, together with the influence of personal and contextual factors. A correlational design has been used, with the sample being the sixth-grade students in Latin America who answered the questionnaire on ICT use in the Third Regional Comparative and Explanatory Study (TERCE). The data analysis performed is descriptive statistics, Multivariate Analysis of Variance (MANOVA) and Categorical Principal Components analysis (CATPCA). The results obtained through the descriptive statistics show how the students make a greater use of technological resources in the area of free time than in the academic area. It has been found, by means of a categorical principal components analysis (CATPCA), that student use is structured in three planes: personal, non-school academic and school academic. In addition, the results obtained from the MANOVA indicate that the personal and contextual factors influence the use of ICT, essentially the availability of technological devices and the Internet connection. In the light of the results, it is recommended to implement programs that favour non-school academic use of ICT by students. |
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Incidence of personal and contextual factors on the use of technological resources by students in Latin America |
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https://doi.org/10.14507/epaa.29.5127 https://doaj.org/article/c1e3a5bc50cc44179621cbe5a572e469 https://epaa.asu.edu/ojs/article/view/5127 https://doaj.org/toc/1068-2341 |
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Gonzalo Almerich Jesús Suárez-Rodríguez Francesc Pedró |
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