Whether the Use of Information and Communication Technology (ICT) in the Classroom Increases Levels of Engagement in Primary School Students Aged 5-12

2016 ◽  
Vol 16 (2) ◽  
pp. 65-81
Author(s):  
Elizabeth Olney
Keyword(s):  
Primary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Primary School Students ◽  
School Students ◽  
Information And Communication

Studentsʼ Views on the Use of Information and Communication Technology and Experiential Learning in Science Lessons

2021 ◽  
Author(s):  
Polona Salober ◽  
◽  
Nastja Cotič ◽  
Darjo Žuljan
Keyword(s):  
Experiential Learning ◽  
Urban Environment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Primary School Students ◽  
School Students ◽  
Concrete Material ◽  
Real Objects ◽  
Information And Communication ◽  
Science Classes

In science classes, experiential work with concrete material is very important. Lessons may be enriched by integrating information and communication technology (ICT) which contributes to increased motivation, as well as better knowledge and satisfaction of students. The aim of the study was to find whether students in these times prefer science lessons in the classroom with practical activities or by using the computer, and to find possible differences in opinions of children from rural versus urban environment. The research included 125 Slovenian primary school students (90 years old), who answered a questionnaire. The results showed that students still prefer experiential learning, performing experiments, science days and operating with real objects in comparison to using the computers (film, games, etc.). An important finding is that students prefer learning in the classroom with their classmates rather than distance learning with the help of a computer.

scholarly journals A Multilevel Study: Factors Influencing Taiwan Primary School Students' ICT Literacy

2021 ◽  
Vol 11 (1) ◽  
pp. 16-23
Author(s):  
Yujiao Wang ◽  
◽  
I-Hua Chen
Keyword(s):  
Primary School ◽  
Communication Technology ◽  
School Level ◽  
Ict Literacy ◽  
Primary School Students ◽  
School Students ◽  
Sample Number ◽  
Factors Influencing ◽  
Spare Time ◽  
Information And Communication

Although information and communication technology (ICT) literacy is a key competence for students in the 21st century, most scholars only focus on ICT literacy in higher education and vocational education, while neglecting to discuss this competence on primary education. Given that it is not clear how various level factors affect primary school students' ICT literacy, this study conducted a multilevel analysis to examine the possible factors influencing primary school students’ ICT literacy. The data was released by Taiwan's administrative department in 2013, and the valid sample number is 943 students (including one of their parents) and 89 school deans. The results showed that: 1) The variables at student-level including gender, self-efficacy, ICT application in spare time and family salary income were significantly related to students' ICT literacy; 2) At the school-level, the larger the school size was, the higher the students' ICT literacy was.

scholarly journals E-Readiness Evaluation of High School Student Biology Learning During the Covid-19 Pandemic

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 131-138
Author(s):  
Jamaluddin Jamaluddin ◽  
A. Wahab Jufri ◽  
Agus Ramdhani
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Data Analysis ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Evaluation Model ◽  
School Students ◽  
Information And Communication ◽  
Biology Learning

E-Readiness is the level of readiness that a person needs to understand and apply information and communication technology. E-Readiness can also be interpreted as readiness to sort, interpret, and process digital knowledge. E-Readiness is very important for students to be able to take part in online learning during the Covid-19 pandemic. The purpose of this study was to describe the level of E-Readiness in learning biology for high school students in West Lombok Regency in participating in online learning of biology subjects. This study uses a quantitative descriptive research method. The instrument used to obtain student E-Readiness data is the E-Readiness questionnaire. Data collection was carried out using a survey technique by distributing questionnaires using the google form application. The number of respondents who filled out the questionnaire was 622 students. Data analysis was carried out using descriptive statistical analysis techniques that refer to the An Integration Information Rich E-Readiness Assessment Tool evaluation model. Data analysis using the evaluation model was carried out on each indicator of the E-readiness segment. The results of data analysis found that: (1) Enterprise E-Readiness segment 79.88% ready; (2) ICT readiness segment 82.96 ready; (3) Human resources readiness 83.88 ready, 4. Information readiness segment, 70.72% ready, and 5. External environment readiness 84.42% is ready. From the data analysis, it was found that the E-Readiness of studying biology for high school students was 3.1% Very Unprepared, 16.4% Unprepared, 54.9% Ready, and 25.6% Very Ready. On average 80.5% of high school students have good skills in using information and communication technology. Thus, it can be concluded that an average of 80.5% of students' E-Readiness in learning biology had a good level of readiness, and 19.5% did not yet have a readiness level to participate in online biology learning in West Lombok Regency

scholarly journals Online child sexual grooming

2016 ◽  
Vol 23 (2) ◽  
pp. 105-121 ◽  
Author(s):  
Carolina Villacampa ◽  
Mª Jesus Gómez
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Quantitative Research ◽  
School Students ◽  
Exponential Increase ◽  
Common Opinion ◽  
Information And Communication ◽  
The Common ◽  
Grooming Behaviour

This work presents the results of quantitative research into online child grooming carried out with a sample of 489 secondary school students in Catalonia (Spain). Besides determining the rate of victimisation of children by this behaviour, it establishes the profile of the victims and the offenders. In addition, it analyses the dynamics of these processes, victim–offender interaction, the level of effect that this behaviour has on the victims and the way in which an end was put to the situation. The results obtained in this empirical research do not permit confirmation of the common opinion that the widespread use of information and communication technology has led to an exponential increase in the victimisation of minors through online child grooming behaviour by unknown adults offline, because of which we need to react through the criminalisation of this behaviour.

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