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首页> 外文期刊>Computers & education >The contribution of pupil, classroom and school level characteristics to primary school pupils' ICT competences: A performance-based approach
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The contribution of pupil, classroom and school level characteristics to primary school pupils' ICT competences: A performance-based approach

机译：学生，课堂和学校水平特征对小学生信息通信技术能力的贡献：基于绩效的方法

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摘要

The central aim of this study was to investigate which pupil, classroom and school level characteristics are related to primary school pupils' actual ICT competences. A sample of 378 pupils in 58 schools in Flanders (the Dutch speaking part of Belgium) completed a performance-based ICT competence test in order to measure their actual proficiency in retrieving and processing digital information, and in communicating through a computer. To gather information on the factors at each different level, questionnaires were administered to the pupils, their parents (n = 378), their teachers (n = 83) and the ICT coordinators (n = 58) of the schools. Pupils on average have a low to medium score on the developed ICT competence test. The results of a hierarchical regression analysis with multilevel design show that the differences in ICT competences can be mainly attributed to differences in pupil level characteristics. The results indicate that especially non-ICT related pupil characteristics are associated with differences in primary school pupils' ICT competences, such as introjected regulation, controlling learning style, analytic intelligence, sex and socioeconomic status. Furthermore, the final model also indicates that parental ICT attitudes are related to primary school pupils' ICT competences. With regard to the classroom level characteristics, educational use of ICT as an information tool is significantly related to pupils' ICT competences. (C) 2015 Elsevier Ltd. All rights reserved.
机译：这项研究的主要目的是调查哪些学生，教室和学校级别的特征与小学生的实际ICT能力有关。在法兰德斯（比利时的荷兰语地区）的58所学校中，有378名学生的样本完成了一项基于绩效的ICT能力测验，以衡量他们在检索和处理数字信息以及通过计算机进行通信方面的实际熟练程度。为了收集有关每个不同级别因素的信息，向学校的学生，父母（n = 378），老师（n = 83）和ICT协调员（n = 58）进行了问卷调查。在发达的ICT能力测验中，学生平均得分低至中级。具有多级设计的分层回归分析结果表明，ICT能力的差异主要归因于学生水平特征的差异。结果表明，特别是与信息通信技术无关的学生特征与小学生信息通信技术能力的差异有关，例如，引入的法规，控制学习风格，分析智力，性别和社会经济地位。此外，最终模型还表明，父母对ICT的态度与小学生的ICT能力有关。关于教室的特点，将信息通信技术用作信息工具的教育用途与学生的信息和通信技术能力显着相关。 （C）2015 Elsevier Ltd.保留所有权利。

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