Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?

2019 ◽  
Vol 136 ◽  
pp. 75-86 ◽  
Author(s):  
Regina Schmid ◽  
Dominik Petko
Keyword(s):  
Educational Technology ◽  
Secondary School ◽  
Learning Environments ◽  
Secondary School Students ◽  
Personalized Learning ◽  
School Students ◽  
Digital Skills

scholarly journals Expanding and Embedding Digital Literacies: Transformative Agency in Education

2019 ◽  
Vol 7 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Andreas Lund ◽  
Anniken Furberg ◽  
Greta Björk Gudmundsdottir
Keyword(s):  
Secondary School ◽  
Learning Environments ◽  
Secondary School Students ◽  
Analytical Framework ◽  
Digital Literacies ◽  
Lower Secondary School ◽  
School Students ◽  
Student Activities ◽  
Science Project ◽  
Double Stimulation

Socio-political, environmental, cultural, and digital changes require literacies that will be crucial for facing complex challenges. This article contributes to a notion of digital literacies as agentic and transformative and having epistemological implications. Although studies in digital literacies have examined diverse forms of understanding and relating to digitalization, we find that few studies have adopted a principled approach to transformative enactment of digital literacies. Our analytic focus is on how agents turn to digital (and other) resources when faced with problems in order to make them manageable. We conceptualize this notion of digital literacies by drawing on the Vygotskian principle of double stimulation. To demonstrate how agentic and transformative literacies appear in technology-rich learning environments, we make use of an empirical setting in which lower secondary school students and their teacher face a conundrum in a science project. We use this case as an empirical carrier of the conceptual and analytical framework employed. The analysis shows how the teacher enacts digital literacies in the design and orchestration of student activities in technology-rich learning environments where unforeseen issues occur, and how the collaborating students enact digital literacies by drawing on resources that enable them to resolve their insufficient understanding of a problem to reach insights that are shared with their peers.

scholarly journals Seeking Adequate Competencies for the Future

2018 ◽  
Vol 6 (1) ◽  
pp. 4-20
Author(s):  
Meri-Tuulia Kaarakainen ◽  
Suvi-Sadetta Kaarakainen ◽  
Antero Kivinen
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Educational Choices ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Digital Skills ◽  
General Goal ◽  
The Relationship

Digital skills are a prerequisite today for working, studying, civic participation, and maintaining social relationships in our digitalised technical world. These skills are also important both as a general goal and an instrument for learning. This study briefly presents the aims that are related to digital skills of the Finnish curricula, and explores, using a large sample (N = 3,206) of Finnish upper secondary school students, these young people’s digital skills and their distribution. The study provides new insights into the state of these skills and differences found in them and focuses on the relationship between these results and the students’ present educational choices and future study/employment intentions. The actual variability of digital skills among upper secondary students is one of the main findings of the study. On the same educational level, it was found that digital skills vary enormously, particularly for students’ current educational choices and their future intentions. Digital skills are also distinctly associated with age for 15 to 22-year-olds. At the same time, gender alone appears to have no prominent effect on the level or adeptness of upper secondary school students’ digital skills.

scholarly journals The Instructional Design of a 4C/ID-Inspired Learning Environment for Upper Secondary School Students’ Research Skills

2020 ◽  
Vol 11 (3) ◽  
pp. 126-147
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
Learning Environment ◽  
Learning Environments ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in education. Consequently, there is a growing body of literature that recognizes the value of well-designed learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking, and the design processes underlying the learning environments aiming to foster students’ research skills are not always clearly outlined. Furthermore, interventions aiming to foster these skills are often implemented in the domains of physics, biology, and chemistry, while other domains (such as behavioral and social sciences domains) remain understudied. In addition, current approaches to foster research skills often refer to only a few epistemic activities (Fischer et al., 2014) related to research skills. Inspired by a design-based research approach, this design effort case seeks to clearly explain the design considerations for, and the development of an online learning environment aiming to foster upper secondary school students’ research skills in a behavioral sciences context. The online learning environment (RISSC or Research In Social SCiences) consists of a lesson series designed based on a systematic approach to four-component instructional design (van Merriënboer & Kirschner, 2018), and was piloted with two different cohorts in upper secondary education and in first year of university.

scholarly journals The Outcomes of Constructivist Learnıng Envıroments from the Perspectives of Secondary School Students

2020 ◽  
Vol 13 (8) ◽  
pp. 16
Author(s):  
Salih Uslu ◽  
Melek Körükcü
Keyword(s):  
Secondary School ◽  
Learning Environments ◽  
Grade Level ◽  
Secondary School Students ◽  
Constructivist Learning ◽  
Central Anatolia ◽  
Constructivist Learning Environment ◽  
School Students ◽  
Significant Difference ◽  
Constructivist Learning Environments

Constructivist learning environments are those in which individuals absorb knowledge by conducting in-depth research and analysis. In these environments, the individuals are aware of why and how to learn the information, realize their mistakes by testing the knowledge they have learned before and reach new information by correcting these mistakes. The purpose of this research is to determine the secondary school students’ levels of perception about constructivist learning environments in terms of different variables (gender, access to a suitable place to study, grade level, and mother and father educational attainment). The research was held in the central district of a province in the Central Anatolia Region in the spring semester of the 2018-2019 academic year. The study group of the research, selected on voluntary basis with simple random method, consists of 205 students; 100 male and 105 female, who continue their education in the 6th, 7th and 8th grades of a secondary school affiliated to the Ministry of National Education. The results of the research revealed that students have a moderate constructivist learning environment perception. It was found that there was no statistically significant difference in their perceptions in terms of gender and grade level.

Sign in / Sign up

Export Citation Format

Share Document