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Socioeconomic differences in elementary students’ ICT beliefs and out-of-school experiences
ARTICLE

Computers & Education Volume 54, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The purpose of the study was to explore possible links between student socioeconomic status (SES), beliefs about information and communication technologies (ICTs), and out-of-school learning resources. Grades 5 and 6 students (N=345) who were enrolled in one private and six public elementary schools in Greece, located in areas with different demographic characteristics, responded to a questionnaire addressing their ICT self-efficacy and value beliefs, out-of-school ICT access and activities, perceived parental support and regulation of home ICT activities, and access to sources of technological support beyond the family. Findings showed that students from all SES family backgrounds tended to have positive views about the value of ICTs, but students from low-SES families expressed lower confidence in their ICT skills. Parents from all SES backgrounds appeared to view equally favorably their children’s engagement with ICTs, and perceived parental support correlated highly with students’ ICT value beliefs. However, students from low-SES families appeared to have fewer opportunities to develop ICT competencies, which may explain why they expressed less positive self-efficacy beliefs. Findings stress the need for school ICT integration efforts to take into account student differences in prior experiences and to be coordinated with students’ home computer use.

Citation

Vekiri, I. (2010). Socioeconomic differences in elementary students’ ICT beliefs and out-of-school experiences. Computers & Education, 54(4), 941-950. Elsevier Ltd. Retrieved December 8, 2019 from .

This record was imported from Computers & Education on April 19, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ875204

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