Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?
ARTICLE
Regina Schmid, Institute for Media and Schools, Switzerland ; Dominik Petko, Institute of Education, Switzerland
Computers & Education Volume 136, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
In order to develop 21st-century skills, especially with respect to digital technologies, students are supposed to know how to use digital technologies for learning and problem solving. In recent years, approaches to personalized learning have been considered to be particularly promising in this regard. A clearly defined concept of personalized learning is still lacking, however. Rather, it serves an umbrella term for educational approaches that try to do justice to the individual abilities, knowledge and learning needs of each student. Our study deals with theoretical dimensions of this multilayered concept and investigates the in-school use of digital technologies for personalized learning as reported by students in connection with their self-assessed digital skills and beliefs about the usefulness of ICT in learning. For this purpose, we have analyzed data from a survey of N = 860 students (8th grade) from 31 Swiss schools that have introduced personalized learning concepts. A structural equation model shows that increased reported use of digital technologies in learning environments that are characterized by open teaching methods is an important aspect of personalized learning because it has a positive effect on both self-reported digital skills and self-perceived ICT-related beliefs in learning. At the same time, the experienced freedom of choice in learning activities that include digital technologies, which is often considered a crucial dimension of personalized learning, has no significant effect.
Citation
Schmid, R. & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?. Computers & Education, 136(1), 75-86. Elsevier Ltd. Retrieved March 18, 2024 from https://www.learntechlib.org/p/208395/.
This record was imported from Computers & Education on April 7, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2019.03.006Keywords
References
View References & Citations Map- Attwell, G. (2007). Personal learning environments - the future of eLearning?. eLearning Papers, 2(1), pp. 1-8.
- Beaujean, A.A. (2014). Latent variable modeling using R: A step-by-step guide. New York: Routledge.
- Bos, W., Eickelmann, B., & Gerick, J. (2014). Computer- und Informations bezogene Kompetenzen von Schülerinnen und Schülern der 8. Jahrgangsstufe in Deutschland im internationalen Vergleich. ICILS 2013. Computer- und Informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich, pp. 113-145. Münster: Waxmann.
- Bray, B., & McClaskey, K. (2015). Make learning personal: The what, who, WOW, where, and why. Thousand Oaks, CA: Corwin Press.
- Claro, M., Preiss, D., San Martin, E., Jara, I., Enrique Hinostroza, J., & Valenzuela, S. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), pp. 1042-1053.
- Cruz-Jesus, F., Vicente, M.R., Bacao, F., & Oliveira, T. (2016). The education-related digital divide: An analysis for the EU-28. Computers in Human Behavior, 56, pp. 72-82.
- Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), pp. 3-8.
- Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), pp. 319-340.
- Deng, L., & Chan, W. (2017). Testing the difference between reliability coefficients alpha and Omega. Educational and Psychological Measurement, 77(2), pp. 185-203.
- Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3), pp. 369-385.
- Edmunds, R., Thorpe, M., & Conole, G. (2012). Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach. British Journal of Educational Technology, 43(1), pp. 71-84.
- Eickelmann, B., Schaumburg, H., Drossel, K., & Lorenz, R. (2014). Schulische Nutzung von neuen Technologien in Deutschland im internationalen Vergleich. ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich, pp. 197-229. Münster: Waxmann.
- Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), pp. 423-435.
- European Commission (2013). Survey of schools: ICT in education. Benchmarking access, use and attitudes to technology in europe's schools.
- Fiedler, S., & Väljataga, T. (2011). Personal learning environments: Concept or technology?. International Journal of Virtual and Personal Learning Environments, 2(4), pp. 1-11.
- Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
- Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA international computer and information literacy study. International report. London, UK: Springer Open.
- Gibson, P.A., Stringer, K., Cotten, S.R., Simoni, Z., O'Neal, L.J., & Howell-Moroney, M. (2014). Changing teachers, changing students? The impact of a teacher-focused intervention on students' computer usage, attitudes, and anxiety. Computers & Education, 71, pp. 165-174.
- Hakkarainen, K., Ilomäki, L., Lipponen, L., Muukkonen, H., Rahikainen, M., & Tuominen, T. (2000). Students' skills and practices of using ICT: Results of a national assessment in Finland. Computers & Education, 34(2), pp. 103-117.
- Hargittai, E., & Hinnant, A. (2008). Digital inequality: Differences in young adults' use of the Internet. Communication Research, 35(5), pp. 602-621.
- Hatlevik, O.E., Ottestad, G., & Throndsen, I. (2015). Predictors of digital competence in 7th grade: A multilevel analysis. Journal of Computer Assisted Learning, 31(3), pp. 220-231.
- Hatlevik, O.E., Throndsen, I., Loi, M., & Gudmundsdottir, G.B. (2018). Students' ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, pp. 107-119.
- Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
- Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers' educational beliefs on the classroom use of computers. Computers & Education, 51(4), pp. 1499-1509.
- Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), pp. 1-55.
- Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A.J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago: MacArthur Foundation.
- Jones, M., & McLean, K. (2012). Personalising learning in teacher education through the use of technology. Australian Journal of Teacher Education, 37(1), pp. 75-92.
- Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university?. Computers & Education, 54(3), pp. 722-732.
- Karich, A.C., Burns, M.K., & Maki, K.E. (2014). Updated meta-analysis of learner control within educational technology. Review of Educational Research, 84(3), pp. 392-410.
- Keamy, R.K., Nicholas, H., Mahar, S., & Herrick, C. (2007). Personalising education: From research to policy and practice. Melbourne: Department of Education and Early Childhood Development.
- Keefe, J.W. (2007). What is Personalization?. Phi Delta Kappan, 89(3), pp. 217-223.
- Kuhlemeier, H., & Hemker, B. (2007). The impact of computer use at home on students' Internet skills. Computers & Education, 49(2), pp. 460-480.
- Laakkonen, I. (2015). Doing what we teach: Promoting digital literacies for professional development through personal learning environments and participation. Voices of pedagogical development - expanding, enhancing and exploring higher education language learning, pp. 171-195. Dublin: Research-Publishing.net.
- Law, N., Pelgrum, W.J., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Dordrecht: Springer Netherlands.
- Lazonder, A.W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), pp. 681-718.
- Levine, T., & Donitsa-Schmidt, S. (1998). Computer use, confidence, attitudes, and knowledge: A causal analysis. Computers in Human Behavior, 14(1), pp. 125-146.
- Littlejohn, A., Beetham, H., & McGill, L. (2012). Learning at the digital frontier: A review of digital literacies in theory and practice. Journal of Computer Assisted Learning, 28(6), pp. 547-556.
- Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), pp. 9-24.
- Lüdecke, D. (2017). Sjmisc: Miscellaneous data management tools. Available online: https://CRAN.R-project.org/package=sjmisc/.
- Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students' use of digital technologies. Computers & Education, 56(2), pp. 429-440.
- McLoughlin, C., & Lee, J.J.W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), pp. 28-43.
- Meelissen, M., & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter?. Computers in Human Behavior, 24(3), pp. 969-985.
- Miliband, D. (2006). Choice and voice in personalised learning. Schooling for Tomorrow: Personalising education, pp. 21-30. Paris: OECD Publishing.
- Murphy, M., Redding, S., & Twyman, J.S. (2016). Handbook on personalized learning for states, districts, and schools. Philadelphia, PA: Center for Innovations in Learning.
- Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the net generation. Educating the net generation, pp. 2.1-2.20.
- OECD (2006). Schooling for Tomorrow: Personalising education. Paris: OECD Publishing.
- OECD (2010). Are the new millennium learners making the grade?: Technology use and educational performance in PISA 2006. Paris: OECD Publishing.
- OECD (2015). Students, computers and learning: Making the connection. Paris: OECD Publishing.
- Overbay, A., Patterson, A.S., Vasu, E.S., & Grable, L.L. (2010). Constructivism and technology use: Findings from the IMPACTing leadership project. Educational Media International, 47(2), pp. 103-120.
- Pauli, C., Stebler, R., & Reusser, K. (2017). Personalisiertes Lernen im Unterricht: Ein Konzept mit Chancen für die Begabungsförderung. news&science. Begabtenförderung und Begabungsforschung, 43, pp. 24-26.
- Petko, D. (2012). Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers' constructivist orientations. Computers & Education, 58(4), pp. 1351-1359.
- Petko, D., Cantieni, A., & Prasse, D. (2018). Was beeinflusst die Einstellungen zum lernen mit digitalen medien? Eine analyse der Schülerinnen- und Schülerbefragungen von PISA 2012 in der Schweiz. Schweizerische Zeitschrift für Bildungswissenschaften, 40(2), pp. 373-390.
- Petko, D., Schmid, R., Pauli, C., Stebler, R., & Reusser, K. (2017). Personalisiertes Lernen mit digitalen Medien: Neue Potenziale zur Gestaltung schülerorientierter Lehr- und Lernumgebungen. Journal für Schulentwicklung, 21(3), pp. 31-39.
- Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), pp. 1-6.
- Rakoczy, K., Buff, A., & Lipowsky, F. (2005). Befragungsinstrumente. Dokumentation der Erhebungs- und Auswertungsinstrumente zur schweizerisch-deutschen Videostudie “Unterrichtsqualität, Lernverhalten und mathematisches Verständnis”, Teil 1 . Frankfurt am Main: Gesellschaft zur Förderung der pädagogischen Forschung (GFPF).
- Reigeluth, C.M. (2017). Designing technology for the learner-centered paradigm of education. Instructional-design theories and models, volume IV: The learner-centered paradigm of education, pp. 287-316. New York and London: Routledge.
- Reigeluth, C.M., Myers, R.D., & Lee, D. (2017). The learner-centered paradigm of education. Instructional-design theories and models, volume IV: The learner-centered paradigm of education, pp. 21-48. New York and London: Routledge.
- Revelle, W. (2017). Psych: Procedures for psychological, psychometric, and personality research. Available online: https://CRAN.R-project.org/package=psych/.
- Ritzhaupt, A.D., Liu, F., Dawson, K., & Barron, A.E. (2013). Differences in student information and communication technology literacy based on socio-economic status, Ethnicity, and gender: Evidence of a digital divide in Florida schools. Journal of Research on Technology in Education, 45(4), pp. 291-307.
- Rosseel, Y. (2012). lavaan: An R package for structural equation modeling and more. Version 0.5--12 (BETA). Journal of Statistical Software, 48(2), pp. 1-36.
- Sebba, J., Brown, N., Steward, S., Galton, M., & James, M. (2007). An investigation of personalised learning approaches used by schools.
- Seufert, S., Stanoevska-Slabeva, K., Müller, S., & Scheffler, N. (2015). The design of personal learning environments (PLE) with Scope on information literacy in high school. Communications in Computer and Information Science, 533, pp. 148-163.
- Slechtova, P. (2015). Attitudes of undergraduate students to the use of ICT in education. Procedia - Social and Behavioral Sciences, 171, pp. 1128-1134.
- Stadermann, M. (2011). SchülerInnen und Lehrpersonen in mediengestützten Lernumgebungen. Zwischen Wissensmanagement und sozialen Aushandlungsprozessen. Wiesbaden: Springer Nature.
- Stebler, R., Pauli, C., & Reusser, K. (2017). Personalisiertes Lernen - chancen und Herausforderungen für Lehrpersonen. Lehren und Lernen. Zeitschrift für Schule und Innovation aus Baden‐Württemberg, 5, pp. 21-28.
- Stebler, R., Pauli, C., & Reusser, K. (2018). Personalisiertes Lernen - zur Analyse eines Bildungsschlagwortes und erste Ergebnisse aus der PerLen-Studie. Zeitschrift für Padagogik, 64(2), pp. 159-178.
- Sweller, J., Kirschner, P.A., & Clark, R.E. (2007). Why Minimally guided teaching Techniques do not Work: A reply to commentaries. Educational Psychologist, 42(2), pp. 115-121.
- Taraghi, B. (2012). Ubiquitous personal learning environment (UPLE). International Journal of Emerging Technologies in Learning, 7(2), pp. 7-14.
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: John Wiley & Sons.
- Tu, C.-H., Yen, C.-J., & Sujo-Montes, L.E. (2015). Personal learning environments and self-regulated learning. Media rich instruction: Connecting curriculum to all learners, pp. 35-48. London, UK: Springer Open.
- Urhahne, D., Marsch, S., Wilde, M., & Krüger, D. (2011). Die Messung Konstruktivistischer Unterrichtsmerkmale auf der Grundlage von Schülerurteilen. Psychologie in Erziehung und Unterricht, 2, pp. 116-127.
- Vekiri, I. (2010). Socioeconomic differences in elementary students' ICT beliefs and out-of-school experiences. Computers & Education, 54(4), pp. 941-950.
- Vekiri, I. (2010). Boys' and girls' ICT beliefs: Do teachers matter?. Computers & Education, 55(1), pp. 16-23.
- Venezky, R.L., & Davis, C. (2002). Quo vademus? The transformation of schooling in a networked world. Paris: OECD Publishing.
- Volman, M., van Eck, E., Heemskerk, I., & Kuiper, E. (2005). New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary Education. Computers & Education, 45(1), pp. 35-55.
- Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), pp. 403-413.
- Waldrip, B., Cox, P., Deed, C., Dorman, J., Edwards, D., & Farrelly, C. (2014). Student perceptions of personalised learning: Development and validation of a questionnaire with regional secondary students. Learning Environments Research, 17(3), pp. 355-370.
- Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education, 48(1), pp. 11-27.
- Watson, W., & Watson, S.L. (2017). Principles for personalized instruction. Instructional-design theories and models, volume IV: The learner-centered paradigm of education, pp. 87-108. New York and London: Routledge.
- Wilson, S., Liber, O., Johnson, M.W., Beauvoir, P., Sharples, P., & Milligan, C.D. (2007). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of e-Learning and Knowledge Society, 3(2), pp. 27-38.
- Zhong, Z.-J. (2011). From access to usage: The divide of self-reported digital skills among adolescents. Computers & Education, 56(3), pp. 736-746.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References