Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion
ARTICLE
Ove Edvard Hatlevik, Knut-Andreas Christophersen
Computers & Education Volume 63, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
During the last decade, information and communication technology has been given an increasingly large importance in our society. There seems to be a consensus regarding the necessity of supporting and developing school-based digital competence. In order to sustain digital inclusion, schools need to identify digital deficiencies and digital achievements. The concept of digital competence is scrutinized and discussed. This paper presents a research study including 4087 students from 24 upper secondary schools. The aim of the study was to scrutinize factors predicting students' digital competence, here operationalised as Digital judgements, To acquire and process digital information and To produce digital information. Analysis revealed substantial variation in digital competence between schools and within schools. The conditions at home, i.e. language integration and cultural capital, together with mastery orientation and academic aspirations did predict digital competence, and explained a substantial share of the total variation in digital competence. There are differences in what students mastered with ICT, and therefore, the students have various requirements. Further, the students attend heterogenic schools facing different kinds of challenges. Hopefully, the schools and teachers are willing to use the results from the test, and moreover, the test results can contribute to needs-based interventions and follow-ups.
Citation
Hatlevik, O.E. & Christophersen, K.A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63(1), 240-247. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/132296/.
This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.11.015Keywords
- Ability Identification
- Academic aspirations
- competence
- Cultural Capital
- digital competence
- Family Background
- High School Students
- information literacy
- Information Skills
- Language integration
- mastery orientation
- Multilevel analysis
- Performance Factors
- Predictor Variables
- Skill Analysis
- Technological Literacy
- technology integration
Cited By
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The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis
Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Fazilat Siddiq, Unit for Digitalisation and Education (eDU), Norway
Computers & Education Vol. 138, No. 1 (September 2019) pp. 13–32
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Promoting digital competence in secondary education: are schools there? Insights from a case study
Juana Sancho Gil, Universitat de Barcelona; Paulo Padilla Petry, Departamento de Mtodos de Investigacin y Diagnstico en Educacin, Universidad de Barcelona
Journal of New Approaches in Educational Research (NAER Journal) Vol. 5, No. 1 (Jan 15, 2016) pp. 57–63
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