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How the ICT development level and usage influence student achievement in reading, mathematics, and science

Maxim Skryabin, JingJing Zhang, Luman Liu, Danhui Zhang
Erstpublikation in: Computers & Education, Volume 85, July 2015, Pages 49-58
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The main purpose of this study is to investigate how national ICT development level and individual ICT usage will influence achievements in reading, mathematics, and science for 4th and 8th grade school students. Large-scale international databases, including TIMSS 2011, PIRLS 2011, and PISA 2012, were employed in the current study. Hierarchical linear models (HLM) were applied to examine both country- and individual-level variables. According to the findings of this study, the national ICT development level is a significant positive predictor for individual academic performance in all three subjects for both 4th grade and 8th grade students, while the national economic development level was controlled for. Such finding indicates a similar trend of the ICT influences for both groups, although there exists a difference in terms of the extent of the relationships. In addition, individual-level ICT use is a significant predictor, even if students' gender and socioeconomic status are controlled for; however, its influence is mixed across different student groups and subjects depending on the ICT usage type.
Von Maxim Skryabin, JingJing Zhang, Luman Liu, Danhui Zhang im Text How the ICT development level and usage influence student achievement in reading, mathematics, and science (2015)

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Personen
KB IB clear
Ronald E. Anderson, Margaret J. Cox, Thomas Fuchs, Chen-Lin Kulik, James A. Kulik, Marc Prensky, Nicky Rogge, Kristof De Witte, Ludger Wößmann

Fragen
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Was bringt Computereinsatz in der Schule?

Begriffe
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PISA-StudienPISA studies
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
2009International Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek) 9, 7, 8, 20, 10, 28, 16, 29, 25, 12, 9, 1813420918526
2011    The Digital Divide (Mark Bauerlein) 22, 28, 123, 44, 76, 188, 102, 105, 47, 56, 23, 4814934481420
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1991Effectiveness of Computer-Based Instruction (James A. Kulik, Chen-Lin Kulik) 1, 1, 3, 4, 4, 8, 5, 4, 2, 3, 1, 12701787
2001    Digital Natives, Digital Immigrants (Marc Prensky) 12, 10, 10, 14, 11, 38, 10, 22, 18, 12, 14, 171139172142
2004    Computers and Student Learning (Thomas Fuchs, Ludger Wößmann) 3, 12, 6, 18, 5, 6, 3, 4, 5, 2, 2, 327931689
2009    Implications of the Information and Knowledge Society for Education (Ronald E. Anderson) 2, 1, 2, 4, 2, 2, 4, 2, 3, 2, 2, 3593107
2009    Researching IT in Education (Margaret J. Cox) 1, 1, 2, 2, 3, 4, 3, 2, 2, 1, 2, 141146
2014    Does ICT matter for effectiveness and efficiency in mathematics education? (Kristof De Witte, Nicky Rogge) 1, 1, 3, 8, 5, 2, 2, 2, 4, 2, 2, 438468

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