Socioeconomic Differences in Elementary Students ICT Beliefs and Out-of-School Experiences

Autor/in	Vekiri, Ioanna
Titel	Socioeconomic Differences in Elementary Students ICT Beliefs and Out-of-School Experiences
Quelle	In: Computers & Education, 54 (2010) 4, S.941-950 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.09.029
Schlagwörter	Self Efficacy; Computer Uses in Education; Foreign Countries; Grade 5; Socioeconomic Status; Grade 6; Student Attitudes; Beliefs; Educational Environment; Parent Attitudes; Correlation; Public Schools; Private Schools; Questionnaires; Student Characteristics; Values; Educational Technology; Computer Attitudes; Access to Computers; Technology Integration; Greece + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Computernutzung; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Socio-economic status; Sozioökonomischer Status; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Belief; Glaube; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternverhalten; Korrelation; Public school; Öffentliche Schule; Private school; Privatschule; Fragebogen; Wertbegriff; Unterrichtsmedien; Griechenland
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. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10