Are "Digital Natives" Really Digitally Competent?--A Study on Chinese Teenagers

Autor/inn/en	Li, Yan; Ranieri, Maria
Titel	Are "Digital Natives" Really Digitally Competent?--A Study on Chinese Teenagers
Quelle	In: British Journal of Educational Technology, 41 (2010) 6, S.1029-1042 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2009.01053.x
Schlagwörter	Foreign Countries; Role of Education; Adolescents; Grade 9; Internet; Competence; Information Technology; Student Attitudes; Measures (Individuals); Influence of Technology; Computer Use; China + Suchen Sie Ihr Suchwort? Ausland; Bildungsauftrag; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; Kompetenz; Informationstechnologie; Schülerverhalten; Messdaten
Abstract	Literature review has found that despite the considerable attention focused on "digital natives", few studies have carefully investigated the characteristics of this group. The purpose of this study is to contribute to the debate on digital natives by providing a "piece of evidence" on the digital competence status of a group of Chinese teenagers (ninth grade students) randomly selected from the Jiangdong District in Ningbo City, Zhejiang Province. An Instant Digital Competence Assessment (iDCA) tool, developed by a research group from the University of Florence, was adopted as the measurement tool for the study. Quantitative research was employed and the research design for the study was descriptive in nature. Data analysis results found that the majority of the participating ninth grade students (n = 317) had personal computers (PCs) and the Internet available at home and the average period of time owing a PC was about 5 years. The iDCA results indicated that (1) participants' overall performance in the iDCA was just "pass" rather than "good" or "excellent", which might imply that digital natives in China are not necessarily digitally competent; (2) there were big disparities among participants as regards their digital competence; (3) participants' digital competence differed depending on their schools and their ages; (4) participants' digital competence was not significantly influenced by such factors as having a PC or not, having the Internet or not at home, frequency of computers and Internet use. On the basis of the findings, the study concluded by highlighting the role of education in improving teenagers' digital competence and by recommending the development of well-designed teaching and learning materials for the Chinese K-12 school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10