Perceived Quality of Educational Technology Matters: A Secondary Analysis of Students' ICT Use, ICT-Related Attitudes, and PISA 2012 Test Scores

Autor/inn/en	Petko, Dominik; Cantieni, Andrea; Prasse, Doreen
Titel	Perceived Quality of Educational Technology Matters: A Secondary Analysis of Students' ICT Use, ICT-Related Attitudes, and PISA 2012 Test Scores
Quelle	In: Journal of Educational Computing Research, 54 (2017) 8, S.1070-1091 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633116649373
Schlagwörter	Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Educational Technology; Technology Uses in Education; Attitude Measures; Scores; Use Studies; Predictor Variables; Socioeconomic Influences; Questionnaires; Statistical Analysis; Europe; Australia; South America; Asia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Prädiktor; Sozioökonomischer Faktor; Fragebogen; Statistische Analyse; Europa; Australien; Südamerika; Asien
Abstract	In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01