differentiating factors

  • Sources of Pupils’ ICT Knowledge and Skills - Differentiating Factors

    Author: Eunika Baron-Polańczyk
    Institution: University of Zielona Góra
    Year of publication: 2019
    Source: Show
    Pages: 29-40
    DOI Address: https://doi.org/10.15804/tner.19.56.2.02
    PDF: tner/201902/tner5602.pdf

    The article presents a part of diagnostic and correlative research of quantitative and qualitative character, locating pupils’ information skills in the use of ICT in the context of new technology trends and the accompanying civilizational changes. The considered issues seek answers to the question on the sources of knowledge and skills acquired by pupils in the field of using new technologies. A diagnostic survey (questionnaire and interview) and statistical methods were used. 2,510 pupils were examined and it was established that: 1) numerous pupils’ indications, obtained through an open question, allowed for distinguishing as many as 14 categories of sources of information; 2) The pupils mainly locate the sources of ICT knowledge and skills in informal education (61.9%), by the same token diminishing the weight of organised, formal education and the influence of didactic institutions (38.1%); 3) the calculation of differentiating factors revealed statistically significant differences between the sources of ICT knowledge and skills in relation to gender, stage of learning, and place of learning.

  • Reasons for the Use of ICT by Children and Teenagers in Daily Practice - Differentiating Factors

    Author: Eunika Baron-Polańczyk
    Institution: University of Zielona Góra
    Year of publication: 2021
    Source: Show
    Pages: 99-109
    DOI Address: https://doi.org/10.15804/tner.21.65.3.08
    PDF: tner/202103/tner6508.pdf

    The article presents a fragment of diagnostic-correlational studies of a quantitative-qualitative nature, establishing pupils’ information competence in the use of ICT in the context of technological trends and accompanying civilisational changes. The research seeks answers to the question why children and teenagers use ICT tools in everyday practice. A diagnostic survey method (questionnaire and interview) and statistical methods were used. 2510 pupils were surveyed, and it was established that: 1) pupils’ numerous indications, obtained through open-ended questions, allowed for distinguishing eight important categories - reasons for using new technologies; 2) main reasons for using ICT lie in activities oriented at handling information (18.5%) and activities involving communication, also through social media (16.7%); 3) calculations of differentiating factors revealed statistical differences in three cases, namely between the opinion on reasons for using ICT by children and teenagers and: gender, stage of education, place of education. The treatment of children and teenagers as important stakeholders of the educational process helps improve it through selection of methods and tools adequate to pupils’ needs, expectations and cognitive preferences.

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