Information & Communications Technology (ICT) Use among Icelandic Students
Moving into the New Millennium
Sólveig Jakobsdóttir & Torfi HjartarsonIceland University of Education
Presentation at Ed-Media, Honolulu, June 27th 2003
? Big questions ?
• How can computer use and ICT have positive impact of young people’s learning, development and future?
We want...?People to• Become literate – (also new types of literacy –
computer, IT, culture... ; Icelandic national curriculum describes further)?
• Be able to use computers and ICT for the benefit of themselves and others in communications, collaboration, creative work, in learning, work, play..?
• Become better and more active citizens in a democratic society?
• Be confident, critical, positive?• Don’t suffer from problems related to computer use
(physical problems, social isolation, Internet or game addiction)?
Two studies
• Online Surveys done in 1998 and 2002 (mostly quantitative data) concerning computer and Internet use in schools and at home mostly grades 5-10
• Data gathered with online questionaire by graduate students at Iceland University of Education – online program about ICT in education (Icelandic teachers located in different parts of the country)
• Questionnaires based on work done in PhD thesis on elementary school computer culture (case study mosty based on qualitative methods) by Solveig Jakobsdottir
• Study 2002 part of NámUST (LearnICT) project, see http://namust.khi.is and earlier presentation.
School computer culture - Important factors
Society Homes, family Community, school
Skills, attitudes, problems, use group differences e.g. gender,.?
Students (age, experience, ability)
Computers/ Technolog access
Social factors Software, learning materials
Teachers, teaching methods, computer implementation
See SJ doctoral thesis http://soljak.khi.is/thesisvef
School district/school (S-1.2, 1.3, 1.5, 1.7, 3.3, 3.4, 4.1, 4.2, 4.3, 4.5. 4.6)Homes (N-4,6, 7, 10-12)
Peer culture (N-8, 9)
CommunitySociety
Student
Social factors (N-17, 18, 20; S-1.8, 3.9)
Teachers, teaching methods, computer implementation (N-5, 6, 14, 15, 16; S-1.5, 3.1, 3.2, 3.5, 3.6)
Software (N-6) learning materials
Technology, access(N-13, 19; S-2.1, 2.2, 2.3, 3.8)
Student computer-related skillsCorrelation with factors 1998
27.6.2003 - v57
Age
AbilityAttitudes (11 q's)
Use/home/school
computer/all
WebChat
E-mailConferences
Blog
Net-gamesVideogames
Participants
Bekkur/ár
4.ár
3.ár
2.ár
1.ár
10
9
8
7
6
5
Vantar
Fjöl
di
400
300
200
100
0
AR
1998
2002
125
163141
265
228
318
155
3432
66
188191
10177
3521
2002: 1403 students13 primary+lower sec.*8 from capital area. *5 from other areasOne upper sec: (F) *capital area.
1998: 761 students9 primary+lower sec.*4 from capital area*5 from countrysideOne upper secondary*capital area.
Grade/year
Missing
YearNum
ber o
f stu
dent
s
1. 2. 3. 4.
? Question - skills ?
Changes from 1998 to 2002?• How much do students think they
know at the end of lower secondary school – has there been an increase in number of skills?
• Are there gender-related differences in skills?
Skills grade 9-10% of students that claim they have
Innsetja for
Vista skjal
Eyða skrám/m
Prenta út
Forrita
T engjast Int
Búa til vefsíðu
Búa til mynd
Búa t il skyggnur
Reikna stærð
Finna upplýs.vef
Nota tölvupó
Spjalla
Nota ráðstefnu
Annað120100806040200
AR
1998
2002
install software
save files
delete files print
program link to Internet
make web pagemake picture
make slides
Spreads/calculatefind info on web
use e-mailchat
use conferences
other
Year
•Sign. higher % 2002 than 1998 in all skills but one
(use spreadsheets to calculate and create
pictures).•Gender differences:
•1998 Boys sign. higher no. in all but one (save
doc.)•2002 Boys sign. higher no. in all but three (print,
use e-mail, chat).
Mean number of skills (14), differences between years
Bekkur/ár
Frhsk.10.b.9.b.8.b.7.b.6.b.5.b.
Fj. 1
4 fæ
rnia
trið
a
14
12
10
8
6
4
2
0
AR
1998
2002
• Mean higher in every age group 2002 than 1998
• 1998: Gender diff. in every age group grade 7 and up
• 2002: Gender diff. in grades 6 and 8 and up (marginally sign. In grade 5 but not in grade 7.
• Gender differences less than before in grades 7 and 8 (strong years or permanent trend?)
Year
Mea
n nu
mbe
r of s
kills
Grade/year in school
Mean number of skills (14) by gender and age1998 and 2002
1998
Bekkur/ár
Frhsk.10.b.9.b.8.b.7.b.6.b.5.b.
Mea
n Fj
. 14
færn
iatr
iða
15
10
5
0
Kyn
Stúlkur
Piltar
Mea
n nu
mbe
r of s
kills
Grade/year in school Grade/year in school
Gender
Girls
Boys
?
? Questions - attitudes ?
Changes from 1998 to 2002?• What are students computer-
related attitudes? • Are there gender-related
differences in attitudes?
Attitudes grades 9-10..mikilvæg fyri
..spennandi að
Mean ..of mikil..slæ
..illa við að n
..nauðsynl. tæk
mj. klár að not
gaman að prófa
gaman að nota t
líður oft óþægi
erfiðl. að skil5,04,03,02,01,0
AR
1998
2002
Most students positive or neutral. No differences between years except in self confidence. More students 2002 think they are very good at using computers than students 1998. Gender differences: Boys more positive in 1998 in all but one question and all but two questions in 2002.
Imp./future..
Exciting to use..
Too much use bad..
Dislike using..
Necessary tools..
Very good at..
Fun to try new..
Fun to use/usef.
Often feel bad...
Difficult/underst..
Attitudes1998 & 2002gender differences grades 9-10
2002..mikilvæg fyri
..spennandi að
..of mikil..slæ
..of mikil..slæ
..illa við að n
..nauðsynl. tæk
mj. klár að not
gaman að prófa
gaman að nota t
líður oft óþægi
erfiðl. að skil5,04,03,02,01,0
Kyn
Stúlkur
Piltar
Imp./future..
Exciting to use..
Too much use bad..
(2 q. in 2002)
Dislike using..
Necessary tools..
Very good at using..
Fun to try new..
Fun to use/useful things..
Often feel bad when...
Difficult/underst. Techn.
Gender
Girls
Boys
? Questions - problems ?
In 2002?• Do students complain of social
and/or physical problems related to computer use?
• Are there gender-related differences in problems?
Problems by grade level•Back
•Hand/fingers
•Elbow/arms
•Shoulder/neck
•Head/eyes
•Other physical p.
•Teasing/harassment
•Sexual harassment
•Monetary fraud
•Neg. friendsh./soc.
•Neg. effects on learning
Elementary
Middle
Upper sec.
School
level
Problems by gender in grades 8-10
?
•Back
•Hand/fingers
•Elbow/arms
•Shoulder/neck
•Head/eyes
•Other physical p.
•Teasing/harassment
•Sexual harassment
•Monetary fraud
•Neg. friendsh./soc.
•Neg. effects on learning
Gender
Girls
Boys
Problems by age groups and genderPhysical problems Grow with age except pain in elbows and arms. Highest number of students complain about headache & eye problems, next pain in hands/fingers. Gender differences: In middle school more girls than boys complain about pain in hands/fingers, shoulder/neck and head/eyes.
Social/psychological/otherLess complains than over physical problems. Increase with age except teasing/harassment (in electronic communications). In middle school more girls than boys complain about sexual harassemnt. More boys than girls complain about danger of monetary fraud and potential “addiction.”
? Questions - use ?
Changes from 1998 to 2002• How much do students claim
they use computers• Are there gender-related
differences in use?
Computer use at home – % of boys in time spent
Unglst.
Tölvunotkun heima
21+16-2010-156-92-5< 2Enga
Hlu
tfal
l pilt
a %
100
80
60
40
20
0
AR
1998
2002
The higher number of hours students report spending onthe computer every week thehigher % of boys of the totalnumber og children in grades 8-10.
Boys are also more likely to indicatehigh computer use among theirpeers/friends than are girls.
Computer use at school and home% reports using computers 2 hours+/week
School Home
Year
Grade/year in school Grade/year in school
How did I use computer last time I used it (grades 8-10 2002)?
• How long ago? Majority of boys (87%) and girls (76%) used computers less than week ago.
• For how long? Majority of boys (73%) but about half of girls (50%) used computer more than 30 min.
• Where? Majority of boys (82%) and girls (73%) used computers in their own home. School came next for the girls (16%) but friends came next for the boys (8%).
• With whom? Majority of the boys and girls used computers by themselves (70 og 74%) but about 20% with two people; 10% of boys but 5% of girls with more than 2.
• Do what? Most commonly play (87% boys but 53% girls). 20% of girls but a few % of boys said they had used computers for learning. 12% of girls but 6% of boys had been looking at information/materials. 10% of girls but 1% of boys in electronic communications..
School district/school (S-1.2, 1.3, 1.5, 1.7, 3.3, 3.4, 4.1, 4.2, 4.3, 4.5. 4.6)Homes (N-4,6, 7, 10-12)
Peer culture (N-8, 9)
CommunitySociety
Student
Social factors (N-17, 18, 20; S-1.8, 3.9)
Teachers, teaching methods, computer implementation (N-5, 6, 14, 15, 16; S-1.5, 3.1, 3.2, 3.5, 3.6)
Software (N-6) learning materials
Technology, access(N-13, 19; S-2.1, 2.2, 2.3, 3.8)
Student computer-related skillsCorrelation with factors 1998
27.6.2003 - v57
Age
AbilityAttitudes (11 q's)
Use/home/school
computer/all
WebChat
E-mailConferences
Blog
Net-gamesVideogames
Correlation sign: purple = for both girls and boys; blue =for boys only; pink for girls onlybold = highly correlated/significant
School district/school
Homes
Peer culture
Community
Society
Student
Social factors
Teachers, teaching methods, computer use Software (9+types), learning
materials
Technology, access
Student computer-related skillsCorrelation with factors 1998
23.6.2003 - v123
Total no. of students
No of s's in classesScheduleTeacher collaborationTeaching methods in generalTeacher cont. ed. wherefrom
School support for t's ed.Technology committe in schoolICT policyMonetary support f technology
Amount of use
Computer, web, chat, e-mailConference
Video games
Last use
No. of software types
Access
No. of computers
Internet connection
LocationIn own room
Who uses computers at home
Self
Father, mother
Brother
Computer use
Video game use
AgeAbility
Attitudes
Confidence/v good at
6 q's: future imp. +
2 q's
Dislike using comp.
Indep. vs. peer use
Preference for indep. vs. peer useAdults present during comp. use
Amount of use
Computer, web, chat, conf.
Video games
In which subjectsFor home learning
Special subject (ICT)
Teacher ed./prep./technological
Free access
Location
Library
Teacher's room
Other location
No. of comp.
Computer:stud. ratio
Internet access
Grades 8-10
?Questions- important factors?
– Which factors correlate with computer-related skills?
Correlation sign: purple = for both girls and boys; blue =for boys only; pink for girls onlybold = highly correlated/significant
School district/school
Homes
Peer culture
Community
Society
Student
Social factors
Teachers, teaching methods, computer use
Software (9+types)
Technology, access
Student computer-related skillsCorrelation with factors 2002
23.6.2003 - v127
Total no. of studentsNo of s's in classes
Schedule
Teacher collaboration
Teaching methods in general
Teacher cont. ed. wherefromSchool support for t's ed.
Technology committe in school
ICT policy
Monetary support f technology (neg., low)
Amount of use
Computer, web
Video games; net games
Last use for how long
Comp./vid.games, how long agoChat, e-mail, conf., blog
Software types (9+)
Access
No of computers
Internet
Computer for self
LocationOwn room
Sister
Who uses computers
Mother, self
Nobody special
Sister, father
Computer use
Video game use
Age
Grades
ProblemsSocial
Attitudes
Confidence/v good at
7 q
2 q
Time it takes me..
Indep. vs. peer use
Preference for indep. vs. peer use
Adults present during comp. use
Amount of use
Web
Computer
Net-games
Other
For home learning
No. of subjects
Special subject (ICT)
Teacher ed./prep./technological
Classroom t.
S's collaboration in smaller/larger groups
Free access
Location Teacher's room
Computer:stud. ratio
Internet access
Grades 8-10
Comments
The studies involved show e.g. the following:• Higher number of students’ skills, more
confidence among students. Gender differences appearing later? Computer access much higher at schools and homes and some indicators in schools that they are more ready for development and changes (less traditional methods) and they play a larger role than before in computer-related skills development.
Comments - continued• On the other hand, there are large gender differences in
grades 9-10 in relation to skills, attitudes, and computer access at homes. Also, students complain about problems, mostly physical but also social. Computer use varies by school but on average student say they use computers for two hours or more per week only in about two subjects. Besides special ICT/computer classes most commonly used in foreign languages, Icelandic and math. Computer use in schools may not have increased significantly but changed to involve more web use.
Why computers in schoolsShould there be a moratorium?
• Letter from a colleague yesterday:
• I have just completed an interesting questionnaire which explores views on whether ICT should be an essential element of education and what rationales should drive its use.
• The questionnaire was developed in the light of evidence that suggests that a lack of shared understandings (visions) about the reasons for using ICT in education has lead to the huge investments that have been made in 'educational' ICT having had much less impact than anticipated (e.g. Cuban 2001; Twining 2002). This has lead to calls for a moratorium on further investments in ICT in education (e.g. Stoll 2000; Cuban 2001). The questionnaire aims to stimulate and inform the debate about whether ICT should be an essential component of education and the reasons that should underpin the use of ICT in education.
• I think you would find the questionnaire interesting. It takes less than 9 minutes to complete, and once you have finished it you can see an analysis of some of the core data that has been collected so far.
• You can access the questionnaire from http://www.meD8.info/qqa. • • References
Cuban (2001) Oversold and Underused: Computers in the Classroom, London:Harvard University Press. Stoll (2000) High-Tech Heretic: Reflections of a computer contrarian, New York: Anchor Books. Twining (2002b) Enhancing the Impact of Investments in Educational ICT, PhD Thesis, Milton Keynes: Open University. http://kn.open.ac.uk/public/document.cfm?documentid=2515 (visited 31.1.03).
Computers at school
• Tool vs. delivery system?• Is Cuban focusing too much on computers
as delivery system?