Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test
Read abstract here.
Students do not use computers in different contexts to the same extent. This study is based on the Norwegian ICILS 2013 data and identifies two profiles of students' ICT use, potential determinants, and the relation to digital literacy.
Current debates on students' use of information and communication technology (ICT) have brought to attention profiles and purposes of ICT use in either school-related or recreational contexts. Examining these two contexts at the same time, the present study seeks to identify student profiles of ICT use on the basis of the Norwegian International Computer and Information Literacy Study (ICILS) 2013 data (N = 2426). In order to explore profiles of ICT use in schools and at home for different purposes such as recreation, study purposes, exchanging information, and social communication, we take a person-centered approach and apply latent profile analysis. These analyses revealed two independent user profiles and showed that background characteristics (i.e., gender, immigration status) and motivational constructs (i.e., self-efficacy, interest, and enjoyment in ICT) play a significant role in determining profile membership. Significant differences between the user profiles in students' computer and information literacy test performance did not exist. Given that the coverage of ICT at home and in schools has increased substantially over the last decades, the identification of user profiles informs teachers and parents about whether or not students exploit these opportunities to the same extent. Implications for future research and practice are discussed.
Scherer, R., Rohatgi, A., & Hatlevik, O. E. (2017). Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior, 70, 486-499.