Helga Engs hus
Sem Sælands vei 7
Why do teachers use technology in classrooms? Which factors may determine whether or not they adopt technology for teaching and learning? What keeps students motivated to use educational technology? These questions have initiated a plethora of research on technology acceptance in education, and the debate about why or why not teachers integrate technology in their teaching or students in their learning is ongoing. This special section tries to shed light on some of the answers and highlights the directions for further research in this area.
This paper presents a meta-analysis of the relation between measures of K-12 students' socioeconomic status (SES) and ICT literacy. Drawing from the data of 32 independent samples, the 75 extracted correlation coefficients were aggregated to an overall correlation of r = 0.21 (95% CI [0.18, 0.24]) through three-level random-effects modeling. This correlation was subject to moderation effects by study, sample, and measurement characteristics.
This Phd project is about implementing and evaluating CSCL-based practices (computer supported collaborative learning) in developmental educational settings, focusing on the emergence of new discourse and language practices.