Classifying Latent Profiles in Digital Competence of High School Students and Testing the Effects of Determinants

2021 ◽  
Vol 41 (4) ◽  
pp. 245-264
Author(s):  
Jiyun Chu ◽  
Eunji Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Competence ◽  
School Students ◽  
Latent Profiles

scholarly journals Identity profiles and digital engagement among Finnish high school students

2018 ◽  
Vol 12 (1) ◽  
Author(s):  
Rasmus Mannerström ◽  
Lauri Hietajärvi ◽  
Joona Muotka ◽  
Katariina Salmela-Aro
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Competence ◽  
School Students ◽  
Identity Exploration ◽  
Ict Use ◽  
Digital World ◽  
Digital Engagement ◽  
First Time ◽  
Identity Task

Developing a stable personal identity is considered a more precarious task in today’s society than hitherto. Skilful digital engagement may, however, constitute a valuable asset in necessary identity exploration and commitment. Applying a person-oriented approach, we examined for the first time how identity profiles are associated with digital engagement, operationalized as digital competence, gaming seriousness, type of internet activity and excessive ICT use. After controlling for gender, life satisfaction and parental SES, this study of a Finnish high school sample (N = 932) revealed that adolescents with future commitments and some exploration of options (achievement, searching moratorium) were the most advanced in digital skills and, in the former case, least prone to excessive ICT use. By contrast, adolescents desperately trying to solve the identity task (ruminative moratorium) scored highest on friendship-driven internet activity and excessive ICT use, whereas diffused individuals had the weakest digital competence. No differences between the profiles emerged regarding gaming and interest-driven internet activity. The results suggest that the digital world and related devices are purposeful tools for shaping and maintaining healthy identity commitments.

scholarly journals Prevención de la violencia escolar cara a cara y virtual en bachillerato

2015 ◽  
Vol 7 (2) ◽  
pp. 201 ◽  
Author(s):  
Rocío Martínez ◽  
Jesús Pozas ◽  
Karen Jiménez ◽  
Tania Morales ◽  
David A. Miranda, ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Violence ◽  
Virtual Environments ◽  
Self Report ◽  
Digital Competence ◽  
School Students ◽  
Face To Face ◽  
Generic Competences ◽  
Competencias Digitales

RESUMEN: En el presente artículo se pretende aportar una visión completa de las problemáticas de bullying y cyberbullying en alumnos de bachillerato, así como algunas herramientas que sirven de factor prevención en casos de violencia en entornos cara a cara y en entornos virtuales, como lo son las competencias genéricas y las competencias digitales; todo esto partir de tres estudios, dos transversales descriptivos y uno correlacional, realizados en estudiantes de bachillerato de la Universidad Autónoma del Estado de México. En estos estudios se aplicaron cuestionarios de autoinforme para obtener datos sobre la percepción que tienen los adolescentes sobre estas problemáticas, y en el caso de las competencias genéricas y digitales, el nivel de dominio que tienen de estas.Prevention of school violence face to face and virtual in the high schoolABSTRACT: The present article pretends contribute a complete vision about the problems of bullying and cyberbullying in high school students, and some tools who helps as a prevention factor in face to face environments and virtual environments, as generic competences and digital competence; all this starting with three researches, two of these descriptive transversal studies and one correlational study, made on high school students of the Universidad Autónoma del Estado de México; in these studies were applied self-report questionnaires to obtain information about the perception of the teenagers about these issues, and in case of generic competences and digital competence, the knowledge they have.

scholarly journals Beyond the novelty effect: EFL learners' attitudes towards ICT use in the classroom

2020 ◽  
Vol 10 (1) ◽  
pp. 1-15
Author(s):  
Marta Kopinska
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
School Level ◽  
Digital Competence ◽  
High School Level ◽  
School Students ◽  
Novelty Effect ◽  
Efl Learners ◽  
Efl Teaching

AbstractThe present study explores high school students' (aged 16–17) attitudes towards the use of technology Information and Communication Technology (ICT) in the English as foreign language (EFL) classroom. While digital competence has become one of the core skills in our society, ICT is gaining more presence in the EFL teaching and learning. However, it is not widespread in the mainstream education, as it is the case of Spain, especially at high school level. There is also still some reticence on the part of the teachers to let the ICT be part and parcel of their daily practice. Since adolescents often experience a motivational drop as far as learning a foreign language (FL) in school setting is concerned, EFL teachers should promote the integration of ICT in classroom activities, as research has shown that technology-supported activities may contribute to engaging students in the process of learning a FL and act as a motivating factor. This paper examines 77 EFL learners' responses to a questionnaire administered before and after the implementation of an 18-month ICT-based intervention in their classroom. The main findings reveal that attitudes towards technology were positive and they were maintained beyond the possible “novelty effect”, which supports the claims in favor of ICT's integration in EFL teaching.

scholarly journals Distance Learning as a Means of Digital Skills Development in High School and University Students

2022 ◽  
Vol 23 (4) ◽  
pp. 939-947
Author(s):  
N. G. Voskresenskaya
Keyword(s):  
High School ◽  
High School Students ◽  
Distance Learning ◽  
Young People ◽  
Human Life ◽  
Digital Competence ◽  
School Students ◽  
Digital Skills ◽  
Digital Competencies ◽  
The Impact

The present research featured the readiness of university and high school students for distance learning as a means of improving their digital skills. The survey was conducted in October 2020 and involved 807 students from schools and universities of Nizhny Novgorod aged 14–24 (M=18, SD=2.22; 62.6 % female, 37.4 % male). Six focus groups included 63 students aged 17–24 (M=18, SD=1.83; 65 % female, 35 % male). The study showed that the readiness of young people for distance learning depended on their awareness of how digital technologies changed human life during the pandemic. The research revealed four types of young people with different attitudes to distance learning. Awareness of the impact of digitalization appeared to be a powerful motivator for the use of distance learning to develop digital competencies. The constraining factors included emotional and volitional immaturity, orientation to hedonistic values, confidence in one’s own digital competence, and skepticism regarding the ability of distance education to promote professional development.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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