New technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept in students before and after using tablet technologies in education. A total of 490 students aged 10 to 17 from 10 schools in Slovakia and 12 schools in Czechia were enrolled in a 6-month trial, in which instruction was conducted via tablets and touchscreen boards. Our findings showed that the Academic SelfConcept scores of children, who had below-average Academic Self-Concept scores, improved over the trial. However, initial above-average scores tended to decrease throughout the trial. Incorporating technologies into the educational process does not appear to have the potential to be associated with an increase in Academic Self-Concept in students overall. We believe that those who score low on Academic Self-Concept may benefit from the overall motivating effect of the intervention, and from the chance to experience success in novel educational situations.

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捷克和斯洛伐克学校的学术自我概念和平板电脑技术的使用

新技术正越来越多地作为新的学习工具被引入课堂。然而，这通常是在不考虑任何关于其影响的学术证据的情况下进行的。我们的目标是确定学生在教育中使用平板电脑技术前后学术自我概念的差异。来自斯洛伐克的 10 所学校和捷克的 12 所学校的 490 名 10 至 17 岁的学生参加了为期 6 个月的试验，其中通过平板电脑和触摸屏进行教学。我们的研究结果表明，学术自我概念分数低于平均水平的儿童的学术自我概念分数在试验中有所提高。然而，在整个试验过程中，最初高于平均水平的分数往往会下降。将技术纳入教育过程似乎没有与整体学生学术自我概念的增加相关联。我们相信，那些在学术自我概念上得分低的人可能会受益于干预的整体激励效果，以及在新的教育环境中体验成功的机会。