Prior studies have focused on general technology use and technology use in domain-general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation have a coordinated influence for how students used technology to support learning. The sample included high school students in a Midwestern state who were surveyed on their motivation and how they used technology to support learning. The study employed hierarchical linear modelling to examine how goal orientation and classroom content area predicted various levels of Bloom's Digital Taxonomy. Students who adopted mastery-oriented goals were more likely to use technology for various cognitive tasks, especially those at higher levels of complexity. Lastly, the association between mastery goal orientation and some aspects of technology use was conditioned on content area, although effect sizes were small. This study showed that, overall, technology is used differentially across four core content areas. Students in mathematics classrooms used technology less, however much of technology use was evident at lower cognitive levels. Second, students' goal orientation, and in particular their mastery goals influence how technology is used across content areas, and this is marginally conditioned on content area. Technology use should match the instructional context to maximize technology use and students' goal orientation.

中文翻译：

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核心内容领域的认知任务：影响学生在高中课堂中使用技术的因素

先前的研究集中在通用技术使用和领域通用应用中的技术使用以及技术使用数量。最近的证据表明，调查应考虑如何以更具体的方式使用技术，包括如何将技术用于特定课堂中的各种认知任务。本研究的目的是检查课堂内容区域和学生目标导向对学生如何使用技术支持学习产生协调影响的方式。该样本包括中西部州的高中生，他们接受了关于他们的动机以及他们如何使用技术支持学习的调查。该研究采用分层线性模型来检查目标导向和课堂内容区域如何预测 Bloom 数字分类法的各个级别。采用以掌握为导向的目标的学生更有可能将技术用于各种认知任务，尤其是那些复杂程度更高的任务。最后，掌握目标导向与技术使用的某些方面之间的关联取决于内容领域，尽管效果大小很小。这项研究表明，总体而言，技术在四个核心内容领域的使用有所不同。数学课堂上的学生较少使用技术，但在较低的认知水平上明显使用了大量技术。其次，学生的目标导向，尤其是他们的掌握目标会影响跨内容领域使用技术的方式，而这在一定程度上取决于内容领域。技术使用应与教学环境相匹配，以最大限度地利用技术和学生的目标导向。