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Are schools digitally inclusive for all? Profiles of school digital inclusion using PISA 2018
Computers & Education ( IF 12.0 ) Pub Date : 2021-05-04 , DOI: 10.1016/j.compedu.2021.104226
Hye Jeong Kim , Pilnam Yi , Ji In Hong

This study used international student achievement data from the OECD's Programme for International Student Assessment (PISA) 2018 to identify the profiles of school digital inclusion (SDI). In digitally inclusive schools, students who live in the digital era benefit from digital technology and a digitally enhanced educational environment without alienation and exclusion. We compiled profiles of SDI by conducting a latent profile analysis on data from 27 countries. Multinomial logistic regression analyses were conducted to examine whether a school's socioeconomic status and type could predict its likelihood of fitting a particular profile across SDI subgroups. Schools were categorized in terms of low-, medium-, and high-level digital inclusion. Socioeconomic status and type of school were significant predictors of profile membership. Based on the results, the practical implications for promoting SDI include digital infrastructure as a prerequisite, teachers' confidence in using digital technology and instructional competence, and the digital skills of teachers and students.



中文翻译:

学校对所有人都具有数字包容性吗?使用PISA 2018的学校数字包容简介

这项研究使用了经合组织2018年国际学生评估计划(PISA)的国际学生成绩数据,以识别学校数字包容性(SDI)的概况。在以数字形式包容的学校中,生活在数字时代的学生将从数字技术和数字化增强的教育环境中受益,而不会疏远和排斥。我们通过对来自27个国家/地区的数据进行了潜在的概况分析,从而编制了SDI概况。进行了多项逻辑回归分析,以检查学校的社会经济状况和类型是否可以预测其适合SDI子群体特定概况的可能性。学校按照低,中,高级数字包容性分类。社会经济状况和学校类型是个人档案成员的重要预测指标。

更新日期:2021-05-08
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