Ключевые слова

WhatsApp, YouTube, Google, Internet, learning, academic performance, ICT adoption, digital literacy.

Резюме

With the increasing adoption of information and communication technologies among youngsters, it has become common for high school students to incorporate the use of multiple devices and digital platforms in their study habits. Although these digital resources support and motivate them to learn, these are also a source of continuous distraction. This research analyzes the impact of studying with handwritten notes, WhatsApp, YouTube and searching the Internet in academic performance, through a mixed method that combines 31 focus groups and a survey of 7,217 students from 12 to 18 years of age in Chile. The results of the focus groups show that the positive impact of technologies in learning would depend on the students’ motivation for learning, their ability to efficiently control and manage the available digital resources, and their capacity to search and evaluate information on the Internet. The survey concludes that those who study with their notes more frequently have better academic performance, whereas those who frequently study with YouTube and WhatsApp have a lower GPA, with no significant differences when it comes to internet browsing. These results reinforce the need raised by scholars to generate policies that promote digital literacy both inside and outside the school.

Посмотреть инфографику

Ссылки

Aragón-Mendizábal, E., Delgado-Casas, C., Navarro-Guzmán, J.I., Menacho-Jiménez, I., & Romero-Oliva, M.F. (2016). Análisis comparativo entre escritura manual y electrónica en la toma de apuntes de estudiantes universitarios. [A Comparative Study of Handwriting and Computer Typing in Note-taking by University Students]. Comunicar, 48, 101-107. https://doi.org/10.3916/C48-2016-10

Link DOI | Link Google Scholar

Bellur, S., Nowak, K.L., & Hull, K.S. (2015). Make it our time: In class multitaskers have lower academic performance. Computers in Human Behavior, 53, 63-70. https://doi.org/10.1016/j.chb.2015.06.027

Link DOI | Link Google Scholar

Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learners in Higher Education: Generation is not the issue. Canadian Journal of Learning and Technology, 37(1), 1-24. https://doi.org/10.21432/t2nc7b

Link DOI | Link Google Scholar

Cabañas, M., & Korzeniowski, C. (2015). Uso de celular e Internet: Su relación con planificación y control de la interferencia. Revista Argentina de Ciencias del Comportamiento, 7(1), 5-16. https://bit.ly/2xjnPgJ

Link Google Scholar

Cabra-Torres, F., & Marciales-Vivas, G.P. (2009). Nativos digitales: ¿Ocultamiento de factores generadores de fracaso escolar? Revista Iberoamericana de Educación, 50, 113-130. https://doi.org/10.35362/rie500665

Link DOI | Link Google Scholar

Claro, M., Cabello, T., San Martín, E., & Nussbaum, M. (2015). Comparing marginal effects of Chilean students' economic, social and cultural status on digital versus reading and mathematics performance. Computers & Education, 82, 1-10. https://doi.org/10.1016/j.compedu.2014.10.018

Link DOI | Link Google Scholar

Claro, M., Preiss, D.D., San Martín, E., Jara, I., Hinostroza, J.E., Valenzuela, S., Cortes, F., & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042-1053. https://doi.org/10.1016/j.compedu.2012.04.004

Link DOI | Link Google Scholar

Çoklar, A.N., Yaman, N.D., & Yurdakul, I.K. (2017). Information literacy and digital nativity as determinants of online information search strategies. Computers in Human Behavior, 70, 1-9. https://doi.org/10.1016/j.chb.2016.12.050

Link DOI | Link Google Scholar

Fazey, D.M.A, & Fazey, J.A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345-361. https://doi.org/10.1080/03075070120076309

Link DOI | Link Google Scholar

Flanigan, A.E., & Babchuk, W.A. (2015). Social media as academic quicksand: A phenomenological study of student experiences in and out of the classroom. Learning and Individual Differences, 44, 40-45. https://doi.org/10.1016/j.lindif.2015.11.003

Link DOI | Link Google Scholar

Furlong, J., & Davies, C. (2012). Young people, new technologies and learning at home: Taking context seriously. Oxford Review of Education, 38(1), 45-62. https://doi.org/10.1080/03054985.2011.577944

Link DOI | Link Google Scholar

García-Martín, S., & Cantón-Mayo, C. (2019). Uso de tecnologías y rendimiento académico en estudiantes adolescentes. [Use of technologies and academic performance in adolescent students]. Comunicar, 59, 73-81. https://doi.org/10.3916/C59-2019-07

Link DOI | Link Google Scholar

García-Valcárcel, A., & Tejedor-Tejedor, F.J. (2017). Percepción de los estudiantes sobre el valor de las TIC en sus estrategias de aprendizaje y su relación con el rendimiento. Educación XX1, 20(2), 137-159. https://doi.org/10.5944/educXX1.19035

Link DOI | Link Google Scholar

Giunchiglia, F., Zeni, M., Gobbi, E., Bignotti, E., & Bison, I. (2018). Mobile social media usage and academic performance. Computers in Human Behavior, 82, 177-185. https://doi.org/10.1016/j.chb.2017.12.041

Link DOI | Link Google Scholar

Guo, P.J., Kim, J., & Rubin, R. (2014). How video production affects student engagement. In Proceedings of the First ACM Conference on Learning @ Scale Conference (pp. 41-50). ACM. https://doi.org/10.1145/2556325.2566239

Link DOI | Link Google Scholar

Hohlfeld, T.N., Ritzhaupt, A.D., Dawson, K., & Wilson, M.L. (2017). An examination of seven years of technology integration in Florida schools: Through the lens of the levels of digital divide in schools. Computers & Education, 113, 135-161. https://doi.org/10.1016/j.compedu.2017.05.017

Link DOI | Link Google Scholar

Hu, X., Gong, Y., Lai, C., & Leung, F.K. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers & Education, 125, 1-13. https://doi.org/10.1016/j.compedu.2018.05.021

Link DOI | Link Google Scholar

Johnston, M.J., King, D., Arora, S., Behar, N., Athanasiou, T., Sevdalis, N., & Darzi, A. (2015). Smartphones let surgeons know WhatsApp: An analysis of communication in emergency surgical teams. The American Journal of Surgery, 209(1), 45-51. https://doi.org/10.1016/j.amjsurg.2014.08.030

Link DOI | Link Google Scholar

Junco, R., & Cotten, S.R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514. https://doi.org/10.1016/j.compedu.2011.12.023

Link DOI | Link Google Scholar

Kolikant, Y.B.D., & Ma'ayan, Z.E. (2018). Computer science students’ use of the Internet for academic purposes: Difficulties and learning processes. Computer Science Education, 28(3), 211-231, https://doi.org/10.1080/08993408.2018.1528045

Link DOI | Link Google Scholar

Livingstone, S., Mascheroni, G., & Staksrud, E. (2018). European research on children’s Internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122. https://doi.org/10.1177/1461444816685930

Link DOI | Link Google Scholar

Mahamud, K., & Badanelli, A.M. (2017). O caderno escolar como objeto de estudo: Uma aproximação dos avanços metodológicos em manualística. Educação e Fronteiras, 7(20), 42–66. https://doi.org/10.30612/eduf.v7i20.7427

Link DOI | Link Google Scholar

Matamala-Riquelme, C. (2016). Uso de las TIC en el hogar: Entre el entretenimiento y el aprendizaje informal. Estudios Pedagógicos, 42(3), 293-311. https://doi.org/10.4067/S0718-07052016000400016 

Link DOI | Link Google Scholar

Ministerio de Educación (Ed.) (2014). Informe de resultados SIMCE TIC 2° Medio 2013. https://bit.ly/2cGsefS

Link Google Scholar

Ministerio de Educación (Ed.) (2018). Estadísticas de la Educación 2017. https://bit.ly/3a8Rckk

Link Google Scholar

Moghavvemi, S., Sulaiman, A., Jaafar, N.I., & Kasem, N. (2018). Social media as a complementary learning tool for teaching and learning: The case of youtube. The International Journal of Management Education, 16(1), 37-42. https://doi.org/10.1016/j.ijme.2017.12.001

Link DOI | Link Google Scholar

Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on worldwide knowledge, research and experience: ICT as a change agent for education. Scholarly Journal of Education, 2(4), 38-54. https://bit.ly/2Tb2DTX

Link Google Scholar

Persson, M. (2014). 'No, Facebook isn't distracting me, I can study at night': ICT habits and boundary management among Estonian secondary pupils. Studies of Transition States and Societies, 6(2), 22-38. https://bit.ly/35DFlJ2

Link Google Scholar

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816

Link DOI | Link Google Scholar

Rosen, L.D., Carrier, L.M., & Cheever, N.A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958. https://doi.org/10.1016/j.chb.2012.12.001

Link DOI | Link Google Scholar

Roux, R., & Anzures-González, E.E. (2015). Estrategias de aprendizaje y su relación con el rendimiento académico en estudiantes de una escuela privada de educación media superior. Actualidades Investigativas en Educación, 15(1), 1-16. https://doi.org/10.15517/aie.v15i1.17731 

Link DOI | Link Google Scholar

Ruiz, P.A. (2013). Nuevas tecnologías y estudiantes chilenos de secundaria: Aportes a la discusión sobre la existencia de nuevos aprendices. Estudios Pedagógicos, 39(2), 279-298. https://doi.org/10.4067/S0718-07052013000200018

Link DOI | Link Google Scholar

Selwyn, N., Potter, J., & Cranmer, S. (2009). Primary pupils' use of information and communication technologies at school and home. British Journal of Educational Technology, 40(5), 919-932. https://doi.org/10.1111/j.1467-8535.2008.00876.x

Link DOI | Link Google Scholar

Shen, C.X. (2018). Does school-related Internet Information seeking improve academic self-efficacy? The moderating role of Internet information seeking styles. Computers in Human Behavior, 86, 91-98. https://doi.org/10.1016/j.chb.2018.04.035

Link DOI | Link Google Scholar

SUBTEL (Ed.) (2019). Primer trimestre 2019, Informe trimestral del sector telecomunicaciones. Gobierno de Chile. https://bit.ly/2oJhZ4c

Link Google Scholar

Sweller, J., Kirschner, P.A., & Clark, R.E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121. https://doi.org/10.1080/00461520701263426

Link DOI | Link Google Scholar

Torrano-Montalvo, F.; González-Torres, M. (2004). El aprendizaje autorregulado: Presente y futuro de la investigación. Electronic Journal of Research in Educational Psychology, 2(1), 1-3. https://doi.org/10.25115/ejrep.3.120 

Link DOI | Link Google Scholar

Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. https://doi.org/10.3102/0091732X09349791

Link DOI | Link Google Scholar

Zhang, W. (2015). Learning variables, in-class laptop multitasking and academic performance: A path analysis. Computers & Education, 81, 82-88. https://doi.org/10.1016/j.compedu.2014.09.012

Link DOI | Link Google Scholar

Fundref

Crossmark

Техническая спецификация

Получила: 06-11-2019

пересмотренный: 29-11-2019

Принятый: 11-03-2020

OnlineFirst: 15-04-2020

Дата публикации: 01-07-2020

Время пересмотра статьи: 23 дней | Среднее время пересмотра вопроса 64: 36 дней

Время принятия статьи: 126 дней | Время приема Номер 64: 91 дней

Время редактирования препринта: 192 дней | Выпуск препринта среднего времени редактирования 64: 157 дней

Время редактирования статьи: 237 дней | Среднее время редактирования журнала 64: 202 дней

метрика

Метрики этой статьи

Просмотров: 28928

Ознакомление с аннотациями: 26079

загрузки PDF-файлов: 2849

Полные метрики 64

Просмотров: 288980

Ознакомление с аннотациями: 266929

загрузки PDF-файлов: 22051

Цитируется

Цитаты в Web of Science

Halpern, Daniel; Pina, Martina; Ortega-Gunckel, Constanza;. PARENT AND SCHOOL MEDIATION: USE OF TECHNOLOGY TO ENHANCE SCHOOL PERFORMANCE EDUCACION XX1 , 2021.

https://doi.org/10.5944/educXX1.28716

Цитаты в Scopus

Pattier, D. . Science on youtube: Successful edutubers), #EANF#, .

https://doi.org/10.37467/gka-revtechno.v10.2696

Halpern, D., Piña, M., Ortega-Gunckel, C. . Parent and school mediation: Use of technology to enhance school performance | [Mediación parental y escolar: Uso de tecnologías para potenciar el rendimiento escolar]), Educacion XX1, .

https://doi.org/10.5944/educxx1.28716

Цитаты в Google Scholar

Поликарпова, Е. В. (2020). Цифровизация образования: миф многозадачности. Манускрипт, 13(10).

https://cyberleninka.ru/article/n/tsifrovizatsiya-obrazovaniya-mif-mnogozadachnosti

Pattier, D. (2021). Science on Youtube: Succesful Edutubers. TECHNO REVIEW. International Technology, Science and Society Review, 10(1), 1-15.

https://journals.eagora.org/revTECHNO/article/view/2696

Ramírez, R. C. (2021). Adopción Tecnológica: Una revisión de literatura. Interfaces, 4(1).

http://www.unilibrecucuta.edu.co/ojs/index.php/ingenieria/article/view/510

Llontop, L. R. A. La Radio y la Televisión en “Aprendo en Casa”, Análisis Comunicacional y Evaluación Cualitativa Desde los Actores Centrales de la Estrategia.

http://www.concortv.gob.pe/wp-content/uploads/2021/01/Estudio-Cualitativo-AeC-Completo.pdf

Скачать

Альтернативные метрики

Как процитировать

Halpern, D., Piña, M., & Ortega-Gunckel, C. (2020). School performance: New multimedia resources versus traditional notes. [El rendimiento escolar: Nuevos recursos multimedia frente a los apuntes tradicionales]. Comunicar, 64, 39-48. https://doi.org/10.3916/C64-2020-04

Доля

           

Почтовый ящик 527

21080 Уэльва (Испания)

Администрация

Редакция

Creative Commons

Данный сайт использует куки-файлы для получения статистических данных о навигации своих пользователей. Если вы продолжите просмотр, мы считаем, что вы принимаете его использование. +info X