The effectiveness of the blended learning approach on digital literacy of middle school students with different daily Internet usage patterns
Hsu, Hsiao-PingORCID: 0000-0002-3943-2690 and Hughes, Joan E.ORCID: 0000-0002-9634-8890
(2020)
The effectiveness of the blended learning approach on digital literacy of middle school students with different daily Internet usage patterns.
In: 2020 Annual Conference of the Society for Information Technology and Teacher Education (SITE), 6-10 Apr 2020, New Orleans, USA (Online).
ISBN 978-1-939797-48-3
This study examined changes to middle school students’ digital literacy
after engagement in a blended, technology-rich, project-based learning (BTP)
environment. Guided by the social constructivist epistemology and the European
Union’s DigComp 2.0 framework, this study attempted to understand how students’
digital literacy changes in a BTP environment differed, with respect to participants’
levels of daily Internet access time, and daily Internet usage purposes. Thus, this study
applied a cross-sectional case study approach to middle-school participants of a BTP
after-school program, across the spring and fall semesters of 2017 and 2018. Eighty
middle school students completed the whole program and provided valid pre- and postdigital literacy questionaries’ responses, which presented different degrees of digital
literacy changes. To investigate such variation, 58 out of the 80 students further
completed an Internet use questionnaire and indicated a non-significance between (1)
the students’ daily Internet use (access time and usage purposes) and digital literacy
changes as well as (2) the students’ daily Internet usages purposes and digital literacy
changes.
Proceedings of Society for Information Technology & Teacher Education International Conference.
.
Association for the Advancement of Computing in Education (AACE). ISBN 978-1-939797-48-3
Publisher:
Association for the Advancement of Computing in Education (AACE)