在BYOD学校检查21世纪技能:从程序到实践
Maria-Luisa Schmitz1,2, Tessa Consoli1, Chiara Antonietti1,2
1Institute of Education, University of Zurich (UZH), Kantonsschulstrasse 3, 8001 Zürich, Switzerland.
概括
在学校使用自己的设备的学生报告说,他们拥有更高的21世纪技能,特别是在创造力和自我指导方面. 然而,官方的"带你自己的设备"计划并没有显著预测这些技能改进.
科学领域:
- 教育技术的教育技术
- 教学教育学 在教学上
- 数字学习数字学习
背景情况:
- 带你自己的设备 (BYOD) 策略旨在加强教育中的技术整合和学生责任.
- BYOD与21世纪技能的发展有关,包括协作,沟通,创造力,批判性思维,自我指导和数字素养.
- 在一般和职业教育环境中,这些能力具有公认的重要性.
研究的目的:
- 调查Bring-your-own-device (BYOD) 方法与学生自我报告的21世纪技能之间的关系.
- 为了比较21世纪的技能在高中学生和没有个人设备学习.
- 分析官方BYOD计划对实际BYOD实践的影响.
主要方法:
- 一项调查对来自瑞士100所学校的8265名高中生进行了调查.
- 使用多层线性建模来分析自我报告的21世纪技能数据.
- 学生根据他们是否使用个人数字设备进行学习而被分类.
主要成果:
- 带着自己的设备到学校的学生报告说,他们的21世纪技能水平更高,特别是在创造力,自我指导和学习技术使用方面.
- 官方的BYOD程序并不是学生自我报告技能的重要预测指标.
- 在课堂上实际的BYOD实践与技能发展的相关性比单独的官方计划更强.
- 自我报告的21世纪技能在一般教育轨道比职业教育轨道更高.
结论:
- 实际的Bring-your-own-device (BYOD) 实践,而不是仅仅是官方BYOD概念的存在,与学生的21世纪技能增强有关.
- 研究结果表明,在课堂上实施和整合个人设备的使用对于技能发展至关重要.
- 教育政策和实践应专注于促进有效的BYOD实施,以最大限度地提高学生的学习成果.
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