Abstract
This study describes and analyses a survey that was conducted with 384 students from grades 7–12 in a typical urban High School in Israel. The students reported on the extent and characteristics of Information and Communication Technology (ICT) usage within and beyond school time and location. Its focus is on (a) equity issues regarding the extent, purposes and scope of ICT usage and students self perception in ICT proficiency; (b) gender and age differences in ICT use; and (c) relationship between inside/outside school learning processes. The findings show that 10% of the students are non-users of ICT, two thirds are common-users and only 25% are skilled users. About half of the students use the Internet to some extent. Major Gender differences were found: in general, more boys used ICT more extensively than girls did. Differences among age groups were found mainly with respect to the use of complex applications, but not regarding Internet usage. These results are discussed in the light of the three focal issues: equity, gender, and integration of learning processes taking place within and outside school.
Similar content being viewed by others
References
Becker, H. (1994) Analysis and trends of school use of new information technologies. U.S. Congress Office of Technology Assessment, Washington D.C.: US Govt. Printing Office.
Berenfeld, B. (1996) Linking students to the Infosphere. T.H.E. Journal, 4, 76–83.
Collis, B. A., Kass, H. and Kieren, T. E. (1989) National trends in computer use among Canadian secondary school students: implications for cross cultural analyses. Journal of Research on Computing in Education, 22, 77–89.
Fetler, M. (1985) Sex differences on the California statewide assessment of computer literacy. Sex Roles, 13(3/4), 181–191.
Kafai, Y. and Sutton, S. (1999) Elementary school students' computer and Internet use at home: current trends and issues. Journal of Research on Computing in Education, 21(3), 345–362.
Katz, J. (1997) The digital citizen. Wired, 5(12), 68–78.
Mayer, R., Quilici, J. and Moreno, R. (1999) What is learned in an after-school computer club? Journal of Educational Computing Research, 20(3), 223–235.
Mioduser, M., Nachmias, R., Lahav, O. and Oren, A. (1999) Web-based learning environments (WBLE): current implementation and evolving trends. Journal of Network and Computer Applications, 22(4), 233–247.
Nachmias, R., Mioduser, D. and Shemla, A. (2000) Internet usage by school students in an Israeli school. Journal of Educational Computing Research, 22(1), 55–73.
Pelgrum, W. J. and Anderson, R. E., eds. (1999) ICT and the emerging paradigm for life long learning: A worldwide educational assessment of infrastructure, goals and practices. International Association for the Evaluation of Educational Achievement, The Netherlands.
Sinitsa, K. (2000) Learning Individually: a life-long perspective introduction to the special issue. Educational Technology & Society, 3(1), 17–23.
Shashaani, L. (1994) Gender differences in computer experience and its influence on computer attitudes. Journal of Educational Computing Research, 11(4), 347–367.
Shashaani, L. (1997) Gender differences in computer attitudes and use among college students. Journal of Educational Computing Research, 16(1), 37–51.
Tapscott, D. (1998) Growing up digital: the rise of the net-generation. McGraw-Hill, New York.
Turkle, S. (1995) Life on the screen: identity in the age of the internet. Simon & Schuster, New York.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
NACHMIAS, R., MIODUSER, D. & SHEMLA, A. Information and Communication Technologies Usage by Students in an Israeli High School: Equity, Gender, and Inside/Outside School Learning Issues. Education and Information Technologies 6, 43–53 (2001). https://doi.org/10.1023/A:1011367212148
Issue Date:
DOI: https://doi.org/10.1023/A:1011367212148