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Goldhammer, Frank; Gniewosz, Gabriela; Zylka, Johannes:

ICT engagement in learning environments

In: Kuger,Susanne;Klieme,Eckhard;Jude,Nina;Kaplan,David (Hrsg.): Assessing contexts of learning Cham : Springer (2016) , 331-351


4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)

Digitalisierung, Informationsgesellschaft, Informationstechnologie, Lernen, Lernumgebung, Computerunterstütztes Lernen, Informationstechnologische Bildung, Informationskompetenz, Selbstbestimmung, Motivation, Verhalten, Kognition, Interesse, Kompetenz, Autonomie, Soziale Interaktion, Wahrnehmung

Learning throughout the life span relies more and more on using information and communication technology (ICT) to acquire new knowledge and skills in both formal and informal learning environments. Thus, learning to use ICT and using ICT to learn have become major premises for successful participation in educational, professional, social, cultural, and civic life. To keep pace with the rapid development of ICT, people need to be able to update their ICT knowledge and skills continuously. A major conditioning personal characteristic that affects the development and adaptation of ICT skills in a self-regulated way is considered to be ICT engagement. This chapter descibes the conceptual origins of this multifaceted construct. At the behavioral level it represents the use of ICT in various contexts, such as at home or school. Most importantly, from a cognitive-motivational perspective it covers the factors that foster the self-determined and self-regulated use of ICT, such as interest in ICT, ICT self-concept, perceived autonomy in ICT use, and social relatedness in using ICT. (DIPF/Orig.)

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last modified Nov 11, 2016