In this paper we present a research study carried out in Italian schools on adolescents ’ (aged 14-–16) digital competence. On the basis of a preliminary theoretical model, a digital competence questionnaire was formulated and subsequently administered to a sample of secondary school students. The aim was to verify whether adolescents ’ digital skills are limited to simple technical aspects or expand beyond them including a range of more significant knowledge and skills related to a conceptual understanding of technology, socio-relational knowledge and high-order cognitive skills. Like other studies, this research shows that when attention is shifted from strictly technical aspects to critical cognitive and socio-ethical dimensions involved in the use of technologies, students’ knowledge and competences result inadequate. The authors conclude that the optimistic portrayal of younger generations’ digital competences is poorly founded. Furthermore, it is pointed out that understanding students’ digital competence levels through fast assessment tools is a fundamental opportunity for schools to analyse deficiencies and prepare adequate intervention strategies.

Are young generations in secondary school digitally competent? A study on Italian teenagers / A.Calvani; A.Fini; M. Ranieri; P.Picci. - In: COMPUTERS & EDUCATION. - ISSN 0360-1315. - STAMPA. - 58:(2012), pp. 797-807. [10.1016/j.compedu.2011.10.004]

Are young generations in secondary school digitally competent? A study on Italian teenagers

CALVANI, ANTONIO;FINI, ANTONIO;RANIERI, MARIA;
2012

Abstract

In this paper we present a research study carried out in Italian schools on adolescents ’ (aged 14-–16) digital competence. On the basis of a preliminary theoretical model, a digital competence questionnaire was formulated and subsequently administered to a sample of secondary school students. The aim was to verify whether adolescents ’ digital skills are limited to simple technical aspects or expand beyond them including a range of more significant knowledge and skills related to a conceptual understanding of technology, socio-relational knowledge and high-order cognitive skills. Like other studies, this research shows that when attention is shifted from strictly technical aspects to critical cognitive and socio-ethical dimensions involved in the use of technologies, students’ knowledge and competences result inadequate. The authors conclude that the optimistic portrayal of younger generations’ digital competences is poorly founded. Furthermore, it is pointed out that understanding students’ digital competence levels through fast assessment tools is a fundamental opportunity for schools to analyse deficiencies and prepare adequate intervention strategies.
2012
58
797
807
A.Calvani; A.Fini; M. Ranieri; P.Picci
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/562695
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