{"title":"研究学生教师对信息和传播技术的实用性以及对数字干扰的适应能力对其评价在线信息的影响","authors":"Ove E. Hatlevik, Vibeke Bjarnø","doi":"10.1111/jcal.13008","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>With the rapid advancement of digital technology, student teachers must be proficient in evaluating digital information, resilient to digital distractions, and able to discern the usefulness of Information and Communication Technology.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study investigates the relationships between these concepts at two points in time.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The sample includes 153 student teachers from a Norwegian university.</p>\n </section>\n \n <section>\n \n <h3> Results and conclusion</h3>\n \n <p>Factor analysis supports a model with three unique concepts at both T1 and T2, maintaining an identical factor structure. However, five out of nine items display low levels of test–retest reliability, coupled with inadequate measurement invariance across time for the concepts. A consistent factor structure is necessary before checking for variations in items and concepts. Therefore, longitudinal studies are required for both methodological and substantive purposes. Resilience to digital distractions (T1) exhibits a positive relationship with the evaluation of digital information (T2). Further studies exploring this relationship over time appear crucial.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2009-2019"},"PeriodicalIF":5.1000,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13008","citationCount":"0","resultStr":"{\"title\":\"Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information\",\"authors\":\"Ove E. Hatlevik, Vibeke Bjarnø\",\"doi\":\"10.1111/jcal.13008\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>With the rapid advancement of digital technology, student teachers must be proficient in evaluating digital information, resilient to digital distractions, and able to discern the usefulness of Information and Communication Technology.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study investigates the relationships between these concepts at two points in time.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The sample includes 153 student teachers from a Norwegian university.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and conclusion</h3>\\n \\n <p>Factor analysis supports a model with three unique concepts at both T1 and T2, maintaining an identical factor structure. However, five out of nine items display low levels of test–retest reliability, coupled with inadequate measurement invariance across time for the concepts. A consistent factor structure is necessary before checking for variations in items and concepts. Therefore, longitudinal studies are required for both methodological and substantive purposes. Resilience to digital distractions (T1) exhibits a positive relationship with the evaluation of digital information (T2). Further studies exploring this relationship over time appear crucial.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"40 5\",\"pages\":\"2009-2019\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-05-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13008\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13008\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13008","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information
Background
With the rapid advancement of digital technology, student teachers must be proficient in evaluating digital information, resilient to digital distractions, and able to discern the usefulness of Information and Communication Technology.
Objectives
This study investigates the relationships between these concepts at two points in time.
Methods
The sample includes 153 student teachers from a Norwegian university.
Results and conclusion
Factor analysis supports a model with three unique concepts at both T1 and T2, maintaining an identical factor structure. However, five out of nine items display low levels of test–retest reliability, coupled with inadequate measurement invariance across time for the concepts. A consistent factor structure is necessary before checking for variations in items and concepts. Therefore, longitudinal studies are required for both methodological and substantive purposes. Resilience to digital distractions (T1) exhibits a positive relationship with the evaluation of digital information (T2). Further studies exploring this relationship over time appear crucial.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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