.

0 (hodnocen0 x )

BK

Cham : Springer : [2022]

xx, 254 stran : ilustrace ; 25 cm

ISBN 978-3-030-90039-7 (vázáno)

Young people and learning processes in school and everyday life, ISSN 2522-5642 ; volume 6

Obsahuje bibliografie, bibliografické odkazy a rejstřík

001653347

1 Introduction 1 // Bibliography 14 // 2 Education, Life, and Digital Technologies in the Czech Republic: The Story of a Post-Socialist Country in Central Europe 17 // 2.1 Czech Republic: A Short Introduction to Its History, Economy, and Life 17 // 2.1.1 History 17 // 2.1.2 Economy 19 // 2.1.3 Daily Life and Households 20 // 2.1.4 Digital Technologies in Households 21 // 2.2 From a Totalitarian to a Democratic School System 22 // 2.3 The Path of Digital Technologies into the School System 25 // 2.3.1 Technology and Education Behind the Iron Curtain (Before 1989) 25 // 2.3.2 Post-revolution Waiting (1990s) 27 // 2.3.3 New Era, New Challenges (2000-2014) 29 // 2.3.4 Strategy vs. Reality (2014-Present) 33 // 2.4 Conclusion 37 // Bibliography 39 // Part I Digital Teens’ Use of Digital Technologies in the School Contex // 3 Teachers and Their Use of Digital Technologies in School 47 // 3.1 Theoretical Background , 48 // 3.2 Level of Equipment of Czech Schools with Digital Technologies 52 // 3.3 Use of Digital Technologies by Teachers 60 // 3.4 Teachers’ Skills and Abilities in the Use of Digital Technologies 68 // 3.5 Teachers’ Approach to Digital Technologies 72 // 3.6 Conclusion 77 // Bibliography 80 // 4 The Availability and Use of Digital Technologies in Relation to Students’School Performance 85 // 4.1 Theoretical Background 86 // 4.2 The Availability and Use of Digital Technologies in School 89 // 4.3 The Availability and Use of Digital Technologies at Home 93 // 4.4 The Role of ICT in Student Life in Relation to School // Performance 94 // 4.5 Conclusion 96 // Appendix 99 // Bibliography 100 // Part II Digital Teens’ Use of Digital Technologies in the Family Context // 5 Home Use of Digital Technologies by Teens: The Role of Family, School, and Peers 105 // 5.1 Theoretical Background 105 // 5.2 Gender and ICT Interest as Predictors of ICT Use by Young People 110 //

5.3 The Effects of Family Background Characteristics on Student Use of ICT 112 // 5.4 The Effect of ICT Use at School on ICT Use Outside of School 114 // 5.5 The Role of Peers in the Use of Digital Technologies by Young People 115 // 5.6 Conclusion 110 // Appendix 120 // Bibliography 121 // 6 Parental Approaches to Digital Technologies 125 // 6.1 Theoretical Background 126 // 6.2 Parentals Idea of Their Children’s Free Time and School Preparation 133 // 6.3 Struggle for Generational Domination 136 // 6.4 Various Forms of Digital Generation Gaps in Families 137 // 6.4.1 Deepening the Generation Gap: Mutual // Misunderstanding 137 // 6.4.2 Maintaining Status Quo in the Digital Generation Gap: Conditional Armistice 142 // 6.4.3 Crossing the Digital Generation Gap: Active Efforts for Mutual Understanding 147 // 6.5 Conclusion 152 // Bibliography 157 // Part III Digital Teens’ Use of Technologies in the Context of Everyday Life // 7 Young People and the Development of Digital Competence and Autonomy 165 // 7.1 Theoretical Background 166 // 7.2 The Effect of the First Use of Digital Device on Digital Competence and Autonomy 171 // 7.3 The Effect of the First Use of the Internet on Digital Competence and Autonomy 174 // 7.4 Conclusion 177 // Appendix 180 // Bibliography 180 // 8 Digital Technologies and the Everyday Lives and Learning // of Present-Day Adolescents 185 // 8.1 Theoretical Background 185 // 8.2 ICT as Both a Good Servant and a Bad Master in Adolescents’ Lives 192 // 8.2.1 Natalie’s Story 193 // 8.2.2 Alice’s Story 199 // 8.2.3 Petra’s Story 204 // 8.2.4 Matej’sStory 208 // 8.2.5 Renata’s Story 212 // 8.2.6 Jiri’s Story 216 // 8.2.7 Jiri’s Use ofICTin Relation to Himself 222 // 8.3 What Do Adolescents’ Stories and Their Lives with ICT Tell Us? 223 // 8.4 Conclusion 229 // Bibliography 233 // Conclusion 237 // Recommendations 247 // Index 253