دانلود رایگان مقاله استفاده از کامپیوتر در مدارس و ارتباط با نتایج عاطفی اجتماعی

Abstract

In drawing upon cultural-historical theory, this paper reports on the use of computers in Australian schools where a holistic analysis was undertaken to explore the possible associations with social-emotional outcomes. By conducting a quantitative analysis framed around a conceptual model that used the concept of perezhivanie, it was possible to examine a sample of 3345 children (8–9 years old) who participated in the Longitudinal Study of Australian Children (wave 5) and to fill a gap in the literature on whether computer use has an influence on three social-emotional outcomes: self-concept, emotional problems and school liking. Findings suggest that Australian children are using computers in school in a very similar way, mainly practicing specific learning skills (e.g. maths and literacy) and rarely engaged in creative activities. In addition, findings reveal that overall computer use does not appear to have a significant impact on children's social-emotional outcomes. One exception, a small significant association between creativity and self-concept was found and further explored. Implications for practice and recommendations for future research are discussed.

8. Conclusion

This study was framed by cultural-historical theory in order to explore relationships between the use of technology and children's social-emotional outcomes. Two key concepts from cultural-historical theory that helped explain the findings of this study in a holistic way where Vygotsky's dialectical concept of imagination and creativity, and his concept of perezhivanie. The theoretical challenge raised by Bulfin et al. (2014) in relation to the dearth of studies that are theoretically informed was taken up, and it was found that through taking a holistic perspective, it was possible to bring together the personal, situational and relational characteristics of computer use in the LSAC data. The personal characteristics that were identified (self-concept, emotional problems, school liking) were mobilized and understood by the situational characteristics (computer use questions), but always as a relational whole as is a key feature of working with the concept of perezhivanie. Overall, the dearth of robust research around the use of technology and its possible impact on social-emotional outcomes is alarming since the presence of technology is increasing and is infused into children's everyday lives. This paper inspired by a holistic approach concludes with a question as it projects into the future: Conceptualizing both personal characteristics of emotions, imagination and creativity and situational characteristics of the use of ICT, is it possible to better understand the nature of digital devices as inspirational and transformative when the study design is routinely informed by theory?