Page 43 - Šolsko polje, XXVII, 2016, no. 3-4: IEA ICILS in druge sodobne teme, ur. Eva Klemenčič
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p. mirazchiyski ■ the digital divide ...
tion Study: Technical Report, pp. 157–259. Amsterdam: International
Association for the Evaluation of Educational Achievement.
Stevenson, S. (2009) Digital Divide: A Discursive Move Away from the
Real Inequities. The Information Society 25 (1), pp. 1–22.
van Dijk, J. (2006) Digital divide research, achievements and shortcom
ings. Poetics 34 (4–5), pp. 221–235.
van Dijk, J., and Hacker, K. (2003) The Digital Divide as a Complex and
Dynamic Phenomenon. Information Society 19 (4), p. 315.
Yu, M., Yuen, A. H. K., and Park, J. (2012). Students’ Computer Use at
Home: A Study on Family Environment and Parental Influence. Re-
search & Practice in Technology Enhanced Learning 7 (1), pp. 3–23.
Appendix
Control variables used in the regression models
Table 1. Student variables.
Variable name Variable description Type Categories/Properties
S_SEX Sex of student Dichotomous 0 – Boy, 1 - Girl
IS1G13A How many computers are cur- Continuous Open ended
rently used in your home? (de-
IS1G13B sktop) Continuous Open ended
How many computers are cur-
IS1G17A rently used in your home? (porta- Categorical 1-5 (Never-Everyday)
IS1G17B ble devices) Categorical 1-5 (Never-Everyday)
IS1G17C How often do you use a compu- Categorical 1-5 (Never-Everyday)
S_INTRST ter in these places? (home) Continuous
S_USEAPP How often do you use a compu- Continuous M=50, SD=10
S_USECOM ter in these places? (school) Continuous M=50, SD=10
S_USEINF How often do you use a compu- Continuous M=50, SD=10
S_USELRN ter in these places? (other place) Continuous M=50, SD=10
S_USEREC Interest and enjoyment in using Continuous M=50, SD=10
S_USESTD ICT scale Continuous M=50, SD=10
S_ISCED Use of specific ICT applicati- Categorical M=50, SD=10
S_BASEFF ons scale Continuous 0-4 (ISCED levels)
Use of ICT for social communi- M=50, SD=10
cation scale
Use of ICT for exchanging infor-
mation scale
Use of ICT during lessons at
school scale
Use of ICT for recreation scale
Use of ICT for study purpo-
ses scale
Expected education by student
ICT self-efficacy basic skills scale
41
tion Study: Technical Report, pp. 157–259. Amsterdam: International
Association for the Evaluation of Educational Achievement.
Stevenson, S. (2009) Digital Divide: A Discursive Move Away from the
Real Inequities. The Information Society 25 (1), pp. 1–22.
van Dijk, J. (2006) Digital divide research, achievements and shortcom
ings. Poetics 34 (4–5), pp. 221–235.
van Dijk, J., and Hacker, K. (2003) The Digital Divide as a Complex and
Dynamic Phenomenon. Information Society 19 (4), p. 315.
Yu, M., Yuen, A. H. K., and Park, J. (2012). Students’ Computer Use at
Home: A Study on Family Environment and Parental Influence. Re-
search & Practice in Technology Enhanced Learning 7 (1), pp. 3–23.
Appendix
Control variables used in the regression models
Table 1. Student variables.
Variable name Variable description Type Categories/Properties
S_SEX Sex of student Dichotomous 0 – Boy, 1 - Girl
IS1G13A How many computers are cur- Continuous Open ended
rently used in your home? (de-
IS1G13B sktop) Continuous Open ended
How many computers are cur-
IS1G17A rently used in your home? (porta- Categorical 1-5 (Never-Everyday)
IS1G17B ble devices) Categorical 1-5 (Never-Everyday)
IS1G17C How often do you use a compu- Categorical 1-5 (Never-Everyday)
S_INTRST ter in these places? (home) Continuous
S_USEAPP How often do you use a compu- Continuous M=50, SD=10
S_USECOM ter in these places? (school) Continuous M=50, SD=10
S_USEINF How often do you use a compu- Continuous M=50, SD=10
S_USELRN ter in these places? (other place) Continuous M=50, SD=10
S_USEREC Interest and enjoyment in using Continuous M=50, SD=10
S_USESTD ICT scale Continuous M=50, SD=10
S_ISCED Use of specific ICT applicati- Categorical M=50, SD=10
S_BASEFF ons scale Continuous 0-4 (ISCED levels)
Use of ICT for social communi- M=50, SD=10
cation scale
Use of ICT for exchanging infor-
mation scale
Use of ICT during lessons at
school scale
Use of ICT for recreation scale
Use of ICT for study purpo-
ses scale
Expected education by student
ICT self-efficacy basic skills scale
41
