Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.805672
Title: The relationship between the digital experiences of children and teachers and their use of online websites in the assessment of Maths in primary schools
Author: Skoulikari, Eleni Anna
Awarding Body: University of Bath
Current Institution: University of Bath
Date of Award: 2020
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Abstract:
Background: There is extensive research on the use of technologies in educational assessment in higher education, but not in primary schools. Recently the Department for Education has been exploring a new way of assessing maths knowledge online for children in Key Stage 2. Aim: The overall aim of this thesis was to examine the relationship between how children and teachers use Online Maths Websites (OMW) based on their digital experiences through the lenses of Digital Natives and Immigrants. Methods: This thesis started with an exploratory qualitative study, which identified the most common use of technologies in assessment in primary schools. The next three studies of the thesis explored the relationships between the digital experiences of children and teachers and the ways they use the OMW. The first two studies based on self-report while the third study used a combination of self-reported and usage data. Main findings: Study 1 identified the use of OMW as the most common use of technology in assessment in primary schools. Studies 2 and 3 found that the digital experience factors that are positively linked to children’s use of the OMW were mainly their confidence and computer skills. Both studies added evidence to previous research arguing that there is no specific generation of children experts in the use of technologies. Study 3 also revealed that four out of five measures of self-reported and usage data were linked positively. Study 4 showed that digital native and immigrant teachers do not differ as much as authors believe they do. Conclusion: Children’s and teachers’ digital experiences should not be taken as a given, neither as digital natives nor immigrants. Their technological skills should be researched from a combination of usage and self-reported data. Teachers and parents should work together to build children’s technological empowerment.
Supervisor: Joiner, Richard ; Stanton Fraser, Danae ; Rich, Emma Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.805672  DOI: Not available
Keywords: Assessment ; Primary School ; Digital Experiences ; Teachers ; Digital Natives ; Digital Immigrants ; Educational Digital Divide ; Maths ; Online Math Websites ; Homework
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