Suchergebnisse

Il confronto generazionale nell'ambito delle tecnologie digitali e stato fortemente segnato dal concetto di "nativo digitale", che contrappone le nuove generazioni ai piu anziani ?immigrati digitali?. Diversi studi confutano queste tesi, o quantomeno le mettono in discussione, anche se il dibattito e ancora aperto. L'indagine ICILS offre dati solidi per approfondire il rapporto tra giovani e tecnologie, in particolare contestualizzandolo in un contesto geografico e sociale puntuale nel quale le istituzioni scolastiche non hanno finora assunto un ruolo importante e definito. Questo studio cerca di rispondere alle seguenti domande: Quali caratteristiche del Sistema educativo favoriscono lo sviluppo di competenze digitali? Esiste una relazione tra eta di inizio dell'uso delle tecnologie, frequenza d'uso e tipologia d'uso e le competenze digitali nei diversi ambiti? In conclusione si cerca di aprire la riflessione al ruolo della scuola e delle politiche educative nell'uso dei dispositivi digitali e di internet da parte degli allievi. (DIPF/Orig.) ; Generationsbeschreibungen zum Umgang mit digitalen Technologien wurden seit Jahren vom Konzept so genannter "digital natives" geprägt. Im Gegensatz dazu wurden etwas ältere Menschen der vorangehenden Generationen als "digital immigrants" bezeichnet. Auch wenn verschiedene Studien solche Zuschreibungen kritisieren, hält sich diese Differenzierung in gegenwärtigen Diskussion. Die ICIL-Studie bietet relevante Daten, um das Verhältnis von Heranwachsenden und ihrem Umgang mit neuen medialen Technologien besser verstehen zu können. Unsere Analyse fokussiert auf ein geographisch bzw. soziostrukturell ausgewähltes Gebiet, wo die schulischen Institutionen bisher keine Leitungsrolle übernommen haben. In diesem Kontext versucht die vorliegende Untersuchung, folgende Fragen zu beantworten: Welche Eigenschaften des Schulsystems fördern die Entwicklung von Kompetenzen im Bereich Medien und Informatik? Lassen sich zwischen dem Alter der Erstnutzung, der Nutzungsfrequenz, der Art der Nutzung von digitalen Medien, und den digitalen Kompetenzen von Lernenden Zusammenhänge finden? Die Diskussion versucht Überlegungen zur Rolle der Schule und der Schulpolitik zur Nutzung von digitalen Geräten und dem Internet durch Jugendliche darzulegen. (DIPF/Orig.)

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.