Computer use at schools and associations with social-emotional outcomes - A holistic approach. Findings from the longitudinal study of Australian Children
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- 作者：Maria Hatzigiannia ; b ; maria.hatzigianni@mq.edu.au" class="auth_mail" title="E-mail the corresponding author ; Athanasios Gregoriadisc ; asis@nured.auth.gr" class="auth_mail" title="E-mail the corresponding author ; Marilyn Fleerd ; marilyn.fleer@monash.edu" class="auth_mail" title="E-mail the corresponding author
- 关键词：Technology ; Perezhivanie ; Cultural-historical ; Social-emotional ; Self-concept ; Creativity
- 刊名：Computers and Education
- 出版年：2016
- 出版时间：April 2016
- 年：2016
- 卷：95
- 期：Complete
- 页码：134-150
- 全文大小：500 K
文摘
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Adopting a cultural-historical framework and a holistic perspective in framing the study.
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Computers are used in a very similar way across elementary schools in Australia.
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Teachers mainly use computers to support specific skills (maths/literacy) and not creativity.
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Computer use at school and at home is not associated with social-emotional outcomes.
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Only creative use of computers was associated with children's self-concept.