16 SES 02 A, ICT in Context Part 1
Symposium to be continued in 16 SES 03 A
In 2000, the OECD initiated the Programme for International Student Assessment (PISA). Within the programme, data on school-related knowledge and skills of 15 year old students were collected on a very large scale. Since then, PISA studies have been performed every three years and the number of countries participating has steadily increased. At the same time, the use of ICT in and out of schools has come to receive increasing attention (OECD, 2010, 2011). The young people who are being assessed by PISA are in transition from childhood to adulthood. Erikson, who suggested a model for psychosocial development that covers the whole life-span in eight stages, called this stage “identity versus role confusion” (Erikson, 1950, 1968). It is a time when young people prepare themselves for adulthood, a time when the question “who am I?” is of uttermost importance. As Erikson noted, this may lead to an identity crisis. Keupp has taken up the idea of identity development and argued that in our post-modern societies which are characterised by dramatic changes, it may difficult to achieve the kind of identity that Erikson seems to have had in mind. Life in our post-modern societies is much less prescripted than it used to be, which gives individuals more freedom in designing their life paths, but which renders them also less secure. In spite of developing a unified identity, people tend to develop a patchwork identity that reflects the fragmented society they live in. We believe that identity development – and as a correlate, the development of a self-concept - is strongly influenced by the family in which children grow up and that a young person’s characteristics and behaviours – such as ICT use and academic achievement - are related to family characteristics like cultural capital (Bourdieu, 1986) and parent’s support for their children. Given that the PISA 2015 data provide us with information on these aspects, we would like to explore patterns of family background, students’ self-concept and their ICT use at home. In particular we will focus on data from Germany, the Netherlands and Finland to allow for international and intranational comparisons.
Bourdieu, P. (1986). The forms of capital. Pp. 241-258 in J. Richardson (Ed). Handbook of Theory and Research for the Sociology of Education. New York: Greenwood. Erikson, E.H. (1950) Childhood and Society. New York: Norton. Erikson, E.H. (1968). Identity: Youth and Crisis. New York: Norton. Keupp, H et al. (1999). Identitätskonstruktionen. Das Patchwork der Identitäten in der Spätmoderne [Constructions of identity. Patchwork identities in post-modern societies]. Reinbeck bei Hamburg: Rowohlt. OECD (2010) Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA. Paris: Centre for Educational Research and Innovation. OECD (2011) PISA 2009 Results. Students on Line: digital technologies and performance (vol. VI). Paris: OECD.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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