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Exploring models for increasing the effects of school information and communication technology use on learning outcomes through outside-school use and socioeconomic status mediation: the Ecological Techno-Process

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Abstract

Based on the ecological theories of educational technology, this study explored models for effective information and communication technology (ICT) use on learning outcomes, mediated by outside-school ICT use and socioeconomic status (SES), using structural equation modeling (SEM). Four models were developed based on empirical findings and validated using the 2012 Taiwanese sample of the Program for International Student Assessment to demonstrate model exploration. The four models measure the effects of ICT use on learning outcomes from (A) parallel ICT use, (B) inside-school ICT use with outside-school ICT use mediation, (C) Model A with SES mediation, and (D) Model B with SES mediation. Data analysis results indicate that the four models fit empirical data; Models C and D (with SES mediation) are superior to Models A and B based on fit indices; Models A and B are superior to Models C and D based on information criteria; and Models B–D (with mediation) provide more educational meaning than does Model A (without mediation). The results suggest new variables (i.e. outside-school ICT use and SES) and a modeling technique focusing on mediation effects (i.e. SEM) may be used to promote educational technology development by improving the effect of inside-school ICT use on traditional learning outcomes.

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Acknowledgements

The author wishes to express her gratitude to the editors for thoughtful suggestions and comments on the article. This study was funded by the Ministry of Science and Technology, Taiwan (MOST 103-2410-H-004-137; MOST 104-2410-H-004-143-MY2; MOST 106-2410-H-004-131; MOST 108-2511-H-004-002). The funder only provides financial support and does not substantially influence the entire research process, from study design to submission. The authors are fully responsible for the content of the paper. There are no potential conflicts of interests with respect to the authorship and/or publication of this article.

Funding

This study was funded by the Ministry of Science and Technology, Taiwan (MOST 103-2410-H-004-137; MOST 104-2410-H-004-143-MY2; MOST 106-2410-H-004-131; MOST 108-2511-H-004-002).

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Correspondence to Mei-Shiu Chiu.

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Chiu, M. Exploring models for increasing the effects of school information and communication technology use on learning outcomes through outside-school use and socioeconomic status mediation: the Ecological Techno-Process. Education Tech Research Dev 68, 413–436 (2020). https://doi.org/10.1007/s11423-019-09707-x

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Keywords

  • Achievement
  • Ecological theories
  • Evaluation methodology
  • ICT use
  • Structural equation modeling