Internet use, Primary students, Informal context, Online learning, Online entertainment
With the increasing affordability of Information Communication Technology (ICT), children can now access Internet from home via multiple devices. In developed countries, earlier concerns about a ‘digital divide’ among children due to inequalities in access to ICT have been replaced by concerns on ways they use ICT in schools and at homes (Kerawalla & Crook, 2002). However, little is known about how students use Internet to learn at home. It is generally viewed that some students engage too much time in online activities, such engaging in new media, playing games, or participating social networking, we do not know to what degree are these activities educative or connected to school work, or if these activities are related with social factors. Recognizing the need for educators to understand relevant questions, this study adopts an exploratory approach to investigate how primary school students in China use Internet at home and the factors that influence their online activities.
AERA Annual Meeting
Lu, J., & Hao, Q. (2014, April). What Factors Impact on Primary School Students’ Online Engagement for Learning and Entertainment at Home? AERA Annual Meeting 2014. Philadelphia, Pennsylvania. Association. Retrieved 11/2017, from the AERA Online Paper Repository.
Subjects - Topical (LCSH)
Internet and children--China--Case studies; Internet in education--China--Case studies; Internet entertainment--China--Case studies; Parent and child--China