Mario Mäeots

An Instrument for Measuring Students’ Perceived Digital Competence According to the DIGCOMP Framework

The ability to use digital technologies to live, work and learn in today’s knowledge-based society is considered to be an essential competence. In schools, digital technologies such as smart devices offer new possibilities to improve student learning, but research is still needed to explain how to effectively apply them. In this paper we developed an instrument to investigate the digital competences of students based on constructs from the DIGCOMP framework and in the contexts of learning science and mathematics in school and outside of school. Pilot testing results of 173 students from the 6th and 9th grades (M = 12.7 and 15.7 years of age, respectively) were analyzed to remove unnecessary items from the instrument. The pilot study also showed preliminary smart device usage patterns that require confirmation by a large-scale study. Digitally competent use of smart devices may help facilitate widespread use of computer-based resources in science education.

A Review of Interactive Computer-Based Tasks in Large-Scale Studies: Can They Guide the Development of an Instrument to Assess Students’ Digital Competence?

We review interactive computer-based tasks from several large-scale (n > 20,000) educational assessments in order to better understand the advantages of these assessment items and how they can inform the development of computer-based items to assess students’ digital competence. Digital competence is considered to be an essential competence in today’s knowledge-based society and has been described in the DigComp framework as consisting of 21 individual competences grouped under 5 areas: information and data literacy, communication and collaboration, digital content-creation, safety and problem-solving. In the present paper we examine interactive computer-based tasks from three large-scale assessments and conclude by mapping constructs from these assessments to the DigComp framework. A look at this mapping provides an initial view of which aspects of the DigComp framework require the most attention in terms of developing interactive computer-based items for a potential instrument to assess students’ digital competence.

Design and Evaluation of a Smart Device Science Lesson to Improve Students’ Inquiry Skills

The prevalence of smart devices among young people is undeniably large, but concerns that they distract learning may be limiting their use in schools. In this study we demonstrate how tablet computers can be used effectively for teaching science. A digital biology lesson was designed in the Go-Lab environment and tested with 28 students (16–18 years old). Among the multiple tasks in the lesson, students had to search the internet for information, share digital data, formulate research questions and hypotheses using Go-Lab inquiry apps and interact with a virtual laboratory. Two conditions which differed only in the level of scaffolding provided by inquiry apps were studied. Results from pre- to posttest scores showed a statistically significant improvement in inquiry skills for students in both conditions. Overall, the findings suggest that an effective way to apply smart devices in science lessons is with digital materials that engage students in inquiry-based learning.

Scaffolding for Inquiry Learning in Computer-Based Learning Environments

Currently, there exists a lack of consensus regarding the types and purposes of scaffolding features within the educational design community. In this work, we seek to establish a common framework of scaffolding types as a grounded reference for researchers and designers of computer-based learning environments. We looked to three successful computer-based learning environments, PhET Interactive Simulations, ETL E-slate Microworlds, and Young Researcher for examples of designed-in features that serve as scaffolds – finding five general scaffolding types. We present descriptions and examples of each scaffolding type, which includes scaffolds for scope of domain knowledge, inquiry pathway, sequencing, feedback, and cueing.

Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and tested with 54 students (aged 14–18 years) how its rich technology and complexity could be applied in supporting students’ general inquiry knowledge, transformative inquiry skills, and domain-related knowledge. Reflection questions were applied in supporting inquiry. In this article, we show how different skills and knowledge improved and how these are related with each other.

Designing Interactive Scratch Content for Future E-books

In the current paper we propose a framework for designing interactive content to make future e-books more dynamic. The problem with typical e-books today is that they seem to have a lack of interactivity. Considering the rapid advancement of digital technology there are many opportunities to change this situation. We focus on using the multimedia authoring tool Scratch as an option to create interactive content. The Scratch platform is valuable because content can be easily created, shared, embedded in websites and even possibly embedded in future e-books. Thus it opens up a possibility for making e-books more interactive and dynamic. Scratch by its very nature also promotes the constructivist pedagogy of learning by design. The framework we propose for designing interactive Scratch content was derived from creating a specific Scratch model to teach biology content. However, the framework is a promising start to producing interactive content that can apply potentially to any subject.