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ACADEMIC SELF-CONCEPT AND THE USE OF TABLET TECHNOLOGIES IN CZECH AND SLOVAK SCHOOLS

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Masaryk R., Sokolová L., Kénesy Túnyiová M.
Studia Psychologica
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2018
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vol. 60
|
issue 3
167 – 182
EN
New technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept in students before and after using tablet technologies in education. A total of 490 students aged 10 to 17 from 10 schools in Slovakia and 12 schools in Czech Republic were enrolled in a 6-month trial, in which instruction was conducted via tablets and touchscreen boards. Our findings showed that the Academic Self-Concept scores of children, who had below-average Academic Self-Concept scores, improved over the trial. However, initial above-average scores tended to decrease throughout the trial. Incorporating technologies into the educational process does not appear to have the potential to be associated with an increase in Academic Self-Concept in students overall. We believe that those who score low on Academic Self-Concept may benefit from the overall motivating effect of the intervention, and from the chance to experience success in novel educational situations.
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