Abstract
Learning throughout the life span relies more and more on using information and communication technology (ICT) to acquire new knowledge and skills in both formal and informal learning environments. Thus, learning to use ICT and using ICT to learn have become major premises for successful participation in educational, professional, social, cultural, and civic life. To keep pace with the rapid development of ICT, people need to be able to update their ICT knowledge and skills continuously. A major conditioning personal characteristic that affects the development and adaptation of ICT skills in a self-regulated way is considered to be ICT engagement. This chapter describes the conceptual origins of this multifaceted construct. At the behavioral level it represents the use of ICT in various contexts, such as at home or at school. Most importantly, from a cognitive-motivational perspective it covers the factors that foster the self-determined and self-regulated use of ICT, such as interest in ICT, ICT self-concept, perceived autonomy in ICT use, and social relatedness in using ICT.
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Notes
- 1.
This chapter expands on a proposal for PISA 2015 international questionnaire options presented to the PISA Governing board (PGB) in April 2012 (Doc.: EDU/PISA/GB(2012)7).
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Goldhammer, F., Gniewosz, G., Zylka, J. (2016). ICT Engagement in Learning Environments. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing Contexts of Learning. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-45357-6_13
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