Analyzing differences in digital competence of Spanish students
Abstract
This article analyzes the factors that affect digital competence of Spanish students. The literature in this field has been centered mainly around the impact of individual and family variables on students’ ICT skills. This paper, nevertheless, presumes that the studies on this field neglect the relationship between socioeconomic background and access to ICT, and underestimate school-level variables that are relevant for advancing students’ digital skills. On one hand, the article shows that access to new technologies outside the school, in part as a consequence of families’ socioeconomic level, is positively related to digital competence of students. On the other hand, more than the technology infrastructure of schools, peer group and teachers at school play a relevant role as «intermediary» agents between ICT and the acquisition of proper skills to take advantage of it. By employing multilevel regression techniques and data from the Survey of Schools: ICT in Education (ESSIE), administered by the European Commission in 2011, the article presents empirical evidence consistent with the theoretical predictions: the influence of families’ socioeconomic background looses statistical significance when access to ICT outside school is considered, and peers and teachers at school exert a significant effect on the digital confidence of students.Keywords
sociology of education, new technologies, socioeconomic background, school effect, peers, teachersReferences
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