1. Rita Hvistendahl og Astrid Roe
Reading habits and ICT use among language minority students. Based on PISA data from 2000 and 2006
Research questions:
For what activities and how frequently do boys and girls from language minorities use computers?
How do the students assess their own ICT skills?
Is there a connection between ICT use and PISA scores for scholastic achievement?
How are the reading habits and attitudes towards reading among language minority boys and girls compared to majority students?
Has there been a development over time with regard to ICT use, reading scores and reading habits?
Pupils use of ICT in 2000 and 2006
The figures show that the percentage of students who use computers on a daily basis has increased among all groups from 2000 to 2006, in particular for minority girls
Gender differences in use have evened out – but with one exception; boys still play more computer games than girls. Internet use has increased among all students, and computer use at home is higher than at school.
IKT-bruk i 2000
IKT-bruk i 2006
ICT use of and self-confidence
The figures display the scores of four additive indices comprising items based statements about the students’ use of ICT, and about their confidence in their own skills. The OECD mean score is = 0, the standard deviation = 1. Norwegian students score above the OECD average, but with high variance between genders and student groups.
Scholastic achievement
The mean scores for the language minority students are lower than those of other pupils in all three areas. In 2000 the gender differences among minority students were low. For majority students however, there were large differences in the reading scores. This changed in Minority girls have significantly higher reading scores than do boys due to improved performance among the girls and a decline for the boys. The higher percentage of poor readers among minority boys is a serious challenge for Norwegian schools.
Reading habits
The frequency of reading activities has increased, in particular with digital texts. Gender differences in reading habits have increased among minority students, and are approaching those of majority students.
Implications for Norwegian schools
The development from 2000 to 2006 shows that language minority students are becoming more “alike” the majority pupils. On the positive side reading frequency has increased. On the negative gender differences in the boys’ disfavour have increased. This can most probably be explained by improved integration.
It is disturbing that the minority boys’ reading scores have declined from 2000 to 2006, and that it is those with the lowest scores who find Internet use difficult. Digital competence requires advanced reading skills – and this is a serious challenge for Norwegian schools.
Rita Hvistendahl og Astrid Roe
SPRING
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