השוואה בין למידה פורמלית וא-פורמלית באמצעות טכנולוגיות דיגיטליות: סקר מייצג בקרב בני נוער בישראל

Recently Israeli schools implement diverse technologies in order to enhance
teaching and learning. The education system tends bridging the gap between
the use of technologies inside and outside-of-schools and helps students
developing skills for successful functioning in digital era. This paper presents
partial results of a representative survey among Israeli youth regarding their
use of technologies for learning purposes in formal and informal settings.
Structured telephone interviews were conducted with 606 male and female
adolescents in age of 12-18, Jews (n=456) and Arabs (n=150), during
September-October 2012. The results are discussed in terms of the Digital
Literacy Model (Eshet, 2012). The data shows that students learning with
technologies involving photo-visual skills (presentation tools, online videos,
Interactive Whiteboards) perceive them as effective and interesting for inclass learning. However, they less inclined investing their leisure time for
studying via online videos at home in "flipped classroom" model. Compared
to Jews, Arabic students perceived the "flipped classroom" model as more
effective. Technologies involving branching skills, e.g., class websites,
perceived by students as effective, but less interesting. The use of tools for
developing reproduction skills (e.g., referencing ideas of others in their blog
post or remixing existing multimedia materials for creating their collage,
music-mix or video-mix) and information skills (i.e., effective online
searching and results' reliability evaluation) in formal settings was low and
worsen in senior high-school compared to junior high-school. The
implications for educators and educational policy decision-makers are
presented.