Handykompetenz in der Grundschule (English shop)

Theoretische Konzeptualisierung und empirische Prüfung eines Testinventars

Preview

Table of Contents, Datei (58 KB)
Extract, Datei (65 KB)

As mobile phones become increasingly widespread among children, it is becoming ever more important that parents and schools convey an appropriate approach to the medium at an early stage and provide corresponding education and information about the relevant opportunities and potential risks. Since this is a new field of activity, there is as yet largely a lack of experience that could serve as a benchmark for children’s competent use of mobile phones. The aim of the present work was therefore to conceptualise mobile phone competence in eight- to eleven-year-old children and to record it systematically within the framework of a competence measurement.

To this end, guided interviews were first conducted with children, parents and teachers, the results of which formed the starting point for the further procedure. Based on various definitions of media competence, a definition of mobile phone competence in primary school pupils in the third and fourth year groups was derived. This foundation was operationalised, and thus an instrument for recording mobile phone competence was created in a test construction in accordance with classical test theory. The test items were analysed and selected in a first sample. The inventory was validated in a further sample.

Scientific applications of the mobile phone competence test are to be found, for example, in extensive surveys relating to the mobile phone, in documenting cohort effects, or as a point of orientation for the construction of further instruments in the field of media competence. In practice, it can be used by teachers in schools.