A longitudinal, cross-sectional case study of students’ digital literacy learning and development at the middle school using a blended, technology-rich, project-based learning approach

Hsiao-Ping Hsu &
This study examined changes to middle school students’ digital literacy after engagement in a learning environment based on a blended, technology-rich, project-based instructional innovation (BTPII). Guided by the social constructivist epistemology and the European Union’s DigComp 2.0 framework, this study attempted to understand how students’ digital literacy changes and final performance in a BTPII learning environment differed, with respect to participants’ multiple engagement, levels of daily Internet access time, and daily Internet usage purposes. Thus,...
This data repository is not currently reporting usage information. For information on how your repository can submit usage information, please see our documentation.