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- Vol 7 RE: App C
digital technology usetechnology attitudesacademic wellbeingdigital problem solvingstudent engagementlearning technologiestechnology-related exhaustioncross-sectional associationsJournal article Evidence summaryAt a glance
Halonen and colleagues examine how Finnish sixth graders use digital technologies for learning, their technology-related attitudes, and associations with academic wellbeing. The study distinguishes frequency of use from the quality and purpose of engagement.
Key ideas
Students reported relatively limited school use compared with everyday digital activity, and technology orientations were not uniformly beneficial. Interest in challenging digital problem solving and confidence in learning new technologies related differently to engagement and exhaustion than habitual or entertainment-oriented use. Broader experiences of school remained important, showing that devices cannot be separated from pedagogy, motivation, and the learning environment. The cross-sectional self-report design identifies patterns and associations rather than showing that technology use causes wellbeing or achievement.
Why it matters
Measures also reflect a particular national, age, and historical context. The practical implication is to ask what students do with technology, how activity connects with meaningful learning, and which learners experience support or strain, rather than treating more screen use or more devices as an educational outcome in itself.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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