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- Vol 7 RE: App C
digital fluencysociodigital practicesdigital competencesdigital mindsetslatent student profilesdistance learninghybrid learningtechnology-mediated collaborationJournal article Evidence summaryAt a glance
This longitudinal study examines Finnish students’ digital fluency before and during the COVID-19 shift to distance and hybrid learning. Two Helsinki cohorts were followed from grades 5 to 6 and grades 7 to 8, with analyzed samples of 947 and 771 students.
Key ideas
The Sociodigital Practices Inventory measured perceived school practices, academic, artistic, and technical digital competences, and a sociodigital mindset combining digital efficacy with engagement. Changes were mixed rather than uniformly positive: primary pupils reported more basic school practices, while middle-school students perceived fewer advanced practices. Self-rated academic competences increased for girls and boys, whereas artistic and technical competences declined. Primary-school boys’ mindset strengthened, but middle-school girls’ mindset weakened. Latent-profile analysis identified Inexperienced, Enthusiastic, Humble, and Driven groups, demonstrating that skill and willingness do not always coincide.
Why it matters
The authors argue that access and frequent technology use are insufficient proxies for digital fluency. Schools need structured opportunities for creative, academic, collaborative, and technically challenging work, along with support for confidence and engagement tailored to differing student profiles.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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