EXPLORING THE RELATIONSHIP BETWEEN DIGITAL COMPETENCE, PARTICIPATION IN WEB 2.0 COMMUNITIES, THE USE OF LEARNING MANAGEMENT SYSTEM, ACADEMIC PERFORMANCE AND FAMILY BACKGROUND

The aim of this paper is to examine the correlations between digital competences, web 2.0 activities, use of Learning Management System (abbreviated LMS), time on computers, family background and academic performance.

Digital competence
The ability to use Information and Communication Technology (abbreviated ICT) has been one of the five basic competencies in the Norwegian elementary school. Digital competence means that students are able to use ICT, and the following key words are used when describing digital competence: basic ICT use, ethical judgements, communication with ICT, use of multiple sources (e.g. search for information on the Internet) and problem solving with ICT (e.g. be able to read and understand the content of tables).

Method, results and findings
The study has 200 students from Upper secondary school (general specialisation). The selection of students was stratified according to region, school type and number of pupils. The questions was inspired by and developed from other questionnaire.
The findings show that digital competence does not have any positive relationship with frequent use of web 2.0 communities. One reason for this can be that the web 2.0 communities (e.g. net community) are mostly used to publish shorter messages about what the members are doing now, what are feeling about their studies or what they are expecting.
Further, the findings show that digital competence does not have any positive relationship with frequent use of LMS at school. One reason for this result can be that LMS are almost mandatory in Upper secondary school, and almost all students are using them to find information (from the teachers or from other students) or to submit projects and assignments.
The results from the survey show that family background (parents education and books at home) is related with academic performance in school (grades). These findings are consistent with results from other national and international studies.
Further, the results show that both academic performance and family background is correlated with students digital competence. It seems that the current test in digital competence measures the scholastic use of ICT, and one reason for this is that the questions in the test are deriving from the digital competence goals embedded in the curriculum.
Another conclusion is the pattern of digital divide between students in Upper secondary school, and how the digital divide is related with differences in family background and academic performance.