EDUCERI › Educational Research and Innovation: Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006
Educational Research and Innovation: Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006
OECD countries have undertaken significant investments to enhance the role of technology in education. What are the results of these investments? Is technology investment in education fulfilling our expectations? PISA 2006 provides a wealth of comparative data to begin answering these questions, including evidence on the availability and use of technology and the actual benefits accruing from it.
One of the most striking findings of this study is that the digital divide in education goes beyond the issue of access to technology. A new second form of digital divide has been identified: the one existing between those who have the right competencies to benefit from computer use, and those who do not. These competencies and skills are closely linked to the economic, cultural and social capital of the student.
This finding has important implications for policy and practice. Governments should make an effort to clearly convey the message that computer use matters for the education of young people and do their best to engage teachers and schools in raising the frequency of computer use to a level that becomes relevant. If schools and teachers are really committed to the development of 21st century competencies, such an increase will happen naturally. And only in these circumstances will clear correlations between technology use and educational performance emerge.
The Excel™ spreadsheets used to create the tables and charts in this book are available via the StatLinks printed in this book.
What is the relationship between technology use and educational performance in science? The OECD PIS A (Programme for International Student Assessment) provides a source of evidence for the analysis of this relationship. This report presents the main findings and policy implications of this analysis. This work was carried out under the umbrella of CERI ’s New Millennium Learners project. The work presented here updates the findings of a previous report (OECD, 2006) and seeks to go deeper into the determinants of technology use, both in frequency and in purpose, and into the impact on educational performance.
This report presents results based on PISA 2006 and continues the work initiated at the OECD in 2005 which presented an initial picture of the role of ICT in education based on PIS A 2003 data (OECD, 2006). It continues the investigation of how equitable the access is to computers across countries, how familiar students are with ICT, how often and where they use computers, for how long they have been using them, how confident they feel, for which tasks they use them and, finally, what the relation is between these characteristics and students’ performance.
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