During the event, participants discussed the integration of digital technologies in teaching and learning worldwide, sparking considerable debate regarding their impact on student learning outcomes. As a basis for this discussion, the OECD team outlined some available evidence. Results from the 2022 edition of the Programme for International Student Assessment (PISA) highlight a complex relationship between digital device use and academic achievement (see Box 1). For example, PISA 2022 findings indicate that a moderate use of digital devices for educational purposes is associated with improved student performance and a stronger sense of belonging at school. Specifically, as shown in Figure 1, students who spend a moderate amount of time engaging with digital tools for learning activities tend to score better in mathematics compared to those who do not use these tools at all (OECD, 2024[1]). This evidence indicates the potential benefits of integrating digital technologies into educational settings, particularly when this is done judiciously, moderately, and with clear pedagogical intent1.
The impact of digital technologies on students’ learning in Ireland
Based on students’ reports (OECD average).
Note: Differences between categories are all statistically significant.
Source: OECD, PISA 2022 Database, https://webfs.oecd.org/pisa/PIF_124_Figures_Tables.xlsx.
Disaggregating the data by gender, socio-economic status, and immigrant background reveals further insights. Firstly, boys tend to spend more time on digital devices for leisure than girls, which may contribute to differences in academic performance. Secondly, students from lower socio-economic backgrounds often have less access to high-quality digital resources, potentially exacerbating educational inequalities (OECD, 2024[2]). Finally, students with an immigrant background report higher levels of distraction from digital devices compared to their native peers.
Thus, in line with PISA 2022 data, the OECD team highlighted that it is important to secure a balance as digital tools are introduced in education. While they offer substantial opportunities for enhancing learning experiences, there is a critical need for policies that mitigate potential distractions and promote effective use. This includes implementing guidelines for responsible digital device usage, providing high-quality digital content and materials and ensuring equitable access to technology across different socio-economic groups. Additionally, equipping educators with the necessary skills to integrate technology effectively into their teaching practices is crucial for maximising the benefits of education technologies.
The OECD team highlighted that it is important to secure a balance as digital tools are introduced in education. While they offer substantial opportunities for enhancing learning experiences, there is a critical need for policies that mitigate potential distractions and promote effective use.
The OECD team also gave an overview of Ireland’s PISA 2022 results, highlighting how they provide relevant insights into the opportunities and challenges associated with the use of digital technologies in education. Ireland’s academic performance in PISA 2022 was above average, with students achieving high reading scores compared to both EU and OECD countries. Irish students also performed significantly above average in science and mathematics. Although Ireland’s performance was above the OECD average, participants in the event pointed out that challenges remain in integrating digital technologies in Irish education.
In the context of the COVID-19 pandemic and its related shift to remote learning, Irish students reported high levels of confidence in using digital platforms for remote learning – e.g., navigating learning management systems and finding online resources – which reflects their adaptability during this period (OECD, 2023[3]). However, they were less confident about managing their own motivation and focus without external prompts. According to PISA 2022, nearly one in three 15-year-olds across OECD countries are in classes where students get distracted by using digital devices during mathematics lessons. In Ireland, 20% of 15-year-olds are in classes where students are distracted by their own device use, and 16% where they are distracted by others’ use. These figures are below the OECD averages (30% and 25% respectively) (OECD, 2023[4]). This trend reflects a broader need to develop strategies that promote self-directed learning skills alongside technological competence (OECD, 2023[3]; OECD, 2023[4]). In addition, during this time, disparities in access to quality educational materials and digital devices between socio-economically advantaged and disadvantaged schools persisted. Addressing these inequities is crucial to ensure all students benefit equally from digital tools (OECD, 2023[4]).
Further, during the initial discussion, Teacher Professional Learning emerged as a critical factor in Ireland's efforts to integrate digital technologies in education. In this regard, participants in the event stressed that equipping teachers with the skills to effectively use and teach through digital technologies is essential for successful integration into classrooms. In particular, the participants from Ireland reported that significant progress has been made under initiatives such as Ireland’s Digital Strategy for Schools to 2027 and its associated Implementation Plan, which includes substantial investments in infrastructure and professional development (Department of Education and Youth, 2022[5]). However, some challenges – e.g., addressing digital skills and literacy in the curriculum, managing distractions, ensuring equitable access to resources and fostering self-directed learning – remain. Finally, the discussion highlighted that addressing these challenges through targeted policies and investments will be crucial for optimising the potential of digital tools to support student achievement.
Digital education technologies impact student learning in several areas. Firstly, they can enhance academic performance when integrated into the curriculum with clear educational objectives. Further, students using digital devices for learning can access a wide range of resources, fostering engagement and potentially improving outcomes. However, nearly one in three 15-year-olds are in classes where students get distracted by using digital devices in OECD countries, and the use of digital devices for leisure, especially during school hours, often correlates with distractions and lower academic performance. This is particularly true when students engage in non-educational activities such as social media browsing or gaming. Finally, digital education technologies influence classroom dynamics and student well-being. They provide opportunities for interactive learning and collaboration but also pose challenges like increased distraction and anxiety related to device dependency. Effective management of digital device use in educational settings is crucial to maximise their benefits while minimising potential drawbacks.
Source: OECD (2024), “Managing screen time: How to protect and equip students against distraction”, PISA in Focus, No. 124, OECD Publishing, Paris, https://doi.org/10.1787/7c225af4-en.
← 1. While PISA provides valuable insights into the relationship between technology use and student performance, it is also important to recognise some limitations. Although PISA data empirically identifies consistent international patterns of correlations between student performance and the use of technology, PISA cannot establish causality due to its cross-sectional design. Furthermore, PISA data on the use of digital technology is based on self-reports by students, teachers, and school leaders, rather than direct observations of classroom practices and its student questionnaires focus on a limited set of activities and digital devices and the frequency with which they are used. To allow for a more comprehensive assessment of the effect of technology integration on student learning, other methodological approaches are required, such as randomised control trials. Recent research, such as the Estonian DigiEfekt Study, is a good example of the kind of approaches countries might pursue to examine, in more detail, how technology is used in educational settings (more information related to this study is available on this document).