Are the New Millennium learners making the grade? Technology use and educational performance in PISA.

Institution	OECD
Titel	Are the New Millennium learners making the grade? Technology use and educational performance in PISA.
Quelle	Paris: OECD (2010), 211 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	92-64-01773-9; 978-92-64-01773-3
DOI	10.1787/9789264076044-en
Schlagwörter	Bildungserfolg; Kompetenz; Zukunftsorientierung; Neue Technologien; Unterhaltung; Bildungspolitik; Bildungsertrag; Schule; Schülerleistung; Wissenserwerb; Familienbildung; Internationaler Vergleich; Bericht; PISA (Programme for International Student Assessment); OECD-Staaten
Abstract	Using data from PISA 2006, this book analyzes to what extent investments in technology enhance educational outcomes. 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 Introduction presents overall considerations on the PIS A 2006 data and establishes the objectives and structure of the report. Chapter 1 summarises the current policy debate on the putative benefits of the use of ICT in education. Chapter 2 presents students' access to ICT, in terms both of infrastructure, e.g. computers, Internet connections and computer software, and of the context or conditions in which ICT access takes places, i.e. at home or at school or in both. Chapter 3 shows how students use ICT. In this analysis, a profile emerges indicating that 15-year-old students who use ICT are far from a homogeneous group. Also included in this chapter is a more in-depth analysis of the role that ICT use may play in students' attitudes to science. Chapter 4 examines the relation between students' access to and use of ICT and their performance in PIS A 2006. To do so, the current relation between ICT use and student performance is first presented. Then, a more detailed micro econometric analysis explores the possible causality effect of ICT use on students' performance. Chapter 5 draws the main conclusions and makes some policy recommendations that may help improve overall ICT policy in education. A future research agenda identifying crucial data needs is also highlighted. These data could serve to provide more solid evidence on the role and impacts of ICT in education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4