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.
- 11 Mar 2010
Annex B. Methodological approach to categorising student profiles
Three options that were not included in the original categorisation are explored here:
1. Moving "browsing the Internet" from "leisure use" to "educational use";
2. Testing the impact of frequency by using two categories (e.g. "high use" and "low use") instead of three categories, which would make it more difficult to be included in the category "high use" than in that of "frequent use" (as in the original categorisation);
3. Testing the impact of using two indices developed in PIS A 2006: