Are the New Millennium Learners Making the Grade?
Technology Use and Educational Performance in PISA 2006
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.
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Introduction
Centre for Educational Research and Innovation
An increasingly technology-rich world is bound to have important implications for education. Accordingly, OECD countries have undertaken significant investments to enhance the role of ICT in education. This raises the question of whether investment in ICT for education is fulfilling expectations. PISA 2006 provides a wealth of comparative data to start to answer this question and to shed light on the availability and use of ICT and its benefits. The analysis of these data can also help identify potential bottlenecks that may make it difficult to achieve the desired effects and may, therefore, be of use for policy formulation.
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