Are the New Millennium Learners Making the Grade?

Technology Use and Educational Performance in PISA 2006

image of Are the New Millennium Learners Making the Grade?
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.



Students' use of information and communication technologies and performance in PISA 2006

Centre for Educational Research and Innovation

This chapter explores the complex relationship between ICT use and performance based on two types of analysis. First, it takes a general look at the correlation between students’ scores in the PISA 2006 science test and four aspects of ICT use: students’ experience with computers, overall use at home and at school, types of computer use, and confidence in performing tasks on a computer. In line with the general focus of this report, this chapter gives special attention to the influence of family background on students’ results by controlling for economic, social and cultural status. Second, it analyses in more detail the influence of ICT use on student performance by controlling for other variables measured in PISA which might also affect 15-year-old students’ science/mathematics scores, such as students’ characteristics, parents’ characteristics, household characteristics and school characteristics. In this way it provides a clearer picture of the net influence of ICT use on students’ performance in the PISA science test.


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