1887

PISA 2009 Results: Students On Line

Digital Technologies and Performance (Volume VI)

image of PISA 2009 Results: Students On Line
This sixth volume of PISA 2009 results explores students’ use of information technologies to learn. For PISA 2009, the framework for reading literacy has been developed to encompass reading electronic texts. This has led to an expansion of the description of text types to take account of the electronic environment, as well as a redefinition of the aspects of reading, to embrace, for example, the requirement for integration of information from multiple unrelated texts, as well as other features. The PISA 2009 reading framework and the assessment instrument together provide an operational definition and description of the distinctive structures and types of both text and task that constitute electronic reading, allowing an exploration of factors that contribute to difficulty. PISA 2009 therefore provides an opportunity to investigate electronic reading on a large scale. This book presents some initial findings.

English French, Spanish

.

Policy Implications

Being able to read proficiently is fundamental for success in life. Reading well enables people to learn new skills and acquire information and knowledge that improve the quality of their lives. In an increasingly digitised world, being a proficient reader also means being able to navigate among diverse and conflicting pieces of information and across pages of non-linear texts, using hyperlinks and other tools that the digital technologies found in laptops and smart phones provide. Individuals who develop the skills needed to use these texts efficiently and effectively will be at an increasing advantage in accessing higher education, finding and succeeding in a well-paid job, and participating fully in society.

English French

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error