Students, Computers and Learning : Making the Connection
OECD. Organisation for Economic Cooperation and Development
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This report provides a first-of-its-kind internationally comparative analysis of the digital skills that students have acquired, and of the learning environments designed to develop these skills. This analysis shows that the reality in our schools lags considerably behind the promise of technology. In 2012, 96% of 15-year-old students in OECD countries reported that they have a computer at home, but only 72% reported that they use a desktop, laptop or tablet computer at school, and in some countries fewer than one in two students reported doing so. And even where computers are used in the classroom, their impact on student performance is mixed at best. Students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely. But students who use computers very frequently at school do a lot worse in most learning outcomes, even after accounting for social background and student demographics. The results also show no appreciable improvements in student achievement in reading, mathematics or science in the countries that had invested heavily in ICT for education. And perhaps the most disappointing finding of the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students. Put simply, ensuring that every child attains a baseline level of proficiency in reading and mathematics seems to do more to create equal opportunities in a digital world than can be achieved by expanding or subsidising access to high-tech devices and services. Last but not least, most parents and teachers will not be surprised by the finding that students who spend more than six hours on line per weekday outside of school are particularly at risk of reporting that they feel lonely at school, and that they arrived late for school or skipped days of school in the two weeks prior to the PISA test.