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Technology use and educational performance


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How does technology use related to educational performance in science, as measured in PISA 2006?

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Technology use and educational performance

  1. 1. Technology and educational performance Comparative evidence Francesc Pedró
  2. 2. The context: high investments, low use? Broadband in primary and secondary schools of OECD countries, 2006 or latest available year, in per cent. Source: National 100 statistical office, Eurostat, US Department of Education (value for 2005). 90 Teachers and pupils in compulsory education who have not used a computer in the classroom in the past 12 months 80 (2006). Source: Empirica, 2007. 70 60 50 40 30 Teachers 20 Pupils 10 0 y ly en ium ds ry m in d k c nd y a 5) g l ce nd ce ga wa bli ar an ur l an tr i Ita a ga do 00 lan ed ee nla la an Sp tu nm s bo pu lg r rm Ir e ng n Po Au No (2 Sw r Gr Fr Be er Hu Fi Po Re m De Ge Ki US th xe Ne ch ed Lu e it Cz Un
  3. 3. 3 00 3 50 4 00 4 50 5 00 5 50 6 00 Finland Japan Korea Sweden Canada Macao- Ireland New Netherlands Liechtenstei Slovenia Russian Poland Latvia Frequent use Germany Switzerland Hungary Australia Austria Czech Croatia Belgium Greece Slovak Moderate use Lithuania Denmark Spain Iceland performance on PISA science scale Norway Italy Portugal Turkey Chile Frequency of use of computers at home and student Uruguay Rare or no use Jordan significant increase in performance 1. Technology use is connected to a Serbia Bulgaria Thailand 3 Colombia Qatar
  4. 4. 300 350 400 450 500 550 600 Finland Liechtenstein New Zealand Japan Canada Germany Korea Netherlands Hungary Ireland Switzerland Belgium Australia Austria Frequent use Sweden Greece Poland Spain Croatia Macao-China Lithuania Italy Slovenia Slovak Republic Moderate use Czech Republic Norway Latvia Iceland performance on PISA science scale Portugal Denmark regarding use in schools Russian Federation Chile Turkey Frequency of use of computers at school and student Uruguay Rare or no use 2. However, no matching evidence Bulgaria Thailand Serbia Jordan 4 Colombia Qatar
  5. 5. 3. Moreover, SES explains part of the variance Observed performance difference in science Performance difference after accounting for scale associated with years using a computer differences in socio-economic background (ESCS) More than five ye ars Thre e to five ye ars One to thre e ye ars More than five years Three to five years One to three years New Zealand Liechtenstein Austria Korea Korea Austria Australia Iceland Belgium New Zealand Iceland Switzerland Portugal Belgium Switzerland Australia Czech Republic Portugal Bulgaria Spain Uruguay Finland Chile Czech Republic Spain Italy Germany Macao-China Finland Ireland Italy Qatar Slovak Republic Croatia Ireland Germany Croatia Japan Liechtenstein Denmark Denmark Uruguay Hungary Norway Poland Canada Slovenia Chile Lithuania Sweden Greece Poland Serbia Hungary Japan Jordan Jordan Bulgaria Sweden Colombia Macao-China Netherlands Thailand Latvia Canada Greece Norway Slovak Republic Colombia Qatar Serbia Latvia Slovenia Netherlands Lithuania Turkey Russian… Thailand Russian Federation 5 Turkey -20 0 20 40 60 80 100 120 0 50 100 150
  6. 6. 3. And not all pupils have the same approach to technology use 6
  7. 7. 4. But, would the results be different if we could raise school use? 7
  8. 8. 5. Is it worth raising school use? 1. Does it pay off financially? 2. Does it pay off in terms of equity? 8
  9. 9. Thank you