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 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. 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. 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. 3. And not all pupils have the same approach
to technology use
6
7. 4. But, would the results be different if we
could raise school use?
7
8. 5. Is it worth raising school use?
1. Does it pay off financially?
2. Does it pay off in terms of equity?
8