- EAN13
- 9789264076044
- Éditeur
- "Éditions OECD"
- Date de publication
- 11/03/2010
- Langue
- anglais
- Fiches UNIMARC
- S'identifier
Are the New Millennium Learners Making the Grade?
Technology Use and Educational Performance in PISA 2006
Collective
"Éditions OECD"
Livre numérique
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Aide EAN13 : 9789264076044
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15.99
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.
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.
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