By OECD Organisation for Economic Co-operation and Development
Utilizing facts from PISA 2006, this publication analyzes to what quantity investments in know-how improve academic results. the most awesome findings of this research is that the electronic divide in schooling is going past the problem of entry to know-how. a brand new moment type of electronic divide has been pointed out: the single present among those that have the correct capabilities to learn from laptop use, and those that don't. those talents and talents are heavily associated with the industrial, cultural and social capital of the scholar. This discovering has very important implications for coverage and perform. Governments may still make the effort to obviously express the message that laptop use issues for the schooling of adolescents and do their most sensible to interact academics and faculties in elevating the frequency of laptop use to a degree that turns into suitable. If faculties and lecturers are fairly devoted to the improvement of twenty first century skills, such a rise will occur obviously. And merely in those conditions will transparent correlations among know-how use and academic functionality emerge. desk of content material : - Foreword - govt precis - advent - The coverage debate approximately expertise in schooling - scholars entry to info and conversation applied sciences - scholars use of data and verbal exchange applied sciences and the position of self assurance - scholars use of data and conversation applied sciences and function in PISA 2006 - Conclusions and coverage options - Annex A. Supplementary tables - Annex B. Methodological method of categorising pupil profiles - Annex C. Econometric version and methodological method of the research of the consequences of expertise on pupil functionality - Annex D. PISA 2006 ICT familiarity questionnaire
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Extra info for Educational Research and Innovation Are the New Millennium Learners Making the Grade? : Technology Use and Educational Performance in PISA 2006
A Call For Greater Depth and Breadth of Research”, Information Systems Research, Vol. 12, No. 1, 1-10. Angrist, J. and V. Lavy (2002), “New Evidence on Classroom Computers and Pupil Learning”, The Economic Journal, No. 112, 735-765. Benavides, F. and F. Pedró (2007), “Políticas educativas sobre nuevas tecnologías en los países iberoamericanos”, Revista Iberoamericana de Educación, No. 45, 19-70. Brynjolfsson, E (1993), “The Productivity Paradox of Information Technology”, Communications of the ACM, Vol.
In countries where over 90% have computers for this purpose, fewer have books. In countries where fewer than 90% of students have computers, more have books than computers, with the exception of the United States and of partner economies Chinese Taipei, Montenegro and Qatar. 5a shows, the distance between the percentage of students having books and the percentage of students having computers for schoolwork generally increases as access to computers for schoolwork decreases. A similar tendency is observed when comparing books for schoolwork and a link to the Internet at home.
Computers were available at home for schoolwork for at least 95% of students in 16 countries and for 98% in Denmark and Iceland. In most countries surveyed at least 50% of students had computers for schoolwork at home. 9% of students with access to computers for homework at home, and at least 75% in most countries. 2%). Internet access at home is somewhat more limited. In half of the countries with at least 95% of students with a computer available for schoolwork at home, at least 95% also had a link to the Internet.