Show simple item record

dc.contributor.authorOECD. Organisation for Economic Cooperation and Development
dc.date.accessioned2017-05-10T13:19:57Z
dc.date.available2017-05-10T13:19:57Z
dc.date.issued2015-10
dc.identifier.isbn9789264239555
dc.identifier.urihttps://hdl.handle.net/20.500.12799/5437
dc.description.abstractThis 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.es_ES
dc.formatapplication/pdfes_ES
dc.language.isoenes_ES
dc.publisherOECDes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licences/by-nc-nd/2.5/pe/es_ES
dc.sourceMINISTERIO DE EDUCACIÓNes_ES
dc.sourceRepositorio institucional - MINEDUes_ES
dc.subjectTecnología educativaes_ES
dc.subjectTecnología de la informaciónes_ES
dc.subjectTecnología de la comunicaciónes_ES
dc.subjectInternetes_ES
dc.subjectActividad fuera de programaes_ES
dc.subjectEnseñanza de las matemáticases_ES
dc.subjectEvaluación PISAes_ES
dc.subjectEnseñanza de la lecturaes_ES
dc.subjectBrecha digitales_ES
dc.subjectRendimiento escolares_ES
dc.subjectPolítica educativaes_ES
dc.titleStudents, Computers and Learning : Making the Connectiones_ES
dc.typeReporte técnicoes_ES


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

info:eu-repo/semantics/openAccess
Except where otherwise noted, this item's license is described as info:eu-repo/semantics/openAccess