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Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities
Computers & Education ( IF 12.0 ) Pub Date : 2020-11-01 , DOI: 10.1016/j.compedu.2020.103969
Marcos Fernández-Gutiérrez , Gregorio Gimenez , Jorge Calero

Abstract The impact of ICT on educational achievements is a controversial issue which has attracted increasing attention from both policy makers and researchers. Policy makers have shown great enthusiasm over the positive impact of ICT on teaching and learning, investing substantially in this area. However, scientific evidence does not clearly support this effort. This paper analyses the impact of the use of ICT at school on students’ outcomes in compulsory secondary education in maths, reading and science. It uses data from three rounds of PISA (2009, 2012, 2015) for Spanish regions (Autonomous Communities). From this, the paper analyses whether, in those Autonomous Communities which have taken greater steps in increasing the use of ICT at school, educational outcomes have improved more than in the others. This analysis takes advantage of the availability of representative samples for Spanish Autonomous Communities in PISA, together with autonomy and variability across them as regards the use of ICT at school. This makes it possible to capture the effect of the different policies adopted by Spanish Autonomous Communities on the use of ICT at school. The results show that an increase in the use of ICT at school in an Autonomous Community does not render positive effects on PISA scores in maths and reading, whilst we do find a positive effect on PISA scores in science. These results suggest that the impact of ICT on educational outcomes depends on the subject and on the type of use of the technologies. As a result, policies oriented at increasing the educational use of ICT should require a careful evaluation, to identify in which fields, for which uses and for which methods of use, it may render a positive effect on educational outcomes.

中文翻译:

在教育中使用 ICT 是否会带来更高的学生成绩?西班牙自治区的分析

摘要 信息通信技术对教育成果的影响是一个有争议的问题,越来越受到政策制定者和研究人员的关注。政策制定者对 ICT 对教学和学习的积极影响表现出极大的热情,并在该领域进行了大量投资。然而,科学证据并没有明确支持这一努力。本文分析了在学校使用 ICT 对学生在义务中等教育中数学、阅读和科学成绩的影响。它使用来自西班牙地区(自治区)的三轮 PISA(2009、2012、2015)的数据。据此,本文分析了在那些采取更大措施增加学校 ICT 使用的自治社区中,教育成果是否比其他社区改善得更多。该分析利用了 PISA 中西班牙自治区代表性样本的可用性,以及它们在学校使用 ICT 方面的自主性和可变性。这使得可以了解西班牙自治区采用的不同政策对学校 ICT 使用的影响。结果表明,在自治社区的学校中更多地使用 ICT 不会对数学和阅读的 PISA 分数产生积极影响,而我们确实发现对科学的 PISA 分数产生积极影响。这些结果表明,信息通信技术对教育成果的影响取决于学科和技术的使用类型。因此,应仔细评估旨在增加 ICT 教育使用的政策,以确定在哪些领域、
更新日期:2020-11-01
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