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Are the new millennium learners making the grade? : technology use and educational performance in PISA / Organisation for Economic Co-operation and Development.

Colaborador(es): Tipo de material: TextoTextoSeries Educational research and innovationDetalles de publicación: Paris : OECD, Centre for Educational Research and Innovation, 2010.Descripción: 211 p. : il. col., diagrs., gráficas, tablas ; 23 cmISBN:
  • 9789264017733 (print)
  • 9264017739 (print)
Tema(s): Clasificación LoC:
  • LB 1028.3 A76.2010
Formatos físicos adicionales:
  • Disponible también en World Wide Web.
Contenidos parciales:
Introduction -- The policy debate about technology in education -- Students' access to information and communication technologies -- Students' use of information and communication technologies and the role of confidence -- Students' use of information and communication technologies and performance in PISA 2006 -- Conclusions and policy recommendations.
Resumen: 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. Only in these circumstances will clear correlations between technology use and educational performance emerge.--Publisher's description.
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Libros Biblioteca Francisco Xavier Clavigero Acervo Acervo General LB 1028.3 A76.2010 (Navegar estantería(Abre debajo)) ej. 1 Disponible UIA034916

Disponible también en World Wide Web.

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. Only in these circumstances will clear correlations between technology use and educational performance emerge.--Publisher's description.

Introduction -- The policy debate about technology in education -- Students' access to information and communication technologies -- Students' use of information and communication technologies and the role of confidence -- Students' use of information and communication technologies and performance in PISA 2006 -- Conclusions and policy recommendations.

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