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It is not enough add devices to the classroom, check the box, and hope for the best. Nonetheless, the 2018 PISA results suggest that systems aiming to improve student outcomes should take a more nuanced and cautious approach to deploying technology once students return to the classroom. This analysis covers only one source of data, and it should be interpreted with care alongside other relevant studies. A school systemвЂ™s current performance level matters-in lower-performing school systems, technology is associated with worse results.Intensity matters-students who use technology intensely or not at all perform better than those with moderate use.Who is using the technology matters-technology in the hands of teachers is associated with higher scores than technology in the hands of students.

Geography matters-technology is associated with higher student outcomes in the United States than in other regions.

The type of device matters-some are associated with worse student outcomes.

It cannot therefore answer questions on the eventual potential of education technology-but it can powerfully tell us the extent to which that potential is being realized today in classrooms around the world.ДЇive key findings from the latest results help answer these questions and suggest potential links between technology and student outcomes: This data is focused on extent and intensity of use, not the pedagogical context of each classroom. How much is technology being used in schools? Which technologies are having a positive impact on student outcomes? What is the optimal amount of time to spend using devices in the classroom and for homework? How does this vary across different countries and regions?ДЇrom other studies we know that how education technology is used, and how it is embedded in the learning experience, is critical to its effectiveness. In 2018, more than 340,000 students in 51 countries took the ICT survey, providing a rich data set for analyzing key questions about technology use in schools. An optional student survey on information and communications technology (ICT) asks specifically about technology use-in the classroom, for homework, and more broadly.

#Sujatha books pdf download series#

What makes these tests so powerful is that they go beyond the numbers, asking students, principals, teachers, and parents a series of questions about their attitudes, behaviors, and resources. To help inform the answer to that question, this article analyzes one important data set: the 2018 Programme for International Student Assessment (PISA), published in December 2019 by the Organisation for Economic Co-operation and Development (OECD).Д®very three years, the OECD uses PISA to test 15-year-olds around the world on math, reading, and science. As school systems begin to prepare for a return to the classroom, many are asking whether education technology should play a greater role in student learning beyond the immediate crisis and what that might look like.