Technology and

educational

performance

Comparative evidence

Francesc Pedró

0

10

20

30

40

50

60

70

80

90

100

Greec

e

Polan

d

Cze

ch R

epub

lic

German

y

Irelan

d

Aus

tria

Italy

Portuga

l

Belgium

Franc

e

United Kingd

om

Hun

gary

Luxe

mbo

urg

Spa

in

Swed

en

Norway

Finland

Den

mark

Nethe

rland

s

US (20

05)

Broadband in primary and secondary schools of OECD countries, 2006 or latest available year, in per cent. Source: National

statistical office, Eurostat, US Department of Education (value for 2005).

The context: high investments, low use?

Teachers

Pupils

Teachers and pupils in compulsory education who have not used a computer in the classroom in the past 12 months

(2006). Source: Empirica, 2007.

1. Technology use is connected to a

significant increase in performance

3

Frequency of use of computers at home and student

performance on PISA science scale

300

350

400

450

500

550

600

Finl

and

Japa

nKo

rea

Swed

en

Cana

daM

acao

-

Irel

and

New

Net

herla

nds

Liec

hten

stei

Slov

enia

Russ

ian

Pola

nd

Latv

ia

Ger

man

ySw

itzer

land

Hun

gary

Aust

ralia

Aust

ria

Czec

h

Croa

tia

Belg

ium

Gre

ece

Slov

ak

Lith

uani

aD

enm

ark

Spai

n

Icel

and

Nor

way

Ital

y

Port

ugal

Turk

eyCh

ile

Urug

uay

Jord

anSe

rbia

Bulg

aria

Thai

land

Colo

mbi

a

Qat

ar

Frequent use Moderate use Rare or no use

2. However, no matching evidence

regarding use in schools

4

Frequency of use of computers at school and student

performance on PISA science scale

300

350

400

450

500

550

600

Finl

and

Liec

hten

stei

nN

ew Z

eala

ndJa

pan

Can

ada

Ger

man

yKor

eaN

ethe

rlan

dsH

unga

ryIr

elan

dSw

itze

rlan

dBel

gium

Aus

tral

iaAus

tria

Sw

eden

Gre

ece

Pola

ndSpa

inCro

atia

Mac

ao-C

hina

Lith

uani

aIt

aly

Slo

veni

aSlo

vak

Rep

ublic

Cze

ch R

epub

licN

orw

ayLa

tvia

Icel

and

Port

ugal

Den

mar

kRus

sian

Fed

erat

ion

Chi

leTu

rkey

Uru

guay

Bul

gari

aTh

aila

ndSer

bia

Jord

anCol

ombi

aQ

atar

Frequent use Moderate use Rare or no use

3. Moreover, SES explains part of the variance

5

-20 0 20 40 60 80 100 120

Russian …

Turkey

Netherlands

Latvia

Qatar

Colombia

Norway

Canada

Thailand

Macao-China

Sweden

Jordan

Japan

Serbia

Greece

Lithuania

Slovenia

Poland

Hungary

Denmark

Liechtenstein

Croatia

Ireland

Slovak Republic

Italy

Finland

Germany

Spain

Chile

Uruguay

Bulgaria

Czech Republic

Switzerland

Portugal

Iceland

Belgium

Australia

Korea

Austria

New Zealand

Observed performance difference in science

scale associated with years using a computer

More than five years Three to five years One to three years

0 50 100 150

Turkey

Russian Federation

Thailand

Lithuania

Slovenia

Serbia

Slovak Republic

Greece

Latvia

Netherlands

Colombia

Bulgaria

Jordan

Hungary

Poland

Sweden

Chile

Canada

Norway

Uruguay

Denmark

Japan

Germany

Croatia

Qatar

Ireland

Macao-China

Italy

Czech Republic

Finland

Spain

Portugal

Australia

Belgium

Switzerland

New Zealand

Iceland

Austria

Korea

Liechtenstein

Performance difference after accounting for

differences in socio-economic background (ESCS)

More than five years Three to five years One to three years

3. And not all pupils have the same approach

to technology use

6

4. But, would the results be different if we

could raise school use?

7

5. Is it worth raising school use?

8

1. Does it pay off financially?

2. Does it pay off in terms of equity?

Thank you

Francesc.Pedro@OECD.org