OECD, PISA and the Invisible Learning

Panel discussion, CREAD3
Picture taken during the panel discussion at the Congres in the
Particular Technical University of Loja, Ecuador (21.10.10).

Short time ago CERI from the OECD published an interesting analysis based on the results of the PISA 2006. This document study the influence of computers in the performance of the students.  Some of the main results of this study are:

  1. There is evidence of a seconddigital divide” emerging […] between those students who have the skills to benefit from computer use and those who don’t. Although the data do not prove a causal connection between familiarity with computers and performance, they show that better-performing students are more familiar with computers.
  2. In the particular case of school use more computer use does not mean having better results in subject-based standardized tests such as PISA 2006.

The information provided in this report helps to better understand what was referred in previous publications of the OECD: The more use of computer in the school does not mean better results in subject-based standardised tests such as PISA. Interestingly the study highlight the existence of a correlation between better performance and higher use of computers at home.

These results bring new questions to be explored. How are they using the computer at home? How relevant is the “technological capital” that they acquire within the family or community? What are their strategies to transfer skills and knowledge in informal environments? And finally, what are the impacts of these massive investments in technology in the classroom?

These are questions with unclear (or still invisible) answers that we will explore the next 16th November, 13:00 at the OII.

Source: OECD (2010) Educational Research and Innovation: Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006. (pdf)

Picture: John Moravec and Gaby Coronel-Salas.

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