Use the computer at school does not automatically imply that students acquire better skills, according to a study released today by the OECD in this organization calls for education systems more efficiently invest in learning new technologies.
“It is necessary that school systems find more effective ways to integrate technology into teaching and learning environments provide teachers with instructional support pedagogies of the century”, summarizes the Director of Education Skills and the Organization for Cooperation and Andreas Schleicher Economic Development.
The author of the report “Students, Computers and Learning: Making the Connection”, Francesco Avvisati, which uses data from 2012, told Efe that the results in the Latin American countries studied are characterized by a ” deep division in society “with respect to access to new technologies.
He recalled that these countries have suffered the same problem as most OECD: investment in computers and the use of technology by students not necessarily led to improved performance of their digital skills.
“Technology is only a means, not a magic wand,” Avvisati, noting Singapore and Australia as two countries with different methods, have managed to optimize the use of new technologies for the benefit she said better education.
The report reveals that 42% of pupils aged 15 from South Korea and 38% of the Chinese city of Shanghai used a computer at school, compared with an average of 72% of all the 64 countries analyzed, all 30 OECD states or partner economies.
However, South Korean and Shanghainese are among those who score higher on tests of the OECD PISA program on digital reading and math computerized.
“Contrast that in countries where it is more common for students to use the Internet at school for their tasks, the performance of pupils in reading worsened between 2000 and 2012, on average,” the study.
The OECD experts conclude that information technology and the (TIC) reporting daily use much of the population in their daily work “have not yet adapted to formal education.”
“In fact, PISA results show no significant improvement in reading, math or science in the countries that have invested heavily in ICT for education,” says the report.
This does not mean that schools should give to new technologies, the OECD warns, because “students do not acquire basic skills” in office and surfing the Internet “will be unable to fully participate in the economic, social and cultural life around them. ”
Moreover, the study in countries or regions where students better manage the information technology, always according to the results of the report are those with highly developed digital infrastructure, such as Singapore, Hong Kong or Japan.
“And yet students in these countries are no longer exposed to the Internet at school than the average of the OECD”, experts stress.
Although the average “digital divide” has not increased between 2009 and 2012 in any of the countries analyzed, socioeconomic differences are making a difference, added, and the “ability to use ICT for learning He explained mainly, if not entirely, for the difference observed in more traditional academic skills. ”
“So, to reduce inequalities and benefit of digital tools, countries should first improve equity in education” and ensure that “every student reaches a high minimum level in reading and reading mathematics”.
Teacher training in digital media is one of the tracks offered by the OECD to improve student performance.
But it also warns that parents and teachers should beware of the risks of new technologies, such as information overload, plagiarism, fraud, violations of privacy or digital harassment.
“Students who spend more than six hours daily ‘online’ out of school are at particular risk of stating who feel lonely at school, late to class or incur academic absenteeism,” he said the study.
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