Paris, France | AFP |. By Andrea GRAELLS TEMPEL
Equip massively students and classes with electronic devices is not enough to improve outcomes, according to a study OECD published Tuesday that emphasizes the poor performance of Spain.
The countries that have invested heavily in electronic equipment have not registered a significant improvement in results in reading comprehension, math and science highlights Organisation for Economic Co-operation and Development (OECD), which first studied the digital skills of pupils aged 15, from data collected in the 2012 edition of its survey of the Programme for International Student Assessment (PISA for their acronym in English).
Despite the pervasiveness of new technologies in our daily lives, are still not widespread in the education sector, notes the OECD. When used in class, “their impact on student outcomes is, at best, moderate.”
“Not for electronic equipment used intensively in school, are overcome Digital tests successfully, “explains Eric Charbonnier, education analyst at the OECD. These tests focus on electronic reading comprehension and also in the “specific navigation”, ie the ability to find answers to questions by activating a series of relevant links on the Internet.
The results of students Spaniards are below the average of developed countries even though “devoted more than 30 minutes a day for digital learning,” says Charbonnier.
Instead, the French students better manage with Computer (between 10th and 14th place) with paper (12th to 16th), especially the boys, “although not part of the digital learning.”
The best in electronic reading comprehension students are Singapore, Shanghai, South Korea, Japan, Canada, Hong Kong … As not spend more time online at school than other students in the OECD, the study shows that “many core competencies for Internet browsing can also be taught and learned through pedagogies and traditional analog instruments. “
‘overestimated Teachers’
” To reduce disparities in the ability to profit technological devices, countries should enhance primarily the equity of their education systems “, OECD estimates.
Students who best handled with the” specific navigation “(searches) are those in Singapore , ahead of Australians, South Koreans, Canadians and Americans. Shanghai, known for his brilliant school results is however below the OECD average.
“It’s not much use” electronic “what counts is the quality,” believes Francesco Avvisati, an analyst at the OECD. The Australian example shows that the computer brings something in school if teachers are trained or experienced.
Instead, “the countries which gave priority to the equipment have a more negative trend”, as is the If Poland. New technologies to be effective, “it is necessary from the uses”, “respond to educational purposes,” according Avvisati.
The digital skills of teachers and students probably overestimated, highlighted in the report Andreas Schleicher, director of education and skills in the OECD. . “How many children choose to play a game if the same (and bad) quality software in large classes” asks
Read more at: http://www.oecd.org/education/new-approach-needed-to-deliver-on-technologys-potential-in-schools.htm
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