Presentation on theme: "Students’ academic performance in the Network Society: A technological matter? Josep M. Mominó Julio Meneses Global Forum on Education (OECD) Santo Domingo,"— Presentation transcript:
Students’ academic performance in the Network Society: A technological matter? Josep M. Mominó Julio Meneses Global Forum on Education (OECD) Santo Domingo, 4th March 2008
ICT & Academic Performance: A complex approach The point of view of young people Understanding digital inequality Exploring inequalities in the appropriation of ICT D eterministic debates Empirical Research
Research programme Catalonia Internet Project (PIC): “Schools in the Network Society” http://www.uoc.edu/in3/pic
Digital inequalities in children and young people Is there sustained evidence to prove the effects of technology on academic performance? Is there sustained evidence to prove the effects of individual differences on the appropriation of the internet? Mathew Effect (Merton, 1968): The “rich” get richer, the “poor” get poorer
Inequalities in internet use The better their academic performance, the greater the likelihood of using the internet for educational purposes *Significant relationships are marked in bolds.
Methodology Multivariate analysis (logistic regression) of academic performance 6,602 children and young people between 11 and 18 years old A statistically representative sample of 350 schools and high schools
Results (I): Socio-demographic controls *Significant relationships are marked in bolds. Non-ICT related variables show an expected and statistically significant relationship with academic performance
Results (II): Home & Individual experience *Significant relationships are marked in bolds. Home infrastructure is not statistically related to academic performance. However, parents’ frequency of use positively influences performance. Also, young peoples’ experience of the internet has a positive effect
Results (III): Frequency of use (Internet access) *Significant relationships are marked in bolds. Neither frequency of use in class, nor frequency of use outside of school, have a significant positive affect on academic performance. In some cases we identified a negative affect
Results (IV): Internet use (Educational purposes) *Significant relationships are marked in bolds. There is a statistically significant relationship between searching for information and academic performance. But, the use of ICT for collaboration and information exchange has no affect on academic performance
Conclusions … Improved academic performance will not come about from mere access to the internet. We need to focus on the different ways that ICT is appropriated A more nuanced understanding is needed to approach the complex and multidimensional relationship between ICT and academic performance Not all kinds of internet-use for educational purposes positively influence academic performance Not all students have the same opportunities when we examine the relationship between internet use and academic performance School in the Network Society continues to have a key compensatory role in digital inequalities.
… And open questions Instead of asking: “What are technologies doing to children and young people?” We ask: “How are young people appropriating technology in order to improve their academic performance?” In what ways does the traditional concept of academic performance help us to measure the skills necessary in the Network Society ? What kind of skills should take into account the concept of digital literacy ? What kind of education policies enable all students to take advantage of ICT to improve academic performance ?