Centre for Educational Research and Innovation (2010) Are the New Millenium Learners Making the Grade? Paris: OECD
From the book’s web site
Using data from PISA 2006, this book analyzes to what extent investments in technology enhance educational outcomes. One of the most striking findings of this study is that the digital divide in education goes beyond the issue of access to technology. A new second form of digital divide has been identified: the one existing between those who have the right competencies to benefit from computer use, and those who do not. These competencies and skills are closely linked to the economic, cultural and social capital of the student.
This finding has important implications for policy and practice. Governments should make an effort to clearly convey the message that computer use matters for the education of young people and do their best to engage teachers and schools in raising the frequency of computer use to a level that becomes relevant. If schools and teachers are really committed to the development of 21st century competencies, such an increase will happen naturally. And only in these circumstances will clear correlations between technology use and educational performance emerge.
From the preface:
What is the relationship between technology use and educational performance in science? The OECD PISA (Programme for International Student
Assessment) provides a source of evidence for the analysis of this relationship. This report presents the main findings and policy implications of this
Although I am not a great fan of standardized testing and statistical correlations, this report turned out to be more interesting than I anticipated, mainly I suspect because of Francisco Pedro’s thoughtful analysis of the policy implications. The book costs 30 euros, but most of it can be downloaded for free as a pdf from the book’s web site.
If nothing else, the study’s main findings are worth reading (too long to summarise here).