The presence of computers does not improve the academic results of schoolchildren. Even the presence of a computer can actually hinder their performance. That’s according to a report highlighting the impact of technology in classrooms around the world.<\/p>\n\n\n\n
According to information reported by the Telegraph, Friday (18\/09\/2015), a report by the Organization for Economic Cooperation and Development (OECD) reveals that technology does not result in academic improvement, even though nearly three-quarters of all students surveyed in 64 different countries say they use computers at school.<\/p>\n\n\n\n
In fact, in the countries that reported the most use of technology in the classroom, such as Spain, Sweden and Australia, students’ reading performance actually declined between 2000 and 2012.<\/p>\n\n\n\n
In South Korea and Hong Kong, students use computers for an average of about 10 minutes at school. That time is only a fraction of the full hours spent on the internet by Australian students, for example. In contrast, in Asian countries where less than half of students report using computers at school, student performance on computer-based reading and math tests is impressive, according to the OECD assessment program.<\/p>\n\n\n\n
According to a British Educational Suppliers (BESA) report published last January, UK schools are expected to spend \u00a3623 million in the Information and Communication Technology (ICT) sector in 2015. Of this, \u00a395 million is spent on devices. software and digital content. But it should be underlined, this clearly does not correlate with better student performance.
The report’s most “disappointing” finding, according to OECD director of education Andreas Schleicher, is that technology does not appear to have had an impact in bridging the student skills gap.<\/p>\n\n\n\n
“Simply put, ensuring that every child reaches a basic level of proficiency in reading and math seems to have more to do with creating equal opportunities in the digital world than can be achieved by expanding or supporting access to high-tech tools and services,” he said in the report’s foreword. the.<\/p>\n\n\n\n
The report does not recommend reducing the use of technology in the classroom, but suggests rethinking how it is implemented.<\/p>\n\n\n\n
“In the end, technology can reinforce good teaching, but great technology can’t replace bad teaching,” says Schleicher.<\/p>\n\n\n\n
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