Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina
The article presents the results of an analysis of the relationship between the use of new information and communication technologies (ICT) and the performance of secondary-level students aged between 15 and 16 years. Data from the 2018 PISA tests are used for this purpose. The relationship is initi...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2024
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1818 |
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| Sumario: | The article presents the results of an analysis of the relationship between the use of new information and communication technologies (ICT) and the performance of secondary-level students aged between 15 and 16 years. Data from the 2018 PISA tests are used for this purpose. The relationship is initially examined for the entire student population, but then it is compared across different social strata. To estimate the relationship between ICT availability and performance, an analysis of variance using general linear models is conducted. These models allow for determining the variation in performance expressed as test scores according to the availability of ICT in schools. The results indicate that, in general terms, schools with greater ICT availability have students who, on average, obtain higher scores. However, the relationship is not the same across all social strata. A stronger relationship is found in higher socioeconomic strata, while a null or inverse relationship is observed in more disadvantaged strata. This suggests the need to carefully examine the assumptions underlying policies that promote the inclusion of ICT in schools, assuming that they have a homogeneous and positive effect on academic performance.
Abstract
The article presents the results of an analysis of the relationship between the use of new information and communication technologies (ICT) and the performance of secondary-level students aged between 15 and 16 years. Data from the 2018 PISA tests are used for this purpose. The relationship is initially examined for the entire student population, but then it is compared across different social strata. To estimate the relationship between ICT availability and performance, an analysis of variance using general linear models is conducted. These models allow for determining the variation in performance expressed as test scores according to the availability of ICT in schools. The results indicate that, in general terms, schools with greater ICT availability have students who, on average, obtain higher scores. However, the relationship is not the same across all social strata. A stronger relationship is found in higher socioeconomic strata, while a null or inverse relationship is observed in more disadvantaged strata. This suggests the need to carefully examine the assumptions underlying policies that promote the inclusion of ICT in schools, assuming that they have a homogeneous and positive effect on academic performance.
Keywords: Performance, Digital Technologies, Social Condition, Educational Policy. |
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