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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Autor principal: Miguez, Daniel Pedro
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2024
Materias:
performance
digital technologies
social condition
educational policy
desempeño
tecnologías digitales
condición social
política educativa
Desempenho, Tecnologias Digitais, Condição Social, Política Educacional
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1818
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1818
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic performance
digital technologies
social condition
educational policy
desempeño
tecnologías digitales
condición social
política educativa
Desempenho, Tecnologias Digitais, Condição Social, Política Educacional
spellingShingle performance
digital technologies
social condition
educational policy
desempeño
tecnologías digitales
condición social
política educativa
Desempenho, Tecnologias Digitais, Condição Social, Política Educacional
Miguez, Daniel Pedro
Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina
topic_facet performance
digital technologies
social condition
educational policy
desempeño
tecnologías digitales
condición social
política educativa
Desempenho, Tecnologias Digitais, Condição Social, Política Educacional
author Miguez, Daniel Pedro
author_facet Miguez, Daniel Pedro
author_sort Miguez, Daniel Pedro
title Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina
title_short Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina
title_full Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina
title_fullStr Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina
title_full_unstemmed Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina
title_sort exploring complex ties: digital technologies, performance, and social condition in argentina
description 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.
publisher IRICE (CONICET-UNR)
publishDate 2024
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1818
work_keys_str_mv AT miguezdanielpedro exploringcomplextiesdigitaltechnologiesperformanceandsocialconditioninargentina
AT miguezdanielpedro explorandovinculoscomplejostecnologiasdigitalesdesempenoycondicionsocialenargentina
first_indexed 2024-08-12T21:37:35Z
last_indexed 2025-09-04T05:02:02Z
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spelling I15-R240-article-18182025-07-19T05:40:48Z Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina Explorando vínculos complejos: Tecnologías digitales, desempeño y condición social en Argentina Miguez, Daniel Pedro performance digital technologies social condition educational policy desempeño tecnologías digitales condición social política educativa Desempenho, Tecnologias Digitais, Condição Social, Política Educacional 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. El artículo tiene por objetivo presentar los resultados de un análisis de la relación entre el uso de las nuevas tecnologías de la información y la comunicación (TIC) y el desempeño de estudiantes de entre 15 y 16 años que se encuentran en el nivel secundario. Para ello se utilizan datos de las pruebas PISA del año 2018. La relación se examina inicialmente para el conjunto de los/as estudiantes, para luego compararse en distintos estratos sociales. Para estimar la relación entre la disponibilidad de TIC y el desempeño, se lleva a cabo un análisis de la varianza mediante modelos lineales generales. Estos permiten establecer la variación en el desempeño expresado como los puntajes obtenidos en las pruebas según la disponibilidad de TIC en las escuelas. Los resultados indican que, en términos generales, en las escuelas donde hay mayor disponibilidad de TIC, en promedio, los/as estudiantes obtienen mayores puntajes.  No obstante, la relación no es la misma en todos los estratos. Encontramos una mayor relación en los estratos de más alto nivel económico social, y una relación nula o inversa en los estratos más desfavorecidos. Esto sugiere la necesidad de examinar cuidadosamente las premisas en las que se basan las políticas que promueven la inclusión de TIC en las escuelas suponiendo que estas tienen un efecto homogéneo y positivo sobre el desempeño escolar. IRICE (CONICET-UNR) 2024-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1818 10.35305/revistairice.vi46.1818 Revista IRICE; Núm. 46 (2024); 35-60 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1818/3136 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1818/3011 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1818/3137 Derechos de autor 2024 Daniel Pedro Miguez https://creativecommons.org/licenses/by-nc-sa/4.0

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