Diapositiva 1

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Students academicperformance in the Network
SocietyA technological matter?
Josep M. MominóJulio Meneses
Global Forum on Education (OECD)Santo Domingo,
4th March 2008
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ICT Academic Performance Myths Realities
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ICT Academic Performance A complex approach
The point of view of young people
Understanding digital inequality
Exploring inequalities in the appropriation of
ICT
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Research programme
Catalonia Internet Project (PIC) Schools in the
Network Society http//www.uoc.edu/in3/pic
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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
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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.
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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
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Results (I) Socio-demographic controls
Non-ICT related variables show an expected and
statistically significant relationship with
academic performance
Significant relationships are marked in bolds.
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Results (II) Home Individual experience
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
Significant relationships are marked in bolds.
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Results (III) Frequency of use (Internet access)
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
Significant relationships are marked in bolds.
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Results (IV) Internet use (Educational purposes)
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
Significant relationships are marked in bolds.
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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.
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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 ?
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ICT Academic Performance Myths Realities
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Students (academic)performance in the Network
SocietyA technological matter?
Josep M. MominóJulio Meneses
Global Forum on Education (OECD)Santo Domingo,
4th March 2008