PISA 2009 Results: Students On Line

Valiente, Òscar

doi:10.1787/9789264112995-en

Cited by 148 publications

(47 citation statements)

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“…All of these questions have been regarded as important components of ICT literacy and also considered indicators of ICT literacy (OECD 2011;Oliver and Towers 2000). Because ICT use has been regarded as an important indicator of ICT literacy, examining its attributes has become very important.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…According to these theories, as ICT develops rapidly and ICT investments increase dramatically, advanced ICTs support has extended students' learning environments. As a result, students' engagement in ICT activities gives them the opportunity to learn more ICT knowledge and skills, master specific ICT tools, access current knowledge, and just generally positively influence their lives (Pea 1997;Young 2005Young , 2008OECD 2011;Zhong 2010;Guzeller and Akin 2014).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

Zhang

Liu

2016

EURASIA J MATH SCI T

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This study aims to investigate the impacts of information and communication technology (ICT) use on students' math and science achievements, with a special focus on examining the trends of these relationships over the past decade. Data from all five waves of the Program for International Student Assessment (PISA) from 2000 to 2012 were used. Three-level hierarchical linear modelling revealed that school-level ICT-related variables had positive influences on learning outcomes when national GDP, school type, and school ICT investment, were controlled for. However, the findings indicated that the relationships between different types of ICT use with math and science achievement were negative in the long term when students' families' social economic status was held constant. In addition, self-confidence in Internet tasks was discovered to be beneficial to both math and science, and thus, suggestions were made to develop students' confidence in conducting ICT-related activities.Keywords: ICT use, mathematics and science education, student achievement INTRODUCTIONInformation and communication technology (ICT) is a specific term that refers to technologies designed for collecting, processing, preserving and delivering information (Elisha 2006). It has been widely recognized that the rapid development of ICT dramatically affects every aspect of contemporary life by changing the ways people live, work, and study in today's knowledge society. These changes have brought innovative and diverse options, but they have also required us to be information and communication technology (ICT) literate. In general, ICT literacy is defined as the ability to use technology tools appropriately in processing, managing, and evaluating information and communicating with others (ETS 2004; MCEETYA 2006).

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

Zhang

Liu

2016

EURASIA J MATH SCI T

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“…This lack of studies that focus on technologies as tools is quite striking given that comprehensive research exists on reading and writing in relation to L1 within Norway, Denmark, and Sweden. Similarly, research exists on the use of technology in relation to reading and writing electronic online texts in all three countries, including PISA and ICILS monitoring programs (OECD, 2009(OECD, , 2011Mejding, 2011;Fraillon et al, 2014). However, these studies do not address L1 as a practice nor as a field of research, and are consequently not included here.…”

Section: Findings and Implications On L1 Practices With A Technologicmentioning

confidence: 99%

Technology in L1: A review of empirical research projects in Scandinavia 1992-2014

Elf¹,

Hanghøj²,

Skaar³

et al. 2015

L1 Educational Studies in Language and Literature

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“…Specifically, during navigation they have to assess the relevance of prepare a summary (Richter, Naumann, & Noller, 2003;Naumann, Richter, Flender, Christmann, & Groeben, 2007), or performing a science inquiry task (Goldman, Braasch, Wiley, Graesser, & Brodowinksa, 2012). In addition, OECD (2011) showed that students with good offline comprehension skills, as measured by a paper and pencil reading comprehension test, employed better navigation paths, which in turn improved even more their online performance.…”

Section: Introductionmentioning

confidence: 99%

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

Naumann

Salmerón

2016

IRRODL

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This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.

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PISA 2009 Results: Students On Line

Cited by 148 publications

References 0 publications

How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

Technology in L1: A review of empirical research projects in Scandinavia 1992-2014

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

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