Technology and educational choices: Evidence from a one-laptop-per-child program

Yanguas, Maria Lucia

doi:10.1016/j.econedurev.2020.101984

Cited by 22 publications

(12 citation statements)

References 21 publications

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“…Consistent with previous studies (see e.g. Beuermann et al, 2015;Carter et al, 2017;Yanguas, 2020), this study finds mostly no or weak evidence that computers in education are increasing achievement. The evidence for positive effects of using computers reported in previous studies (e.g.…”

Section: Discussionsupporting

confidence: 89%

“…Hull and Duch (2019) found the effects on test scores in mathematics to be small and the effects only appeared after a few years. In contrast, Yanguas (2020) did not find any positive effect of increased computer access on test scores or cognitive skills. In fact, the results suggest that educational attainment may even decrease by participating in the one-laptop-per-child programme.…”

Section: Introductioncontrasting

confidence: 63%

“…The estimated associations in this study are more in line with the findings from Carter et al (2017) who report that students who were allowed to use computers scored 0.18 standard deviations lower than their counterparts. A number of studies did not, however, find any significant impact of computer use on educational outcomes (see, e.g., Beuermann et al, 2015;Falck et al, 2018;Yanguas, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Studies such as Hull and Duch (2019) and Yanguas (2020) use quasi-experimental approaches as they exploit one-laptop-per-child programmes and evaluate the longterm effects of computers on a larger scale. Hull and Duch (2019) found the effects on test scores in mathematics to be small and the effects only appeared after a few years.…”

Section: Introductionmentioning

confidence: 99%

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Computers in education: the association between computer use and test scores in primary school

Karlsson

2020

Education Inquiry

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This paper analyses the associations between computer use in schools and at home and test scores by using TIMSS data covering over 900,000 children in fourth grade. When controlling for school fixed effects, pupils who use computers at school, especially those who use them frequently are found to achieve less than students who never use computers. Daily computer use at home is negatively associated with test scores, although monthly, and sometimes weekly, use is positively associated with pupil performance. There is no significant difference between subjects and only small gender and country differences are observed. Moreover, the result suggests that the negative association of computer use at school is larger among low-performing pupils than for high-performing pupils. The findings suggest a negative association of computer use at school and test scores but do not reject the possibility that computers have a positive impact on test scores if computers are used optimally.

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Section: Discussionsupporting

confidence: 89%

Section: Introductioncontrasting

confidence: 63%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Computers in education: the association between computer use and test scores in primary school

Karlsson

2020

Education Inquiry

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“…However, other studies suggested that ICT integration in education does not always create straightforward outcomes. They indicated that increasing access to technology at schools has inconsistent results, does not directly cause radical changes in established teaching practices and/or students' outcomes (Cuban et al, 2001;Mora et al, 2018;Yanguas, 2020), and can also exacerbate existing inequalities (Ai-Chi Loh & Chib, 2018). Sometimes the adoption of new technologies needs to be gradual to bring better results in the longer term, especially that some traditional school structures can inherently cause resistance (Cuban et al, 2001).…”

mentioning

confidence: 99%

Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19

et al. 2021

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This descriptive quantitative survey study explored the perspectives of 221 secondary school teachers from 19 Egyptian governorates on the ICT (information and communications technology) component of the 2017 education reform. Data were collected during the novel context and mandates dictated by the widespread COVID-19. The main indicators of teachers’ perspectives were adopted from Rogers’s diffusion of innovation theory, while their digital competencies were aligned with the levels of the UNESCO ICT Competency Framework. The study found that the majority of participants hold positive perspectives on the relative advantage of ICT integration, average perspectives on its complexity, and negative perspectives on its compatibility with Egypt’s education needs and main priorities. Findings further highlight the presence of multiple challenges that may affect teachers’ decision to adopt/reject the ICT reform, including the human and technological infrastructures as well as communication. The insights gained from this study may assist in understanding teachers’ level of persuasion, possible sources of social resistance, and need for effective capacity building.

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Diminishing Marginal Returns to Computer‐Assisted Learning

Bettinger¹,

Fairlie²,

Kapuza³

et al. 2022

J Policy Anal Manage

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The previous expansion of EdTech as a substitute for traditional learning around the world, the recent full-scale substitution due to COVID-19, and potential future shifts to blended approaches suggest that it is imperative to understand input substitutability between in-person and online learning. We explore input substitutability in education by employing a novel randomized controlled trial that varies dosage of computerassisted learning (CAL) as a substitute for traditional learning through homework. Moving from zero to a low level of CAL, we find positive substitutability of CAL for traditional learning. Moving from a lower to a higher level of CAL, substitutability changes and is either neutral or even negative. The estimates suggest that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide prior to, during, and after the pandemic.

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Technology and educational choices: Evidence from a one-laptop-per-child program

Cited by 22 publications

References 21 publications

Computers in education: the association between computer use and test scores in primary school

Computers in education: the association between computer use and test scores in primary school

Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19

Diminishing Marginal Returns to Computer‐Assisted Learning

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