TIC en la escuela y rendimiento educativo: el efecto mediador del uso de las TIC en el hogar

Abstract

<jats:p>Este trabajo analiza el efecto del acceso y uso de las Tecnologías de la Información y de la Comunicación (TIC) en escuelas en el rendimiento educativo de los estudiantes de nivel medio de Uruguay. Se examina si el uso de las TIC en el hogar potencia el efecto directo del acceso y uso de las TIC en la escuela. Mediante un Modelo de Ecuaciones Estructurales (SEM) aplicado con datos de PISA 2012 para Uruguay se obtiene que el uso de y el acceso a las TIC en la escuela poseen un efecto positivo sobre el rendimiento educativo en matemática, lectura y ciencia, el cual se ve reforzado mediante el uso de las TIC en el hogar. La potencial utilidad de la investigación también reside en que las hipótesis y la metodología propuestas pueden extenderse a otros contextos similares, así como a futuras investigaciones a partir de datos de las venideras pruebas PISA.</jats:p>

Influence of the characteristics of the house and place of residence in the daily educational activities of children during the period of COVID-19’ confinement

“…The use that is given to technological devices at home is considered informal learning: to read or learn, practice or apply a specific activity or communicate and share, the latter more associated with leisure through social networks ( Matamala, 2016 ). For these reasons it is important to make an analysis of the use that minors give to them, in which Formichella and Alderete (2018) coincide when they say that the use of technological devices at home has a positive impact on educational performance and analogously, the use of technological devices at school increases the use of such technologies at home.…”

“…The overuse of some technological devices by the child and youth population ( Chamarro-Lusar et al., 2014 ; Cuesta-Cambra et al., 2020 ) has been aggravated during the period of restriction, constituting an educational problem for some families who had to promote greater education based on the search for strategies to promote collaboration in the environment family in daily household activities, in the promotion of physical or artistic activity or other activities necessary to promote a comprehensive education of the child. However, for some authors such as Matamala (2016) , the use of technological means at home can be considered informal learning; for Formichella and Alderete (2018) its use at home will have a positive impact on educational performance; or the benefits that technological means can have in people's daily lives as a source of information and aid in communication between people ( Garcés Jinés, 2012 ).…”

Opinion of ICT coordinators on the incidence of telematic tools

“…Bringué-Sala and Sadaba-Chalezquer (2009) state that, unlike companies, schools have not achieved a comprehensive use of ICT tools. In the case of households, although ICTs have appeared, these tools are primarily used with a clear inclination for leisure, communication, and informal learning, as evidenced by numerous studies (Area, 2005;Barroso-Osuna & Cabero-Almenara, 2013;Bringué et al, 2011;Cabero-Almenara & Alonso-García, 2007a,b;Donnelly, McGarr & O'Reilly, 2011;Formichella, 2018;Hernández, Cumpa & Rodríguez. 2018;Macià Bordalba, 2016;Suárez-Rodríguez, Almeric, Orellana & Díaz-García, 2018;Sutherland, Armstrong, Barnes, Brawn, Breeze, Gall et al, 2004;Tondeur, van Keer, van Braak & Valcke, 2008).…”

Efecto de las TIC sobre los resultados educativos: estudio en barrios vulnerables de Bahía Blanca

“…Por ello, el estudio en profundidad de entornos desfavorecidos puede permitir identificar factores mediadores o moderadores que atenúen el efecto del nivel socioeconómico de origen. En este sentido, es factible pensar que la incorporación de las tic puede contribuir a lograr el acceso universal al sistema educativo (Agudelo, 2012;Alderete et al, 2017;Formichella y Alderete, 2018;Meledro et al, 2016).…”