000165971 001__ 165971
000165971 005__ 20260116163025.0
000165971 0247_ $$2doi$$a10.1016/j.compedu.2020.103969
000165971 0248_ $$2sideral$$a119100
000165971 037__ $$aART-2020-119100
000165971 041__ $$aeng
000165971 100__ $$aFernández-Gutiérrez, Marcos
000165971 245__ $$aIs the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities
000165971 260__ $$c2020
000165971 5203_ $$aThe impact of ICT on educational achievements is a controversial issue which has attracted increasing attention from both policy makers and researchers. Policy makers have shown great enthusiasm over the positive impact of ICT on teaching and learning, investing substantially in this area. However, scientific evidence does not clearly support this effort. This paper analyses the impact of the use of ICT at school on students’ outcomes in compulsory secondary education in maths, reading and science. It uses data from three rounds of PISA (2009, 2012, 2015) for Spanish regions (Autonomous Communities). From this, the paper analyses whether, in those Autonomous Communities which have taken greater steps in increasing the use of ICT at school, educational outcomes have improved more than in the others. This analysis takes advantage of the availability of representative samples for Spanish Autonomous Communities in PISA, together with autonomy and variability across them as regards the use of ICT at school. This makes it possible to capture the effect of the different policies adopted by Spanish Autonomous Communities on the use of ICT at school. The results show that an increase in the use of ICT at school in an Autonomous Community does not render positive effects on PISA scores in maths and reading, whilst we do find a positive effect on PISA scores in science. These results suggest that the impact of ICT on educational outcomes depends on the subject and on the type of use of the technologies. As a result, policies oriented at increasing the educational use of ICT should require a careful evaluation, to identify in which fields, for which uses and for which methods of use, it may render a positive effect on educational outcomes.
000165971 536__ $$9info:eu-repo/grantAgreement/ES/AEI/EDU2016-76414-R
000165971 540__ $$9info:eu-repo/semantics/closedAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000165971 590__ $$a8.538$$b2020
000165971 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b3 / 264 = 0.011$$c2020$$dQ1$$eT1
000165971 591__ $$aCOMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS$$b7 / 111 = 0.063$$c2020$$dQ1$$eT1
000165971 592__ $$a3.025$$b2020
000165971 593__ $$aComputer Science (miscellaneous)$$c2020$$dQ1
000165971 593__ $$aEducation$$c2020$$dQ1
000165971 593__ $$aE-learning$$c2020$$dQ1
000165971 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000165971 700__ $$0(orcid)0000-0003-3702-4017$$aGimenez, Gregorio$$uUniversidad de Zaragoza
000165971 700__ $$aCalero, Jorge
000165971 7102_ $$14008$$2225$$aUniversidad de Zaragoza$$bDpto. Estruc.Hª Econ.y Eco.Pb.$$cÁrea Economía Aplicada
000165971 773__ $$g157 (2020), 103969 [15 pp.]$$pComput. educ.$$tComputers and Education$$x0360-1315
000165971 8564_ $$s640611$$uhttps://zaguan.unizar.es/record/165971/files/texto_completo.pdf$$yVersión publicada
000165971 8564_ $$s1853086$$uhttps://zaguan.unizar.es/record/165971/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000165971 909CO $$ooai:zaguan.unizar.es:165971$$particulos$$pdriver
000165971 951__ $$a2026-01-16-14:53:57
000165971 980__ $$aARTICLE