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Uso de la tecnología
y resultados
escolares
Francesc Pedró
Santiago, 1 de Junio de 2010
0. Un contexto cambiante
0
20
40
60
80
100
NetherlandsIceland
NorwaySweden
Denmark
Canada
Australia
Finland
Korea
Belgium
Switzerland
Germany
Austria
Portugal
New Zealand
Spain
OECD
Czech RepublicItalyHungaryPolandSlovak Republic
Ireland
Greece
Chile
Turkey
Japan
Slovenia
Liechtenstein
Macao-China
Croatia
Qatar
Lithuania
Serbia
Latvia
Bulgaria
JordanRussian Federation
Uruguay
Percentage of students frequently using a computer
At school At home
Schools do not follow homes Country percentage of 15 year-olds declaring to use frequently a computer at home and at school.
Source: PISA 2006 database. Data presented only for those OECD countries which took the ICT Familiarity Questionnaire in PISA 2006.
Australia
Austria
Belgium
Canada
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Korea
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
Switzerland
Turkey
OECD
40
50
60
70
80
90
100
20 30 40 50 60 70 80 90 100
Ho
me
use
School use
What drives school use? Are ratios of students per computer and broadband access drivers of computer use in schools?
Source: PISA 2006 database. The size of the bubbles represents the percentage of 15 year-olds declaring a frequent use of computers in their school.
Austria
Belgium
Czech Republic
Denmark
Finland
Germany
Greece
HungaryIceland
Ireland
Italy
Netherlands
Norway
PolandPortugal
Slovak Republic
Spain
Sweden
OECD
0
2
4
6
8
10
12
14
0 20 40 60 80 100
Rat
io o
f st
ud
en
ts p
er
com
pu
ter
Lower secondary schools with broadband access
Low uptake, low use
Teachers and pupils in compulsory education who have not used a computer in the classroom in the past
12 months (2006) in EU countries. Source: Empirica, 2007.
0
10
20
30
40
50
60
70
80
90
100
DK UK NL NO SE AT FI DE CZ IE IS MT IT SK BE LU ES SI CY FR PT PL EE LT HU LV EL
Teachers Pupils
1. El uso de la tecnología se vincula a
un mejor rendimiento
7
Frequency of use of computers at home and student
performance on PISA science scale
300
350
400
450
500
550
600
Finl
and
Japa
nKo
rea
Swed
en
Cana
daM
acao
-
Irel
and
New
Net
herla
nds
Liec
hten
stei
Slov
enia
Russ
ian
Pola
nd
Latv
ia
Ger
man
ySw
itzer
land
Hun
gary
Aust
ralia
Aust
ria
Czec
h
Croa
tia
Belg
ium
Gre
ece
Slov
ak
Lith
uani
aD
enm
ark
Spai
n
Icel
and
Nor
way
Ital
y
Port
ugal
Turk
eyCh
ile
Urug
uay
Jord
anSe
rbia
Bulg
aria
Thai
land
Colo
mbi
a
Qat
ar
Frequent use Moderate use Rare or no use
2. Pero no ocurre así con los usos
escolares: umbral crítico?
8
Frequency of use of computers at school and student
performance on PISA science scale
300
350
400
450
500
550
600
Finl
and
Liec
hten
stei
nN
ew Z
eala
ndJa
pan
Can
ada
Ger
man
yKor
eaN
ethe
rlan
dsH
unga
ryIr
elan
dSw
itze
rlan
dBel
gium
Aus
tral
iaAus
tria
Sw
eden
Gre
ece
Pola
ndSpa
inCro
atia
Mac
ao-C
hina
Lith
uani
aIt
aly
Slo
veni
aSlo
vak
Rep
ublic
Cze
ch R
epub
licN
orw
ayLa
tvia
Icel
and
Port
ugal
Den
mar
kRus
sian
Fed
erat
ion
Chi
leTu
rkey
Uru
guay
Bul
gari
aTh
aila
ndSer
bia
Jord
anCol
ombi
aQ
atar
Frequent use Moderate use Rare or no use
3. La paradoja de la productividad
0
1
2
3
4
5
6
7
8
9
Año 1 Año 2 Año 3 Año 4
Tradicional
Tradicional + TIC
Transformadora
4. La segunda brecha digital
0
0.5
1
1.5
2
2.5
3
3.5
Inicio equivalente efecto SES efecto TIC
Con capital
Sin capital
5. Cuestiones metodológicas
• Web 2.0
• Declaraciones
• Perfiles
12
Web 2.0
Web 2.0 in schools?
(Luckin et al. 2008)
No hay un único perfil de alumno
15
6. Nuevas economía, nuevas
demandas
How the demand for skills has changed Economy-wide measures of routine and non-routine task input (US)
40
45
50
55
60
65
1960 1970 1980 1990 2002
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
(Levy and Murnane)
Mea
n ta
sk inp
ut a
s pe
rcent
iles
of th
e 1
96
0 t
ask
dis
trib
utio
n
The dilemma of schools:
The skills that are easiest to teach and
test are also the ones that are easiest
to digitise, automate and outsource
Conclusiones: Por qué insistir?
• Efecto “umbral”
• Paradoja productividad?
• Segunda brecha digital
• Importancia economía conocimiento
