Abstract
Recently, the use of information and communications technology (ICT) at school has been extensively increased in Finland. This study investigated whether the use of ICT at school is linked to students ‘learning outcomes in Finland. We used the Finnish PISA 2015 data (N=5037). Cognitive learning outcomes (i.e. science, mathematics, reading, collaborative problem-solving) were evaluated with computer-based tests. ICT use at school, ICT availability at school, and students’ perceived ICT competence were assessed with self-rating questionnaires. Frequent ICT use at school predicted students’ weaker performance in all the cognitive learning outcomes, when adjusted for age, gender, parental socioeconomic status, students’ ICT competence, and ICT availability at school. Further, the effect of ICT use on learning outcomes was more negative in students with higher than lower ICT skills. Frequent use of ICT at school appears to be linked to weaker cognitive learning outcomes in Finland. This may be explained by working memory overload and task-switching during the use of digital technologies. This finding also suggests that even though students with ICT skills are good at mechanical use of digital device, they may not have abilities for a goal-oriented and self-directed use of digital technologies that could promote their learning.
Highlights
Resumen Recientemente, el uso de las tecnologías de la información y la comunicación (TIC) en la escuela ha aumentado considerablemente en Finlandia
The aim of the present study was to investigate (i) whether the frequency of using information and communications technology (ICT) at school is linked to cognitive learning outcomes in the PISA 2015 test, and (ii) whether the association of ICT use at school with cognitive learning outcomes could be modified by availability of ICT device at school or students’ ICT competence
In models 3, we investigated whether the association of ICT use at school with cognition learning outcomes was modified by the students’ ICT competence
Summary
Resumen Recientemente, el uso de las tecnologías de la información y la comunicación (TIC) en la escuela ha aumentado considerablemente en Finlandia. Este estudio investigó si el uso de las TIC en la escuela está relacionado con los resultados de aprendizaje de los estudiantes en Finlandia. El uso frecuente de las TIC en la escuela parece estar relacionado con resultados de aprendizaje cognitivo más débiles en Finlandia. I n the Finnish educational system, a fundamental goal is to provide all students equal possibilities for school success, from comprehensive school to high school, regardless of their family background. Even university education includes only minor tuition fees in Finland, in order to ensure that students from low- and high-income backgrounds could achieve academic-level education. The school drop-out of boys and students with low maternal education or immigration background has aroused concern in Finland. Poor school performance is found to predict risky health behavior in adulthood, such as smoking (Bryant et al, 2000), excessive alcohol use (Huurre et al, 2010; Pitkänen et al, 2008) and obesity (Alatupa et al, 2010)
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