Uso de la tecnología y resultados escolares en PISA 2
1. Uso de la tecnología
y resultados
escolares
Francesc Pedró
Santiago, 1 de Junio de 2010
2.
3. At school At home
Netherlands
Uruguay Iceland
Russian Federation 100 Norway
0. Un contexto cambiante
Jordan
Bulgaria Denmark
Sweden
80
Latvia Canada
Serbia 60 Australia
Lithuania Finland
40
Qatar Korea
20
Croatia Belgium
0
Macao-China Switzerland
Liechtenstein Germany
Slovenia Austria
Japan Portugal
Turkey New Zealand
Chile Spain
Greece OECD
Ireland Czech Republic
Slovak Republic
Poland Italy
Hungary
4. Schools do not follow homes
Country percentage of 15 year-olds declaring to use frequently a computer at home and at school.
100
Sweden Denmark Netherlands
Korea Belgium Iceland Australia
Finland
Canada Switzerland Norway
Germany
90
New Zealand
OECD Austria
Italy Portugal
Spain Czech Republic
Hungary
80 Poland
Ireland Slovak Republic
Home use
70 Greece
60
Turkey
Japan
50
40
20 30 40 50 60 70 80 90 100
School use
Source: PISA 2006 database. Data presented only for those OECD countries which took the ICT Familiarity
Questionnaire in PISA 2006.
5. What drives school use?
Are ratios of students per computer and broadband access drivers of computer use in schools?
14
12 Slovak Republic
Poland
Portugal
10
Germany
Ratio of students per computer
Greece
Ireland
8
Spain
Czech Republic
Italy Finland
Belgium Sweden
6
Netherlands
OECD
Denmark Iceland
4 Hungary
Austria
Norway
2
0
0 20 40 60 80 100
Lower secondary schools with broadband access
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.
6. Low uptake, low use
100
90
80
70
60
50
40
30
20
10
0
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
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.
7. 3 00
3 50
4 00
4 50
5 00
5 50
6 00
Finland
Japan
Korea
Sweden
Canada
Macao-
Ireland
New
Netherlands
Liechtenstei
Slovenia
Russian
Poland
Latvia
Frequent use
Germany
Switzerland
Hungary
Australia
Austria
Czech
Croatia
Belgium
Greece
Slovak
Moderate use
Lithuania
Denmark
Spain
Iceland
performance on PISA science scale
un mejor rendimiento
Norway
Italy
Portugal
Turkey
Chile
Frequency of use of computers at home and student
Uruguay
Rare or no use
Jordan
Serbia
1. El uso de la tecnología se vincula a
Bulgaria
Thailand
7
Colombia
Qatar
8. 300
350
400
450
500
550
600
Finland
Liechtenstein
New Zealand
Japan
Canada
Germany
Korea
Netherlands
Hungary
Ireland
Switzerland
Belgium
Australia
Austria
Frequent use
Sweden
Greece
Poland
Spain
Croatia
Macao-China
Lithuania
Italy
Slovenia
Slovak Republic
Moderate use
Czech Republic
Norway
Latvia
Iceland
performance on PISA science scale
Portugal
Denmark
escolares: umbral crítico?
Russian Federation
Chile
Turkey
Frequency of use of computers at school and student
Uruguay
Rare or no use
2. Pero no ocurre así con los usos
Bulgaria
Thailand
Serbia
Jordan
8
Colombia
Qatar
9. 3. La paradoja de la productividad
9
8
7
6
5 Tradicional
4 Tradicional + TIC
Transformadora
3
2
1
0
Año 1 Año 2 Año 3 Año 4
10. 4. La segunda brecha digital
3.5
3
2.5
2
Con capital
1.5 Sin capital
1
0.5
0
Inicio equivalente efecto SES efecto TIC
17. How the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
Mean task input as percentiles of the 1960 task distribution
Routine manual
65
60 Nonroutine manual
55
Routine cognitive
50
45 Nonroutine analytic
40
Nonroutine interactive
1960 1970 1980 1990 2002
The dilemma of schools:
The skills that are easiest to teach and
(Levy and Murnane) test are also the ones that are easiest
to digitise, automate and outsource
18. Conclusiones: Por qué insistir?
• Efecto “umbral”
• Paradoja productividad?
• Segunda brecha digital
• Importancia economía conocimiento
