Perceived Quality of Educational Technology Matters: A Secondary Analysis of Students' ICT Use, ICT-Related Attitudes, and PISA 2012 Test Scores. (January 2017)

• Record Type: Journal Article
• Authors: Petko, Dominik; Cantieni, Andrea; Prasse, Doreen
• Is Part Of: Journal of educational computing research. Volume 54:Number 8(2017:Jan.)
• Page Start: 1070
• Page End: 1091
• Publication Date: 2017-01
• Subjects: educational technology -- ICT -- educational effectiveness -- large-scale assessments; Computer literacy -- Periodicals; Computer-assisted instruction -- Periodicals; Computer managed instruction -- Periodicals; Education -- Data processing -- Periodicals; 371.334
• DOI: 10.1177/0735633116649373
• Languages: English
• ISSNs: 0735-6331

Abstract

In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.