Does Public Investment in ICTs Improve Learning Performance? Evidence From Italy

Abstract

This article provides a detailed and robust estimate of the impact of three different digital technologies (interactive whiteboards, wireless connections, and mobile devices) on Italian language and mathematics performance in lower secondary schools in Italy. Our analysis of longitudinal data from 2010 to 2014 shows that no significant effects emerge at a national level from increased stocks of any of the three technologies, confirming the existing literature. However, when controlling for geographical area, we show that all three technologies had a positive effect on mathematics results in the north of Italy, with a detrimental effect in the south. We find that the positive effect in the north was driven by low-attaining schools, while the negative impact in the south was driven by higher attaining schools. No effects were found on Italian language performance, except for a slightly positive impact in the lowest-achieving schools in all geographical areas. The significance of these results is discussed with regards to future public intervention and research in this field.Este artículo provee un estimado detallado y robusto del impacto de tres diferentes tecnologías digitales (pizarras interactivas, conexiones inal ambricas y dispositivos m oviles) en el idioma italiano y el desempeño en matem aticas en las escuelas secundarias tempranas en Italia. Nuestro an alisis de datos longitudinales de 2010 a 2014 muestra que no hay efectos significativos a nivel nacional de una inversi on incrementada en cualquiera de las tres tecnologías, lo que confirma los resultados de la investigaci on existente. Sin embargo, cuando se hace el control para un area geogr afica, mostramos que las tres tecnologías tuvieron un efecto positivo en los resultados de matem aticas en el norte de Italia, con un efecto negativo en el sur. Encontramos que el efecto positivo en el norte estaba impulsado por escuelas de bajo rendimiento, mientras que el impacto negativo en el sur estaba impulsado por escuelas de alto rendimiento. No se encontraron efectos en el desempeño en la lengua italiana, excepto por un efecto ligeramente positivo en las escuelas de m as bajo desempeño en todas las areas geogr aficas. La importancia de estos resultados se discute en relaci on con la futura intervenci on p ublica e investigaci on en este campo.PALABRAS CLAVES: ICT, resultados acad emicos, pizarras interactivas, escuela secundaria, tecnología del aprendizaje

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

“…It has been shown that the incorporation of ICT into teaching practices is conditioned by various factors, such as the characteristics and quantity of available technological resources [16]. In spite of the fact that technology endowments are important in secondary schools [1] and at higher education levels [17], teachers usually have a low or medium level of digital competence [18].…”

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

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“…Numerous authors have emphasized that ICT is a useful tool to motivate students [61,62] and promote learning [8]. In addition, the quantity and quality of ICT resources held by schools influence the use of technologies by teachers [5], as well as the national investment in I+D of each country [63].…”

“…In addition, integration of ICT into teaching has developed exponentially with the incorporation of methodologies and digital resources [4]. In this sense, the educational policies of developed countries consider digital competence in education to be essential, and therefore invest in training, technological resources for the classroom [5,6], and sustainable educational models with technologies [7].…”

Las TIC en el aprendizaje significativo de la matemática: Estudio bibliométrico

“…Alcívar et al, 10 manifiestan que los docentes deben capacitarse en el uso de las TIC para que su labor pedagógica sea constructivista en el desarrollo integral de los estudiantes. La tecnología sirve como un impulso motivacional en entornos que necesitan nuevos estímulos para atraer la atención de los estudiantes 11 .…”