Is it the Way They Use it? Teachers, ICT and Student Achievement

Comi, Simona; Gui, Marco; Origo, Federica; Pagani, Laura; Argentin, Gianluca

doi:10.2139/ssrn.2795207

Cited by 46 publications

(63 citation statements)

References 40 publications

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“…Finally, we also need to tackle the question of why benefits and detriments are concentrated in mathematics while Italian language seems to be less influenced by the technological stock at the school's disposal. This is in accordance with findings by Comi, Gui, Origo, Pagani, and Argentin () and Pagani, Argentin, Gui, and Stanca (), though contrasting with what Checchi et al () found. A possible reason for this could lie in the different use of ICT in the two subjects.…”

Section: Discussionsupporting

confidence: 89%

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

Gui¹,

Parma²,

Comi³

2018

Policy & Internet

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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

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Section: Discussionsupporting

confidence: 89%

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

Gui¹,

Parma²,

Comi³

2018

Policy & Internet

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“…Not surprisingly, this progressively acquired role of educational technology has captured the attention of practitioner teacher researchers. The study that dwells on the effect of these new online applications on achievement reports that although such technology, per se, would not suffice to enhance student achievement, with the right practice of incorporating technological tools, a positive difference can be made in the quality of education (OECD as cited in Comi, Argentin, Gui, Origo, & Pagani, 2017), Video strips were used in language education as early as World War II (Hovland, Lumsdaine & Shefield, 1949). Ever since then, videos have become a major technological tool in language education.…”

Section: Videos In Language Classroomsmentioning

confidence: 99%

Students' Perceptions of the use of a YouTube channel specifically designed for an Academic Speaking Skills Course

Balbay¹,

Kilis²

2017

Eurasian Journal of Applied Linguistics

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Advancements in information and communication technology have revolutionized the notion of teaching and learning in terms of strategies, context, and methods. One of the most remarkable tools used in teaching and learning in the 21st century is YouTube, especially in language education. The literature demonstrates the need for elaboration of the use of YouTube in university level language skills education settings. In the 2016-2017 academic year a YouTube channel with a variety of supplementary material videos, was used in the Academic Speaking Course offered to all departments at Middle East Technical University, Ankara, Turkey. The channel has course-related content input, sample presentations and tasks displaying the expectations of the course, in addition to conversation opening content. This study aims to investigate students' experiences and perceptions towards the use of this YouTube channel. The study was conducted on 70 students taking the compulsory Academic Speaking Skills course offered to students from varying disciplines in Middle East Technical University. Students were asked to fill out a Google Sheets survey at the end of the course on their perceptions on the benefits and drawbacks of the aforementioned YouTube channel. The data was analyzed based on both descriptive statistics and deductive content analysis. The results indicated that the majority of the students benefited to a large extent from the videos on the playlists of this specifically-designed supplementary material YouTube channel. The findings can contribute to further guiding university language instructors by suggesting the abundance of alternative ways to benefit from YouTube and similar online video source platforms.

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“…2 Finally, this study relates to the personnel economics and management literatures by presenting a context in which one can improve worker productivity by simplifying the jobs workers perform (Bloom et al, 2012;Jackson and Schneider, 2015;Anderson et al, 2001;Pierce et al, 2009). 2 In related work, Comi et al (2016) find that effectiveness of technology at school depends on teachers' ability to incorporate it into their teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Can Online Off-the-Shelf Lessons Improve Student Outcomes? Evidence from a Field Experiment

Jackson

Makarin

2018

American Economic Journal: Economic Policy

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Many websites now warehouse instructional materials designed to be taught by teachers in a traditional classroom. What are the potential benefits of the new resources? We analyze an experiment in which we randomly give middle school math teachers access to existing high-quality, off-the-shelf lessons, and in some cases, support to promote their use. Teachers receiving access alone increased students’ math achievement by a marginally significant 0.06 of a standard deviation. Teachers who received access and support increased students’ math achievement by 0.09 of a standard deviation. Weaker teachers experience larger gains, suggesting that these lessons substitute for teacher skill or efforts. The online materials are more scalable and cost effective than most policies aimed at improving teacher quality, suggesting that, if search costs can be overcome, there is a real benefit to making high-quality instructional materials available to teachers on the Internet. (JEL C93, I21, J24, J45)

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Is it the Way They Use it? Teachers, ICT and Student Achievement

Cited by 46 publications

References 40 publications

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

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

Students' Perceptions of the use of a YouTube channel specifically designed for an Academic Speaking Skills Course

Can Online Off-the-Shelf Lessons Improve Student Outcomes? Evidence from a Field Experiment

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