The Impact of Digital Skills on Educational Outcomes: Evidence from Performance Tests

Pagani, Laura; Argentin, Gianluca; Gui, Marco; Stanca, Luca

doi:10.2139/ssrn.2635471

Cited by 20 publications

(24 citation statements)

References 48 publications

(28 reference statements)

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“…Recent studies indicate that Internet skills have a positive impact on academic achievement, with school performance being positively associated with longer Internet use for study (Kim et al 2017;Leung and Lee 2012). This effect is found to be stronger for students with low academic performance or poor socio-economic background and, conversely, for students in technical or vocational schools (Pagani et al 2016).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 97%

Digital divide: addressing Internet skills. Educational implications in the validation of a scale

Surian

Sciandra

2019

Research in Learning Technology

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Recent studies indicate that Internet skills have a positive impact on academic achievement. This article presents a national study that seeks to validate an Internet skills scale that was already tested in other EU countries (the Netherlands and the United Kingdom) to understand the competence level of the population as a whole as well as across population sectors. The scale questionnaire was completed by a sample of the Italian population stratified by gender, age and geographical area. The result is globally consistent at the empirical level as well as at the cross-national level. All the five scales showed excellent internal consistency.

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Section: (Page Number Not For Citation Purpose)mentioning

confidence: 97%

Digital divide: addressing Internet skills. Educational implications in the validation of a scale

Surian

Sciandra

2019

Research in Learning Technology

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“…However, the presence of ICT in the classroom is likely to facilitate a debate between students and their teachers on digital risks and opportunities, whose level of awareness seem particularly poor among adolescents (Calvani et al 2012, Gui and Argentin 2011, Van Deursen and van Dijk 2009). Furthermore, there is evidence that digital supportive teachers tend to have more digitally aware students (Argentin et al 2013) and that, in turn, a higher level of students' critical digital skills has a positive impact on their learning outcomes (Pagani et al 2015).…”

Section: Table 3 Around Herementioning

confidence: 99%

Is it the way they use it? Teachers, ICT and student achievement

Comi

Argentin

Gui

et al. 2017

Economics of Education Review

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160

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We provide evidence on whether ICT-related teaching practices affect student achievement. We use a unique student-teacher dataset containing variables on very specific uses of computer and ICT by teachers matched with data on national standardized tests for 10 th grade students. Our identification strategy relies on a within-student between-subject estimator and on a rich set of teacher's controls. We find that computer-based teaching methods increase student performance if they help the teacher to obtain material to prepare lectures, if they channel the transmission of teaching material, if they increase students' awareness in ICT use and if they enhance communication. Instead, we find a negative impact of practices requiring an active role of the students in classes using ICT. Our findings suggest that the effectiveness of ICT at school depends on the actual practice that teachers make of it and on their ability to integrate ICT into the teaching process.

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“…In Chile, a high school study measured frequency of computer activities using a 4‐point scale where 1 = never, 2 = monthly, 3 = weekly and 4 = every day (Hinostroza et al , ). Finally, a recent study of data from the Italian National Assessment found that Internet skills positively impact student achievement (Pagani, Argentin, Gui, & Stanca, ). Therefore, frequency of Web 2.0 use was the ultimate endogenous variable.…”

Section: Theoretical Background and Research Questionsmentioning

confidence: 99%

Predicting Web 2.0 use among US teens—Expanding the power of the skill, will and tool model

Grant¹

2019

Brit J Educational Tech

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There is a need to understand antecedents to US teens’ use of information and communication technology (ICT). Research on the “digital divide” for access to ICT reports conflicting findings based on gender and demographic factors of parent income and education. This study expanded the “tool‐will‐skill” framework to examine how demographic factors, access to ICT tools, teen will factors and social networking skill explain variation in Internet use among US teens. The study analyzed national data from Pew Research Center’s survey of 1,060 US teens. Principal component analysis (PCA) identified six latent variables for teen will. A pre‐diagram depicts a conceptual framework and causal assumption of relationships between demographic factors, tool factors (ie, Internet access, smartphone access and tablet access), will factors (from PCA) and skill factors (Facebook, Instagram, Snapchat and Twitter). Multiple linear path analysis was conducted, and results reported. Recommendations are suggested for instructional practice, educational policy and future research.

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The Impact of Digital Skills on Educational Outcomes: Evidence from Performance Tests

Cited by 20 publications

References 48 publications

Digital divide: addressing Internet skills. Educational implications in the validation of a scale

Digital divide: addressing Internet skills. Educational implications in the validation of a scale

Is it the way they use it? Teachers, ICT and student achievement

Predicting Web 2.0 use among US teens—Expanding the power of the skill, will and tool model

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