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Why school computers don't improve student results




The OECD – the Organisation for Economic Cooperation and Development – conducted a global study on the use of computers in classrooms and the result was quite surprising. Computers don’t improve student results, and could actually be more likely to be associated with lower examination results (BBC.com, September 15, 2015).  

The OECD study examined the impact of technology on international test results (such as PISA – the Program for International Student Assessment) in more than 70 countries. The study measured digital skills and test results in reading, mathematics, and science.

The results showed that in countries where education systems invested heavily in computers, and information and communications technology, there was ‘no noticeable improvement’ in PISA test scores for reading, mathematics, or science. Students who used tablets and computers on a regular basis often tended to do worse on tests than students who used computers moderately (once or twice a week). Students who used computers moderately did ‘somewhat better’ at test results than students who rarely used computers.


South Korea and Shanghai in China showed high student test scores, but they have lower levels of computer use in schools. Singapore schooling has  a moderate use of computers and topped the school test results in digital skills. There was ‘no single country in which the internet is used frequently at school by a majority of students and where students’ performance improved.’ Among the seven countries with the highest level of internet use in school, the OECD study found three countries experienced ‘significant declines’ in students’ reading performances – Australia, New Zealand, and Sweden. Another three of the seven countries had ‘stagnated’ in terms of students’ reading performances – Spain, Norway, and Denmark.



Computers in schools were touted as the approach to narrow the socio-economic gap between the poor and wealthy in terms of education and learning. However the OECD study shows that technology does not narrow the socio-economic gap – it might even amplify it.

Why? The lower school results could be related to raising too many false hopes – pinning high results on the use of technology. Classroom technology could be a distraction. And often the computerised programs had ‘prefabricated’ homework answers. Actually the OECD study did not examine why - that's the next step in analysing the results.


However the use of computers in schools ‘can’t be turned back’ but school and education officials should determine how technology can complement the foundations of good teaching, quality curricula, and a focus on assisting students achieve their full potential.
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