Does ICT Familiarity Always Help Promote Educational Outcomes? Empirical Evidence from PISA-Thailand

Autor/inn/en	Srijamdee, Kitisak; Pholphirul, Piriya
Titel	Does ICT Familiarity Always Help Promote Educational Outcomes? Empirical Evidence from PISA-Thailand
Quelle	In: Education and Information Technologies, 25 (2020) 4, S.2933-2970 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pholphirul, Piriya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10089-z
Schlagwörter	Familiarity; Information Technology; Outcomes of Education; Scores; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Developing Nations; Teaching Methods; Thailand; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Informationstechnologie; Lernleistung; Schulerfolg; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Developing country; Developing countries; Entwicklungsland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Since education is a major step toward long-term human capital development, it is assumed that facility in the use of information and communication technology (ICT), which can help complement, enrich, and transform education, should be promoted among students. However, does a higher level of ICT familiarity always help promote learning skills and educational outcome? This empirical research paper investigates the impacts of ICT familiarity on educational outcomes in developing countries where access to ICT infrastructure is limited. Using Thailand as a case study of a developing country, a nationally representative survey of 8249 students from the Programme for International Student Assessment (PISA) in Thailand was analyzed. Our results show that using ICT for educational proposes can help improve Thai students' PISA scores. However, using ICT that is not tailored to educational proposes is found to have an insignificant effect on educational outcomes. This result supports government, related agencies, and families in their efforts to foster children's use of ICT to enhance their education, but suggests limiting such usage for non-educational proposes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01