A Scoping Review of the Relationship between Students' ICT and Performance in Mathematics and Science in the PISA Data

Autor/inn/en	Odell, Bryce; Cutumisu, Maria; Gierl, Mark
Titel	A Scoping Review of the Relationship between Students' ICT and Performance in Mathematics and Science in the PISA Data
Quelle	In: Social Psychology of Education: An International Journal, 23 (2020) 6, S.1449-1481 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutumisu, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-020-09591-x
Schlagwörter	Information Technology; Mathematics Achievement; Science Achievement; Scores; International Assessment; Foreign Countries; Achievement Tests; Secondary School Students; Educational Technology; Technology Uses in Education; Predictor Variables; Personal Autonomy; Student Interests; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Informationstechnologie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Prädiktor; Individuelle Autonomie; Studieninteresse
Abstract	This scoping literature review examines the relationship between ICT and performance scores in mathematics and science for students around the world included in the PISA assessment. In this review we examined 25 publications and showed that the relationship between ICT and academic achievement is not consistent. The different types of ICT revealed different relationships with performance, depending on the subject and country of the students being examined. Although there is a lack of overall consensus, it seems that moderate use, rather than high or no use of ICT, can positively predict academic scores. Although autonomy, interest, and use of ICT as a topic in conversations have been less scrutinized by researchers, they seem to positively predict both mathematics and science scores in 15-year-old students. Implications, limitations, and recommendations are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01