Access to ICT at Argentine Elementary School Children's Homes and Its Impact on School Achievements

Autor/inn/en	Alderete, María Verónica; Formichella, María Marta
Titel	Access to ICT at Argentine Elementary School Children's Homes and Its Impact on School Achievements
Quelle	In: Education and Information Technologies, 28 (2023) 3, S.2767-2790 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alderete, María Verónica) ORCID (Formichella, María Marta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11227-w
Schlagwörter	Elementary School Students; Information Technology; Telecommunications; Access to Computers; Academic Achievement; Family Environment; Internet; COVID-19 + Suchen Sie Ihr Suchwort? Informationstechnologie; Telekommunikationstechnik; Schulleistung; Familienmilieu
Abstract	This article analyzes the relationship between access to Information and Communication Technology (ICT) and school performance. It contributes to the empirical literature in the area since there is no consensus yet. Moreover, the context associated with COVID-19 pandemic also considers the analysis as the most relevant. The goal of this article is to study the impact of ICT on school performance at elementary level. The hypothesis set forth is that having both a computer and connection to Internet at the students' homes, improves their school related achievements. To contrast it, we propose an econometric model using the "Propensity Matching Score (PSM)" methodology with data from the Learning 2018 (Aprender 2018) campaign of students at the last year of elementary school in Argentina and in each of the regions that conform it. Finally, there is evidence in favor of the hypothesis. (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