This document presents the main findings and policy implications of the analysis of the relationships between technology use and educational performance in science as measured in PISA. Two issues make this work particularly relevant. First, the recognition of the impact that Information and Communication Technologies (ICT) are having on our economies and societies, which are increasingly demanding new skills and competencies intended to make students competitive workers and responsible citizens in a knowledge-based model of social and economic development.

Second, the growing awareness that the younger generations of learners are so adept to ICT and digital media that their learning expectations and educational performance become influenced, and this is why the OECD often refers to this as the emergence of the New Millennium Learners. These two issues, the policy concern about how effectively ICT are used in schools and the need to know more about the technology-induced changes experienced by students, set the context for the analysis of the relationships between technology use and educational performance.

The full study is about to be published as an OECD report under the title Are the New Millennium Learners Making Their Grades? Technology Use and Educational Performance in PISA.

Technology Use and Educational Performance (pdf, 138 kB)