Following the OECD report earlier in the week, the TES is now reporting a study from Scotland questioning the use of computers and technology in schools.
The latest research, conducted by Tom Macintyre of the University of Edinburgh, suggests that this shows that schools do not think carefully enough about how best to incorporate computers into lessons…
Dr Macintyre examined data of nearly 7,000 Scottish 10-year-olds and 14-year-olds, drawn from the Trends in International Mathematics and Science Study.
His findings, presented today at the annual British Educational Research Association conference, showed that those 10-year-olds who often used computers during maths lessons scored significantly worse than those whose lessons never involved computers.
Among the 14-year-olds, those who often used a computer for maths schoolwork both in and out of school scored significantly worse in maths than those who did not use computers.
Dr Macintyre, who often visits schools to assess student teachers, said: “It’s what people do with the technology that matters…”
Dr Macintyre also found that the use of computer technology in science lessons had a similar effect on pupils’ scores in science tests…
So we now have two reports in a week suggesting the use of computers in schools – or at least the way computers are used in schools – might be counterproductive.
With so much money being spent on technology, is some serious re-thinking required here?
What, for example, if it was instead spent on teachers and teacher development as Professor Steve Higgins suggests in an article today?
Please give us your reactions in the comments or via Twitter…
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