Are our children well-prepared to enter this technology-rich world?
Not as well as you might expect a crop of “digital natives” to be. The OECD’s Programme for International Student Assessment (PISA) finds that nearly 17% of 15-year-olds who have grown up “wired” do not have the skills to move easily through the digital environment–which means that these students could have a difficult time completing their studies and, later on, looking and applying for work, filling out forms to pay their taxes or even reserving a seat on a train.
PISA’s groundbreaking 2009 survey of students’ digital literacy shows some fascinating results. For example, in each of the 19 countries that participated in the digital reading assessment, the more frequently students search for information on line, the better their performance in digital reading.
Meanwhile, being unfamiliar with online social practices, such as e-mailing and chatting, seems to be associated with low digital reading proficiency. However, students who frequently send e-mails and chat on line attain lower digital reading scores, on average, than students who are only moderately involved in these activities.
Similarly, students who sometimes use computers at home for leisure or schoolwork scored higher in the digital reading assessment than both rare and intensive users. And after accounting for students’ academic abilities, the frequency of computer use at home, particularly for leisure activities, is positively associated with students’ ability to “navigate” among pages on the Internet, while the frequency of computer use at school is not. This finding suggests that students learn digital navigation skills by themselves, simply by exploring the nearly infinite offerings on the Internet. To help students at school, education systems should consider integrating computer use into curricula and investing more in training teachers on how to use digital technologies, both to help them teach and to help students learn.
Extract from “Reading, the second digital divide”, by Andreas Schleicher, June 2011; full post at www.oecdinsights.org
©OECD Observer No 285 Q2 2011