Abstract
Most studies find little to no effect of classroom computers on student achievement. We suggest that this null effect may combine positive effects of computer uses without equivalently effective alternative traditional teaching practices and negative effects of uses that substitute more effective teaching practices. Our correlated random effects models exploit within‐student between‐subject variation in different computer uses in the international TIMSS test. We find positive effects of using computers to look up information and negative effects of using computers to practice skills, resulting in overall null effects. Effects are larger for students with high socioeconomic status and mostly confined to developed countries.
Item Type: | Journal article |
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Faculties: | Economics > Chairs > CESifo-Professorship for Empirical Innovation Economics |
Subjects: | 300 Social sciences > 330 Economics |
ISSN: | 1468-0084; 0030-767X; 0140-5543; 0305-9049 |
Language: | English |
Item ID: | 58809 |
Date Deposited: | 31. Oct 2018 14:09 |
Last Modified: | 04. Nov 2020 13:37 |