Explorando vínculos complejos: Tecnologías digitales, desempeño y condición social en Argentina

• Miguez, Daniel Pedro ^[1]
  1. [1] Universidad Nacional del Centro de la Provincia de Buenos Aires

     Universidad Nacional del Centro de la Provincia de Buenos Aires

     Argentina

     
• Localización: Revista Irice, ISSN-e 2618-4052, ISSN 0327-392X, Nº. 46, 2024
• Idioma: español
• Títulos paralelos:
  • Exploring Complex Ties: Digital Technologies, Performance, and Social Condition in Argentina
• Enlaces
  • Texto completo
• Resumen
  • español

    El artículo tiene por objetivo presentar los resultados de un análisis de la relación entre el uso de las nuevas tecnologías de la información y la comunicación (TIC) y el desempeño de estudiantes de entre 15 y 16 años que se encuentran en el nivel secundario. Para ello se utilizan datos de las pruebas PISA del año 2018. La relación se examina inicialmente para el conjunto de los/as estudiantes, para luego compararse en distintos estratos sociales. Para estimar la relación entre la disponibilidad de TIC y el desempeño, se lleva a cabo un análisis de la varianza mediante modelos lineales generales. Estos permiten establecer la variación en el desempeño expresado como los puntajes obtenidos en las pruebas según la disponibilidad de TIC en las escuelas. Los resultados indican que, en términos generales, en las escuelas donde hay mayor disponibilidad de TIC, en promedio, los/as estudiantes obtienen mayores puntajes.  No obstante, la relación no es la misma en todos los estratos. Encontramos una mayor relación en los estratos de más alto nivel económico social, y una relación nula o inversa en los estratos más desfavorecidos. Esto sugiere la necesidad de examinar cuidadosamente las premisas en las que se basan las políticas que promueven la inclusión de TIC en las escuelas suponiendo que estas tienen un efecto homogéneo y positivo sobre el desempeño escolar.

  • English

    The article presents the results of an analysis of the relationship between the use of new information and communication technologies (ICT) and the performance of secondary-level students aged between 15 and 16 years. Data from the 2018 PISA tests are used for this purpose. The relationship is initially examined for the entire student population, but then it is compared across different social strata. To estimate the relationship between ICT availability and performance, an analysis of variance using general linear models is conducted. These models allow for determining the variation in performance expressed as test scores according to the availability of ICT in schools. The results indicate that, in general terms, schools with greater ICT availability have students who, on average, obtain higher scores. However, the relationship is not the same across all social strata. A stronger relationship is found in higher socioeconomic strata, while a null or inverse relationship is observed in more disadvantaged strata. This suggests the need to carefully examine the assumptions underlying policies that promote the inclusion of ICT in schools, assuming that they have a homogeneous and positive effect on academic performance.

    Abstract   The article presents the results of an analysis of the relationship between the use of new information and communication technologies (ICT) and the performance of secondary-level students aged between 15 and 16 years. Data from the 2018 PISA tests are used for this purpose. The relationship is initially examined for the entire student population, but then it is compared across different social strata. To estimate the relationship between ICT availability and performance, an analysis of variance using general linear models is conducted. These models allow for determining the variation in performance expressed as test scores according to the availability of ICT in schools. The results indicate that, in general terms, schools with greater ICT availability have students who, on average, obtain higher scores. However, the relationship is not the same across all social strata. A stronger relationship is found in higher socioeconomic strata, while a null or inverse relationship is observed in more disadvantaged strata. This suggests the need to carefully examine the assumptions underlying policies that promote the inclusion of ICT in schools, assuming that they have a homogeneous and positive effect on academic performance.

      Keywords: Performance, Digital Technologies, Social Condition, Educational Policy.