OECD finds computer use isn't improving students' literacy and numeracy: A new report from the OECD has found the increasing use of computers in schools around the world isn't boosting literacy and numeracy. Australia has one of the highest rates of computer use and while the OECD has found it isn't improving basic skills, it has meant Australians' digital reading is amongst the best in the world for 15-year-olds.

Abstract

Australia's results in reading, mathematics and science have been declining now for over a decade and the achievement gaps between advantaged and disadvantaged students have increased or remained unchanged for over a decade. [...]that's one of the most disappointing findings of the report, is that the socio-economic divide between rich and poor students in reading and maths has actually not been narrowed in Australia by the extensive use of new technology.

ELEANOR HALL: A new report from the OECD suggests the literacy and numeracy skills of Australian students may be declining because of their high rates of computer use.

The report found Australia, Denmark, the Netherlands and Norway have the greatest integration of IT in their schools.

But that high adoption rate isn't improving students' reading or maths and science skills.

Samantha Donovan reports.

SAMANTHA DONOVAN: The OECD study found that 94 per cent of Australian students are using computers at school, a rate second only to Norway.

And Australia topped the table when it came to the number of computers to students, virtually one for one.

But the OCED has concluded the high investment in IT for schools internationally doesn't appear to be improving literacy and numeracy.

It's report says:

OECD REPORT (voiceover): Ensuring that every child reaches a baseline level of proficiency in reading and mathematics will do more to create equal opportunities in a digital world than solely expanding or subsidising access to high-tech devices and services.

SAMANTHA DONOVAN: Trevor Cobbold is the national convenor of Save our Schools, which promotes equity in Australian education.

TREVOR COBBOLD: The report seems to suggest that Australia may have overinvested in computers and IT in schools in both financial terms and their use in the classroom.

The report shows that Australia has the highest daily usage of the internet in school in all of the OECD countries. Our students spend on average an hour on the internet at school, yet the results from international tests show that this is not really impacting on student results. Australia's results in reading, mathematics and science have been declining now for over a decade and the achievement gaps between advantaged and disadvantaged students have increased or remained unchanged for over a decade.

SAMANTHA DONOVAN: The Rudd and Gillard governments rolled out their Digital Education Revolution program with the aim of ensuring every student in years 9 to 12 had a computer.

Trevor Cobbold says the OECD report suggests this may have been misguided.

TREVOR COBBOLD: I think one of the things that have happened is that people, both within education circles and outside, saw technology as the substitute for good teaching. When in fact there is no substitute for good teaching. Good teaching can use old technology, with its pens and paper and books and/or new technology. But we should be looking to good teaching as the answer to what is a very large gap between rich and poor in Australia, rather than new technology to solve our problem.

And in fact that's one of the most disappointing findings of the report, is that the socio-economic divide between rich and poor students in reading and maths has actually not been narrowed in Australia by the extensive use of new technology.

SAMANTHA DONOVAN: But there was some good news for Australian students.

By analysing international test results for 15-year-olds, the OECD found Australians perform significantly above the average in digital reading. And in particular, have strong web-browsing skills, are better able to plan and execute a search, evaluate the usefulness of information, and assess the credibility of sources online.

Professor Johanna Win from the University of Melbourne's Education Department says that result is encouraging.

JOHANNA WIN: It's a huge benefit really, because there's so much out there now available in terms of information and knowledge and opportunities to communicate, so it's not just one way; it's a very digital world and will only become much more so. And so it's essential because it's preparing students for the world that they're living in now and the world that they will live in.

SAMANTHA DONOVAN: One of the main findings of the OECD report is that schools need to do a better job of integrating IT into lessons.

Professor Johanna Wyn agrees.

JOHANNA WIN: There's more tension needed to how the information technologies are being used in schools in general. The point they make that I think is a good one is that great technology cannot replace poor teaching.

So if schools are using pedagogies that enable them use that digital space really effectively, then students won't be benefiting from the opportunities of the online space. And the report also makes the really point that online tools can also be used by teachers to help them to collaborate, to turn what used to be really rather an individual problem for the individual classroom teacher to get support and help in how to improve students literacy and numeracy.

ELEANOR HALL; Professor Johanna Wyn from the University of Melbourne ending Samantha Donovan's report.