Computers and Digital Technology

Many advocates hope that computer-based methods of instruction constitute a technological breakthrough that will fundamentally revolutionize the education system. However, using computers in the classroom does not lead to better student achievement in math and science on average. This average effects masks opposing impacts: When computers are used to look up information and ideas, student achievement increases. When computers are used to practice skills, achievement declines. Thus, the effect of classroom computers depends on their usage. The study analyzes the results of over 400,000 fourth- and eighth-graders from over 50 countries in the international TIMSS test using a method that exploits variation just between two subjects within the same student. The results suggest that qualitative improvements of instruction will emerge only if computer usage is focused on sensible applications with real added value.

Here you can find a short non-technical overview on this topic.

Research paper:

Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement (with O. Falck and C. Mang). Oxford Bulletin of Economics and Statistics 80 (1): 1-38, 2018

My presentation of this paper at the CEPA Seminar at Stanford University:

Blog:

Blackboard vs. Computers: It Depends on the Application (with O. Falck). international-education.blog, 5.11.2019

An older contribution on the use of computers and the internet:

Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School (with T. Fuchs). Brussels Economic Review 47 (3/4): 359-385, 2004

Material available only in German

Non-technical contribution on the older results:

Computer können das Lernen behindern (with T. Fuchs). ifo Schnelldienst 58 (18): 16-23, 2005

A contribution about our early research results:

Schaden Computer dem Lernen? Beitrag in der Frankfurter Allgemeinen Sonntagszeitung vom 20.11.2005 über unsere Forschung zum Einfluss von Computern auf Schülerleistungen