Even
when all students, including the most disadvantaged, have easy access
to the Internet,a digital divide, based on socio-economic status, still
persists in how students use technology.
In the five Nordic countries, as well as in Hong Kong-China, the
Netherlands and Switzerland, over 98% of disadvantaged students have
access to the Internet at home. By contrast, in some low- and
middle-income countries, many disadvantaged students have access to the
Internet only at school, if at all.
In 2012, disadvantaged students spent at least as much time on line as
advantaged students,
on average across OECD countries. In 21 out of 42 countries and
economies, disadvantaged
students spent more time on line than advantaged students.
In all countries/economies, what students do with computers, from using
e-mail to reading news on the Internet, is related to students’
socio-economic status. Advantaged students are more likely than
disadvantaged students to search for information or read news on line.
Disadvantaged students, on the other hand, tend to use the Internet to
chat or play videogames at least as often as advantaged students do.
- While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012.
- Socio-economically advantaged students and students who attend socio-economically advantaged schools tend to spend more time doing homework.
- While the amount of homework assigned is associated with mathematics performance among students and schools, other factors are more important in determining the performance of school systems as a whole.
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