Technology in the Classroom: A Limited Impact on Reading Comprehension, Study Finds

A new study led by Jose Manuel Cordero Ferrera, a professor at the University of Extremadura in Spain, suggests that intensive technology use in the classroom has a limited, and sometimes negative, influence on the development of reading comprehension skills in elementary school students. The research, funded by the BBVA Foundation, analyzed data from large international assessments like PIRLS (for primary school students) and PISA (for secondary school students).

Key Findings of the Study

The study, focusing on 10-year-old Spanish students, found that frequent technology use – practically every day or several times a week – did not contribute to improved reading comprehension. In fact, for reading tasks, the research observed “consistently adverse effects” even among high-performing students. This aligns with other studies suggesting that reading on digital devices differs from reading on paper and doesn’t offer the same benefits.

Socioeconomic Factors and Technology Use

Interestingly, the study revealed a nuanced effect based on socioeconomic background. Students from higher socioeconomic and cultural backgrounds demonstrated some benefit when using devices for information searching at school. Researchers attribute this to these students already utilizing similar tools at home, allowing them to more effectively leverage technology in the classroom for open-ended research activities. This suggests a necessitate for tailored approaches to ensure equitable access to and benefit from technology in education.

Positive Effects for Disadvantaged Students

The research also identified a positive effect for students from disadvantaged backgrounds when using specific applications designed to improve writing or reading comprehension. This indicates that targeted interventions can leverage technology to promote equity and equal opportunities in education.

Teacher Technology Use and Student Outcomes

The study also examined the impact of teacher technology use. A somewhat positive relationship was found between students’ performance and teachers who used technology to search for information or prepare reports, though the effect was not substantial. The key takeaway, according to Cordero Ferrera, is that the way technology is used is more important than the devices themselves.

Technology Use at Home

Regarding technology use at home, students who reported being capable of searching for information online, identifying reliable sources, and creating reports demonstrated better academic results. However, the study acknowledges a potential bias, as these students were likely already high-achievers. The use of technology for creating or sharing videos at home, however, showed a negative effect, potentially due to its association with leisure activities rather than educational purposes.

Broader Skills and the PISA/ICILS Comparison

The study highlights the importance of considering skills beyond reading comprehension. While Catalonia, Spain, performed poorly in the PISA report (which measures performance in mathematics, science, and reading), it achieved the best results in Spain in the ICILS assessment, which focuses on digital skills in secondary school. This suggests that targeted programs to improve digital skills can be effective, even if overall academic performance remains a challenge.

Impact on Math and Science

The findings regarding math and science mirrored those for reading comprehension. Students who reported being able to use devices at home generally achieved better results in these subjects, while intensive classroom use did not demonstrably improve performance.

Investment in Educational Technology: A Question of Use

Spain has invested significantly in providing educational centers with technological resources, particularly since the beginning of the 21st century and reinforced by the COVID-19 pandemic. While these investments have modernized facilities and increased access, the study raises questions about whether intensive use of technology is maximizing learning outcomes. The focus, Cordero Ferrera suggests, should now shift to optimizing the use of these resources.