Preprints are early versions of research articles that have not been peer reviewed. They should not be regarded as conclusive and should not be reported in news media as established information.
Preprint.docx (139.1 kB)
Download fileAn Examination of the Links between Technology, Culture, and Reading Proficiency: A Study of the Programme of International Student Assessment (PISA)
This study was designed to
investigate the relationship between culture, technology, and reading. Reading scores
from the Programme of International Student Assessment (PISA) were obtained
from 41 countries and compared to: digital device use in the classroom, method
of digital device use in the classroom, and digital device use outside the
classroom. Results suggest that either no use or extensive use of technology improves
overall reading scores. Cultural characteristics such as assertiveness or low institutional
collectivism in some countries appear to mitigate this effect, decreasing the impact
of technology on reading. Teacher control of technology had the highest impact
on reading performance. Finally, as the use of technology
outside the classroom increased, reading proficiency tended to decrease, with
the exception of the Anglo cultural group.
History
Declaration of conflicts of interest
The Author declares that there is no conflict of interest.Corresponding author email
Schenck@hotmail.comLead author country
- South Korea
Lead author institution
State University of New York (SUNY), KoreaHuman Participants
- No
Ethics statement
This study did not include human subjects or animals. Therefore, this section is not applicable.Comments
Log in to write your comment here...