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The Impact of Internet Subsidies in Public Schools
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph14-enopenalex-snapshot
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph16-enopenalex-snapshot
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph18-enopenalex-snapshot
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph20-enopenalex-snapshot
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph22-enopenalex-snapshot
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph23-enopenalex-snapshot
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph24-enopenalex-snapshot
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph25-enopenalex-snapshot
Index of ICT use outside of school for schoolwork
inferred← citeshttps://doi.org/10.1787/9789264239555-graph26-enopenalex-snapshot
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inferred← citeshttps://doi.org/10.1787/9789264239555-graph27-enopenalex-snapshot
Change between 2009 and 2012 in the share of students with access to computers at school
inferred← citeshttps://doi.org/10.1787/9789264239555-graph28-enopenalex-snapshot
Change between 2009 and 2012 in the share of students with access to the Internet at school
inferred← citeshttps://doi.org/10.1787/9789264239555-graph29-enopenalex-snapshot
Change between 2009 and 2012 in the number of students per school computer
inferred← citeshttps://doi.org/10.1787/9789264239555-graph30-enopenalex-snapshot
Change between 2009 and 2012 in the share of school computers that are connected to the Internet
inferred← citeshttps://doi.org/10.1787/9789264239555-graph33-enopenalex-snapshot
Relationship between computer use in mathematics lessons and students' exposure to various mathematics tasks
inferred← citeshttps://doi.org/10.1787/9789264239555-graph34-enopenalex-snapshot
Teaching practices and disciplinary climate, by computer use in mathematics lessons
inferred← citeshttps://doi.org/10.1787/9789264239555-graph35-enopenalex-snapshot
Student-oriented teaching and disciplinary climate, by computer use in mathematics lessons
inferred← citeshttps://doi.org/10.1787/9789264239555-graph37-enopenalex-snapshot
Comparing countries' and economies' performance in digital reading
inferred← citeshttps://doi.org/10.1787/9789264239555-graph41-enopenalex-snapshot
Proficiency in digital reading
inferred← citeshttps://doi.org/10.1787/9789264239555-graph43-enopenalex-snapshot
Relative performance in digital reading
inferred← citeshttps://doi.org/10.1787/9789264239555-graph45-enopenalex-snapshot
Overlapping of low performers in digital and print reading
inferred← citeshttps://doi.org/10.1787/9789264239555-graph46-enopenalex-snapshot
Comparing countries' and economies' performance in the computer-based assessment of mathematics
inferred← citeshttps://doi.org/10.1787/9789264239555-graph49-enopenalex-snapshot
Relative success on mathematics tasks that require the use of computers to solve problems
inferred← citeshttps://doi.org/10.1787/9789264239555-graph50-enopenalex-snapshot
Relationship between text processing and navigation in digital reading tasks
inferred← citeshttps://doi.org/10.1787/9789264239555-graph51-enopenalex-snapshot
Relationship between success in digital reading tasks and the quantity and quality of navigation steps
inferred← citeshttps://doi.org/10.1787/9789264239555-graph52-enopenalex-snapshot
Relationship between success in digital reading tasks and the quantity of navigation steps, by difficulty of tasks
inferred← citeshttps://doi.org/10.1787/9789264239555-graph54-enopenalex-snapshot
Overall browsing activity
inferred← citeshttps://doi.org/10.1787/9789264239555-graph55-enopenalex-snapshot
Classification of students based on their overall browsing activity
inferred← citeshttps://doi.org/10.1787/9789264239555-graph59-enopenalex-snapshot
Explained variation in the digital reading performance of countries and economies
inferred← citeshttps://doi.org/10.1787/9789264239555-graph65-enopenalex-snapshot
Early exposure to computers, by gender
inferred← citeshttps://doi.org/10.1787/9789264239555-graph67-enopenalex-snapshot
Percentage of students with access to the Internet at school, but not at home
inferred← citeshttps://doi.org/10.1787/9789264239555-graph68-enopenalex-snapshot
Common computer leisure activities outside of school, by students' socio-economic status
inferred← citeshttps://doi.org/10.1787/9789264239555-graph69-enopenalex-snapshot
Strength of the relationship between socio-economic status and performance in digital reading and computer-based mathematics
inferred← citeshttps://doi.org/10.1787/9789264239555-graph70-enopenalex-snapshot
Trends in the relationship between digital reading performance and socio-economic status
inferred← citeshttps://doi.org/10.1787/9789264239555-graph71-enopenalex-snapshot
Change between 2009 and 2012 in the “digital access divide” and “digital reading divide”
inferred← citeshttps://doi.org/10.1787/9789264239555-graph74-enopenalex-snapshot
Trends in mathematics performance and number of computers in schools
inferred← citeshttps://doi.org/10.1787/9789264239555-graph75-enopenalex-snapshot
Trends in reading performance and proportion of students who frequently browse the Internet for schoolwork at school
inferred← citeshttps://doi.org/10.1787/9789264239555-graph76-enopenalex-snapshot
Students' skills in reading, by index of ICT use at school
inferred← citeshttps://doi.org/10.1787/9789264239555-graph78-enopenalex-snapshot
Performance in computer-based and paper-based mathematics, by index of computer use in mathematics lessons
inferred← citeshttps://doi.org/10.1787/9789264239555-graph80-enopenalex-snapshot
Students' skills in reading, by index of ICT use outside of school for schoolwork
inferred← citeshttps://doi.org/10.1787/9789264239555-graph81-enopenalex-snapshot
Frequency of computer use outside of school for schoolwork and digital reading skills
inferred← citeshttps://doi.org/10.1787/9789264239555-graph84-enopenalex-snapshot
How text processing and navigation demands vary across tasks in the unit SERAING
inferred← citeshttps://doi.org/10.1787/9789264239555-graph89-enopenalex-snapshot
Quality and quantity of navigation steps in Task 2 in the unit SERAING, by performance on the task
inferred← citeshttps://doi.org/10.1787/9789264239555-graph90-enopenalex-snapshot
Navigation behaviour of students unsuccessful on Task 2 in the unit SERAING
inferred← citeshttps://doi.org/10.1787/9789264239555-table1-enopenalex-snapshot
Snapshot of home ICT equipment and Internet use
inferred← citeshttps://doi.org/10.1787/9789264239555-table2-enopenalex-snapshot
Snapshot of ICT equipment and use at school
inferred← citeshttps://doi.org/10.1787/9789264239555-table3-enopenalex-snapshot
Snapshot of performance in computer-based assessments
inferred← citeshttps://doi.org/10.1787/9789264239555-table4-enopenalex-snapshot
Snapshot of student navigation in digital reading
inferred← citeshttps://doi.org/10.1787/9789264265097-enopenalex-snapshot
Innovating Education and Educating for Innovation
inferred← citeshttps://doi.org/10.1787/eco_studies-2010-5km33scwlvkfopenalex-snapshot
Does Computer Use Increase Educational Achievements? Student-level Evidence from PISA
inferred← citeshttps://doi.org/10.18222/eae.v37.11072openalex-snapshot
Avaliação de impacto do Programa Um Computador Por Aluno no desempenho escolar
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