"Digital devices have the potential to enhance learning, but there are few situations where this happens currently and many in which learning may be hindered." - 2018 PISA Report (full report attached at bottom)

Overview of Device Usage in New Zealand

New Zealand high schools are experiencing some of the highest rates of digital device usage globally, with students spending 42 hours per week on devices, compared to the global average of 35 hours.
This high usage is driven by the widespread adoption of Bring Your Own Device (BYOD) policies in schools.

PISA 2018: Digital Devices and Student Outcomes in New Zealand

The PISA 2018 Report on Digital Devices and Student Outcomes in New Zealand offers a detailed analysis of how digital device usage in classrooms impacts academic performance. Conducted by the Programme for International Student Assessment (PISA), the report highlights both the advantages and challenges of integrating technology into education. New Zealand, known for its high rates of digital device use in schools due to Bring Your Own Device (BYOD) policies, served as a focal point in this study.

"This research shows that device use at school is generally associated with poorer academic outcomes, even after accounting for student background."

PISA 2018 Report

Key Findings

- Most students had access to devices at school, but most types of devices were negatively associated with PISA scores, even after controlling for student factors. This was particularly the case for tablets and interactive whiteboards.
- PISA scores were lower for students who used devices during mathematics compared to those who did not use devices. Conversely, the best readers used devices with their teachers for more than an hour per week.
- Device use was associated with greater interest in technology but was unrelated to classroom climate and may even reduce students’ enjoyment of reading.
- Browsing the internet for schoolwork stood alone as being positively related to academic outcomes; other learning-related activities were negatively related.
- Few principals felt that their teachers had the time, incentives, or technical or pedagogical skill to effectively integrate devices in instruction; however, even schools that were considered prepared had similar or worse student achievement than less prepared schools.

Figure 1: Impact of Device Usage on Academic Outcomes

This figure illustrates how students who frequently used digital devices, like tablets and whiteboards, in school performed worse in subjects such as mathematics, reading, and science compared to students who did not use devices. The data suggest that device use in classrooms can negatively impact academic outcomes, particularly when not integrated effectively into learning processes.

Figure 2: Supervised vs. Unsupervised Device Usage

Figure 2 highlights the critical role of teacher supervision in digital device use. It shows that students who used devices under teacher guidance performed better in reading and science, while unsupervised device use was associated with poorer academic outcomes. The negative impact was particularly noticeable in mathematics and science when students used devices without teacher involvement.

Figure 3: Weekly Device Usage and Academic Outcomes

This figure examines the relationship between how often students use devices and their performance in PISA assessments. It shows that students who used devices for less than 30 minutes a week had poorer outcomes than those who did not use devices at all, suggesting that minimal or trivial use of devices might not benefit learning. In contrast, longer device use during English lessons (over an hour per week) was associated with improved reading performance, highlighting that devices can support learning when used effectively and purposefully.

The report advocates for a more balanced and purposeful approach to digital device use in classrooms. It suggests that devices can enhance learning when used in moderation and with active teacher involvement. However, over-reliance on technology or unsupervised use may hinder academic performance, particularly in subjects like mathematics.

In conclusion, while digital devices have the potential to enhance learning, their effectiveness depends on how and under what conditions they are used. Structured, teacher-guided integration of technology can improve outcomes, particularly in reading, but overuse or unsupervised use may have negative impacts on student performance.

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PISA 2018: Digital devices and student outcomes in New Zealand schools

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