Researchers from the US National Bureau of Economic Research have published a new working paper that explores how important access to a home computer is to the educational achievement of children. They found no effects, either positive or negative, on a range of outcomes.
The authors conducted a randomised controlled trial with 1,123 pupils aged 11–16 without home computers from 15 schools across California. In the largest ever experiment involving the provision of free home computers, half of the pupils were randomly selected to receive free computers, while the other half served as the control group. The goal of the study was to evaluate the effects of home computers alone, so no training or other assistance was provided to the pupils who received the free computers.
At the end of the school year, data from the schools was used to measure the impact of the home computers on numerous educational outcomes. Findings showed that, although computer ownership and use increased substantially, there were no effects on grades, test scores, credits earned, attendance, or disciplinary actions in the experimental group.
Robert Slavin, Professor at the IEE, discussed a similar topic in a March blog post about Sugata Mitra’s "hole in the wall" experiment, in which he made a computer freely available to children in a Delhi slum. In his post, Slavin says, “If access to computers were decisive, middle-class children, at least, would be gaining rapidly. Admittedly, the technology itself keeps getting better and faster and easier to use, but from thirty years of experience in the developed world, it seems unlikely that access alone will lead children to become wise and capable.”
Source: Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren (2013), NBER (National Bureau of Economic Research).