In a recent study , the DEPP carried out a Egypt WhatsApp Number List assessment of the impact of mobile digital equipment on learning. It is about taking a step back from the tablets distributed to students since 2015 and knowing what this brings to their learning. As you know, the Tablets plan is a very high investment (initially one billion euros), which indeed deserves an evaluation. The DEPP is therefore carrying out a study on around 70 5 th and 4 th classes by comparing classes with pupils equipped and not equipped with a tablet or laptop: an Individual Mobile Equipment (EIM).
In its introduction, the study cites the bibliography of previous studies carried out around the world, recalling that this subject of the link between digital technology and the improvement of teaching goes well beyond the borders of our National Education: these studies vary in the level of impact, but as the study says “Studies finding negative effects are rare”. They do exist, however, and the subject deserves continuous and vigilant observation. We salute this long-term statistical work which allows France to feed a doctrine by capitalizing, over time, on the investments made. What does this study tell us?
The study published in 2021: “first results
This EIM can come from the Digital Plan (with distribution of tablets) financed by national education or not. Only the student’s access to equipment during the observation period counts, regardless of the EIM funding source. At the end of the fourth year, the results of students benefiting from EIM also show a positive development in written comprehension of French and in mathematics compared to unequipped students. In general, the effects measured two years after the distribution of ADEs correspond to the progression of a rank in the class for a median pupil ”.
To quote one of the major results of the study (below in graph), pupils seem to develop more skills in almost all levels in four subjects than the group of unequipped pupils. In the explanatory factors for these remarkable differences between groups of students, one of the explanations comes from the teachers: the establishments in the sample whose students are equipped with ADE have in fact more teachers who are themselves equipped with tools. digital. Almost three quarters of teachers in these establishments are themselves equipped, against a little more than half for standard colleges.
Students’ digital equipment improves skills
And in endowed colleges, these professors felt greater freedom in the use of digital technology for teaching: without feeling more competent or without declaring that they were better trained and without developing more collaborative practices between professors, these teachers nonetheless integrate digital more into the educational project and student support and create more sequences with the students during which the latter use digital technology. The note ends with an unbearable suspense : a later study will tell us in which path the pupils of the sample observed when they pass after their third class. To be continued, therefore.
Without waiting for the continuation of the DEPP study (which we will nevertheless be happy to read), we found this fragment of text in our boxes of previous unpublished articles: in the PISA 2018 study, a focus was made on the elements that may have an influence on the student’s levels, the student’s use of computer equipment during his studies has an impact on his results. Out of 31 countries  , students who say they use computer equipment to study  have better mathematics averages than those who say they do not. In red, the average scores of groups of students who use digital technology in the sample of PISA countries.