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on Information and Communication Technologies |
| By: | Rosangela Bando; Francisco Gallego; Paul Gertler; Dario Romero Fonseca |
| Abstract: | Information and communication technologies, such as laptops, can be used for educational purposes as they provide users with computational tools, information storage and communication opportunities, but these devices may also pose as distractors that tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras in 2013 through the program Educatracho. We show that at the end of one school year, the substitution of laptops for textbooks did not make a significant difference in student learning. We additionally conducted a cost-effectiveness analysis, which demonstrated that given the low marginal costs of digital textbook provision, the substitution of three additional textbooks in the program (for a total of five) would guarantee computers to be more cost-effective than textbooks. Therefore, textbook substitution by laptops may be a cost-effective manner to provide classroom learning content. |
| JEL: | I21 I28 J24 O15 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:ioe:doctra:474&r=ict |
| By: | Sonia Livingstone |
| Abstract: | This guide introduces the Global Kids Online research framework. It is recommended that this guide is read carefully to understand the aims, structure and contribution of the Global Kids Online project, toolkit, and emerging findings. The guide begins by identifying the global research challenge of researching children’s internet and mobile use as more children go online around the world. A review of available statistics and research literature shows that the evidence based to date is uneven, with many gaps that urgently need to be filled. This is vital if stakeholders are to base their policy and practice on robust evidence regarding the online risks and opportunities as well as outcomes for children’s wellbeing and rights. The guide highlights the overarching research questions and defines the main terms used throughout Global Kids Online. It then provides a step-by-step rationale for the Global Kids Online model, showing how individual, social and country levels of explanation all contribute to analysing and measuring the influences on children’s rights in the digital age. This effort poses a number of challenges for researchers, and these are identified and best practice solutions suggested. |
| JEL: | L91 L96 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:ehl:lserod:71254&r=ict |
| By: | Sonia Livingstone; Mariya Stoilova |
| Abstract: | This inception report contains a short description of the background, purpose and scope of the Global Kids Online project, as well as information about the planned activities, outputs, participating members and delivery dates. |
| JEL: | L91 L96 |
| Date: | 2015–09–07 |
| URL: | http://d.repec.org/n?u=RePEc:ehl:lserod:71359&r=ict |
| By: | Claude Diebolt; Gabriele Franzmann; Ralph Hippe; Jürgen Sensch |
| Abstract: | Numerous primary investigators collected and processed long termed time series on German educational statistics in the context of their studies. As a result there are a multitude of quantitative empirical studies. On the one hand there is the project group on German Educational Statistics. Its projects were targeted at describing and analysing the long-term structural changes of the German educational system on a broad empirical and statistical basis. On the other hand there are comprehensive data compilations of individual research projects, focusing on a wide variety of special educational research topics. The online database ‘histat’ provides central digital access to these datasets on German educational history. Currently, it offers more than 120,000 long-term time series on the German educational system for a period of 200 years. The striking size of the database shows its key importance for researchers in the field of education. Thus, this paper aims to provide useful insights into the background of the database, the special characteristics of the data compilations and their analytical potential. Additionally, examples are given of how the data have already been used by researchers. |
| Keywords: | Big Data, Cliometrics, Demography, Education, Germany. |
| JEL: | C81 C82 C83 I2 J11 N33 N34 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:ulp:sbbeta:2017-10&r=ict |
| By: | Giannopoulou Eleni; Barlatier Pierre-Jean; Pénin Julien |
| Abstract: | Research and Technology Organizations (RTOs) and universities are important elements of countries’ innovation system. Due to their intermediate position in between science and industry, RTOs and universities are often blended together and considered as the same thing. However, many studies have stressed the differences between the two. In this paper, we compare the impact of RTOs and universities on firms’ innovation type and performance. More specifically, we analyze what kind of innovation firms which work with RTOs versus universities are more likely to develop. Our study is based on statistical analysis of Community Innovation Survey available micro-data (CIS 2012). Our results suggest that firms which work with RTOs versus universities have different innovation outcomes. In particular, we find that companies that deem RTOs as more important sources of knowledge than universities have a higher probability to develop service innovation, have less need to invest in internal R&D but are less likely to be innovative including new to the world innovation. These results have important policy and management implications. |
| Keywords: | Research and Technology Organizations (RTOs), Universities, Service Innovation, University-industry linkages, Open Innovation. |
| JEL: | O31 O32 O33 O34 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:ulp:sbbeta:2017-09&r=ict |