Does educational technology work in the classroom? It almost seems like a redundant question: sometimes yes, sometimes no. Recent research in Germany, reported by the OECD, also shows how technology is used makes a world of difference. The research is a pilot study with a particular goal: does the use of technology in the classroom influence the ability to solve PISA ‘Learning in the Digital World’ (LDW) assignments better? Loosely translated: Does technology help young people solve problems in which technology plays a better role? The OECD itself is cautious about the generalizability of the results.

Many students in this sample were enthusiastic about technology in the classroom. They think it helps them better understand complex concepts and engages lessons more. But there is a catch. Although boys and girls show equal interest in ICT, boys talk about technology more often with friends and feel more confident about their skills. This self-confidence pays off: boys perform better on digital tests than girls, especially when they have to use new digital tools to solve problems.

Not only gender but also the type of school plays a role. In the German study, grammar school pupils used ICT more often in class than their peers at other types of schools. And that exposure seems to have an effect: the more often technology was used at school, the better the pupils scored on tasks that focused on digital tools. This is at odds with previous studies in which a lot of ICT use was associated with poorer performance in reading and mathematics. This seems to be mainly because these new tests focused on digital skills. Traditional school subjects such as reading and mathematics require different skills.

However, technology in the classroom is not a panacea as it depends, for example, on the teacher’s competence. Pupils who indicated that their teachers had a good command of ICT scored better on the digital tests. A technically skilled teacher makes a big difference, especially in science subjects. This effect was less visible in language subjects, where ICT is used less. This emphasises how important it is for teachers to have access to technology and know how to use it effectively.

Self-confidence in one’s ICT skills also plays a key role. Students who believe they can handle technology well perform better. This raises the question: how can schools not only use ICT as a means but also increase the self-confidence of all students in this area? Girls, in particular, seem to need a helping hand here.

The conclusion? Technology can certainly contribute to better education, but only if the preconditions are right. A teacher who knows what he is doing, students who feel confident in their digital skills, and a smart integration of ICT in the curriculum make the difference. Blindly trusting technology without a strategy? That remains a stumbling block.