HAVING computers and technology in the classroom does not improve pupils’ performance, according to a global study.

The Organisation for Economic Co-operation and Development (OECD) says that even countries that have invested “heavily” in information and communication technologies (ICT) for education have “seen no noticeable improvement in performances” in “reading, mathematics or science”.

In fact, while it found that students who use computers moderately at school tend to have “somewhat better learning outcomes” than students who use computers rarely, those who use computers “very frequently” at school do “much worse”.

The findings, the OECD added, took into consideration social background and demographics.

Andrew Kuttner, of Bettermaths Tuition Centres (Eastleigh and Alton), said the results “came as absolutely no surprise”.

For the past 15 years, Mr Kuttner’s students have been “improving their maths ability and confidence” using “exclusively pencil-and-paper study methods.”

“Major research has shown that for learning numeracy facts along with arithmetic and wider mathematical processes, the physical act of writing maximises neurological activation, thus accelerating learning.” and it has been demonstrated, he added, that “calculations performed using pencil-and-paper involve more of the brain than an activity like playing computer games”.

Eggar’s School headteacher Patrick Sullivan said the “key question” was “how you use digital technology”. He added that teachers should “make it fun and exciting and give young people the skills they need in the workplace”.

“At Eggar’s our excellent teachers know how and when to do this and supplement the school’s resources by allowing our students to use their own tablets in the classroom,” he added. “This has really enhanced the experience students have in the classroom and given them the chance to put their learning into practice at home.

“If as a country we are going to compete in the digital world of the future we must enable children to use and develop their learning skills with technology.”

Councillor Peter Edgar, Hampshire County Council’s executive member for education, added: “We have noted the OECD study. We fully recognise computers are not the solution for improving all educational outcomes. The use of technology in schools is among a wide range of resources are used in teaching.

“Like any educational tool, if used effectively for engagement and motivation there are significant learning benefits to be had – such technology also affords teachers and pupils access to, and the presentation of, information which is unrivalled by any other teaching tool.

“I would add that changes in the computing curriculum were driven by requirements from business and we support the recent curricular changes that advocate computer programming as key knowledge that young people should learn.

“Part of the role of schools is to prepare pupils for the world of work where the use of computers is now relatively universal and the skills promoted by the discipline are essential for economic growth.

“There will be many job opportunities in software creation and gaming production and we need to prepare young people to compete internationally in these markets.”

Andreas Schleicher, OECD Director for education and skills, said:

“School systems need to find more effective ways to integrate technology into teaching and learning to provide children with the 21st-century skills they need to succeed now and in tomorrow’s world.

“Technology is the only way to dramatically expand access to knowledge.”