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Computer können das Lernen behindern

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  • Thomas Fuchs
  • Ludger Wößmann

Abstract

Die Forderung, alle »Schulen ans Netz« zu bringen, ist in der öffentlichen Diskussion weit verbreitet, und in den politischen Bestrebungen zu ihrer Umsetzung werden erhebliche finanzielle Mittel aufgewendet. Gleichzeitig wenden viele Eltern eine Menge Geld auf, um ihren Kindern zu Hause die besten Computer und die neueste Lernsoftware bieten zu können. Dies alles geschieht in der Hoffnung, die Bildungschancen der Schülerinnen und Schüler zu verbessern. Umfangreiche Analysen der internationalen PISA-Daten deuten aber darauf hin, dass diese Hoffnung weitgehend vergebens ist. Die Verfügbarkeit von Computern zu Hause und die intensive Nutzung von Computern in der Schule gehen nicht mit besseren, sondern zumeist sogar mit schlechteren Schülerleistungen in den PISA-Basiskompetenzen einher. Damit zeigt sich wie schon für die in der letzten Ausgabe des ifo Schnelldienst betrachtete Verkleinerung der Klassengrößen, dass das Heil der deutschen Bildungspolitik wohl nicht in einer kostenintensiven Politik der Ausweitung der in den Schulen verfügbaren materiellen Ressourcen zu suchen ist. Mehr versprechen da schon die in den nächsten beiden Ausgaben des ifo Schnelldienst in den weiteren Folgen der Serie »Ökonomische Beiträge zur Schuldebatte« untersuchten instiutionellen Reformen des Schulsystems.

Suggested Citation

  • Thomas Fuchs & Ludger Wößmann, 2005. "Computer können das Lernen behindern," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 58(18), pages 16-23, September.
  • Handle: RePEc:ces:ifosdt:v:58:y:2005:i:18:p:16-23
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    File URL: https://www.ifo.de/DocDL/ifosd_2005_18_3.pdf
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    References listed on IDEAS

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    Cited by:

    1. Ludger Wößmann, 2006. "Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung," Perspektiven der Wirtschaftspolitik, Verein für Socialpolitik, vol. 7(3), pages 417-444, August.

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