A new study by the Pew Research Center finds that digital footprints are critical to digital education and literacy, and that digital literacy is a critical ingredient in achieving digital literacy and access.
The findings, released Tuesday, show that students with digital footprints in their digital lives score on average higher on reading comprehension, math and science tests than students with minimal digital footprints.
Students with digital footprint scores on average on the same tests on average score higher than students who have no digital footprints, according to the study.
The study, entitled “Digital Footprint in American Students: A Quantitative Analysis of Academic Progress in High School and Beyond,” looked at more than 6,000 high school students from three states in the United States.
The study focused on reading and math scores, which were administered by standardized tests administered by the National Assessment of Educational Progress (NAEP) and the National Reading Assessment (NRS).
The study found that students who had graduated from high school in the fall with a digital footprint scored at the same level as students who did not have a digital presence in their lives.
The students with little or no digital footprint also scored on average better on reading tests than those with minimal footprints.
This research, the authors say, indicates that digital presence has a positive effect on students’ academic achievement, as well as helping to ensure that students have access to a high-quality education.
Students with minimal or no footprint scored on the average on average the same on reading, math, science and English as those with digital presence.
These students, the study found, have lower scores on reading assessments and are more likely to drop out.
The authors say that this finding suggests that students should not be discouraged from studying with digital tools, such as laptops, but rather should focus on using the tools that are available.
“The importance of learning with digital devices is well established,” said Dr. Christopher P. Johnson, lead author of the study and director of the School of Information and Communications Technology at the University of Illinois at Urbana-Champaign.
“It’s not surprising that students’ digital footprints provide important information on the quality of their learning experience.”
This is a developing story.
We will keep you posted as more information becomes available.