Inés María González Vidal’s "Influence of ICT on the School Performance of Vulnerable Students" presents a thought-provoking and meticulously researched analysis of how digital technologies intersect with the educational experiences of at-risk student populations.
By drawing on data from international education benchmarks such as PISA 2018 and OECD 2019, the author employs a comparative research methodology to examine how variables like students’ country of origin, internet access at home, and daily digital device usage shape academic outcomes. The study offers an insightful and data-driven approach to one of the most pressing issues in contemporary education: the digital divide and its impact on educational equity.
What makes this study particularly compelling is its nuanced exploration of how ICT can serve as both an enabler and an inhibitor of academic success. The findings highlight the paradox of digital engagement: while moderate and structured use of digital devices can enhance learning experiences and facilitate academic achievement, excessive or unregulated exposure—especially to social media and online gaming—can lead to significant declines in performance.
The study also underscores the stark disparities in school outcomes among immigrant students, emphasizing the role of socioeconomic factors, language barriers, and inadequate educational policies in perpetuating these inequities. These insights provide a critical foundation for rethinking digital inclusion strategies in education.
Beyond its empirical contributions, González Vidal’s work raises essential pedagogical and policy-related questions. How can educators and policymakers better leverage ICT to support vulnerable students while mitigating its potential downsides? To what extent should digital literacy and responsible internet use be integrated into curricula to ensure that technology serves as a tool for empowerment rather than a source of academic disengagement?
By tackling these questions, this study not only advances scholarly discourse on ICT in education but also provides actionable recommendations for fostering more inclusive and effective digital learning environments.
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How to Cite: Vidal, I. M. G. (2021). Influence of ICT on the school performance of vulnerable students. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 351–365. https://doi.org/10.5944/ried.24.1.27960
