ICT access and educational performance: a relationship enhanced by ICT use? An analysis for Spain

Information and Communication Technologies (ICT) play a significant role among the educational priorities as they contribute to the student's teaching-learning process. Many studies have examined the relationship between ICT access and use, and the student's learning achievements. However, empirical evidence has not yet been conclusive regarding this issue. The objective of the present paper consists in testing the hypothesis that the relationship between the ICT access and the educational performance is mediated by the ICT use both at home and at school. In particular, we examine if the ICT use reinforces the ICT access effect over the educational outcomes. To achieve this goal, a Structural Equation Model (SEM) is estimated for Spain using data from PISA for the year 2012. Based on the results, ICT access at home has a significant and positive incidence on the educational performance, which is fostered by ICT use outside school. In contrast, ICT access and use at school has a significant and negative incidence on the educational performance.