{"id":11069,"date":"2018-08-30T15:40:21","date_gmt":"2018-08-30T13:40:21","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2018\/08\/30\/medienkonsum\/11069\/15-year-old-students-with-both-very-high-and-very-low-levels-of-digital-device-use-at-school\/"},"modified":"2018-08-30T15:40:21","modified_gmt":"2018-08-30T13:40:21","slug":"15-year-old-students-with-both-very-high-and-very-low-levels-of-digital-device-use-at-school","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2018\/08\/30\/medienkonsum\/11069\/15-year-old-students-with-both-very-high-and-very-low-levels-of-digital-device-use-at-school\/","title":{"rendered":"15-year-old students with both very high and very low levels of digital device use at school &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">\u201eOverall, data from the Programme for International Student Assessment (PISA) suggest that 15-year-old students with both very high and very low levels of digital device use at school tend to display poorer performance in reading, science, mathematics and in collaborative problem solving, whereas moderate engagement with digital technologies tends to be associated with better performance.\u201c<br \/><\/span><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">OECD (Hrsg.), Shaping Digital Education (2023), S.\u00a025f.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eOverall, data from the Programme for International Student Assessment (PISA) suggest that 15-year-old students with both very high and very<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[90],"tags":[],"class_list":["post-11069","post","type-post","status-publish","format-standard","hentry","category-medienkonsum"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/11069","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=11069"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/11069\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=11069"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=11069"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=11069"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}