Combating school bullying through multi-role experience-based virtual scenario learning model: Assessing empathy, problem-solving, and self-efficacy from a multi-stakeholder perspective.

This study explores the applications of virtual scenario learning in addressing the global issue of school bullying through digital educational tools. Previous research suggests that virtual role-playing experiences can reduce bullying incidents; however, experiencing the victim role can evoke negative emotions, while the bystander role may not fully convey the severity of bullying. This study aims to investigate the effects of a multi-role experience-based virtual scenario learning model on learners by integrating the advantages of both roles. This study employed a quasi-experimental research method, which involved grouping 56 fourth-grade elementary school students in Taipei City, Taiwan, into an experimental group and a control group. The experimental group utilized the multi-role experience-based virtual scenario learning model, while the control group utilized a single-role experience-based model. The study compared the differences in academic achievement, empathy, and problem-solving tendencies between the two groups. The findings indicate that the experimental group significantly excelled over the control group in academic achievement, empathy, and problem-solving tendencies. The multi-role experience-based virtual scenario learning model effectively nurtures students' empathy and considerably enhances learners' awareness of campus bullying.

Understanding factors affecting fundamental school teachers' use of technology in Luxembourg through a survey study.

Over the last few decades, Information and Communication Technologies (ICT) have brought about significant disruptions across nearly every industry, including education. Acknowledging the power of the digital revolution to make a positive change, educational policy makers in Luxembourg have made efforts to translate these trends into policies leveraging the potential of technologies while also tackling the challenges they present. However, these efforts and their impact on teacher ICT integration behaviors in Luxembourg are rather underexplored. The aim of the study was to examine and understand factors associated with efficient educational technology practices. The study data were collected through an online survey of 159 teachers and analyzed through a mixed-method approach, including regression and correlation analyses. Findings shed light on the connections between professional use of ICT and a set of interrelated factors such as (a) teacher attitudes followed by (b) subjective norms, (c) teacher self-efficacy beliefs, (d) facilitating conditions, (e) teacher value beliefs, and (f) fundamental pedagogical beliefs. The study also revealed possible deterrents and challenges of ICT integration in Luxembourgish fundamental schools, including gaps between teacher ICT competencies and advanced ICT uses, class management issues, and developed suggestions for professional development training to ensure efficient and advanced ICT uses in the classroom.

Collaboration Between Occupational Therapy Practitioners and Elementary School Educators to Support Students with Attention Deficit Hyperactivity Disorder.

AIMS: This study compares experiences of occupational therapy practitioners (OTPs) and other elementary school educators when supporting students with attention deficit hyperactivity disorder (ADHD). The aim is to establish collaborative methods for OTPs and other educators to support students with ADHD. Recommendations to overcome barriers to supporting students with ADHD are made based on study findings and current research. METHODS: An online survey of OTPs and other educators was conducted. The survey asked about the barriers to supporting elementary students with ADHD, and the training resources that would improve the ability to support students with ADHD. RESULTS: Responses from 147 OTPs and 35 other educators were compared using two-sample proportion tests. The groups shared common barriers and preferences for training resources, however, statistically significant (p < 0.05) differences were found in; 1) the barrier of limited knowledge and training about ADHD, with other educators being more limited by this barrier; and, 2) the preference for video formatted training, with other educators identifying a higher preference for this option. CONCLUSIONS: The data suggest that there is an opportunity for OTPs and other educators to collaboratively develop ADHD training videos for all educators to foster the success of elementary students with ADHD.

Inteligencia emocional rasgo como amortiguador del estado de ánimo en doentes de educación infantil y primaria durante el impacto de la COVID-19 / Trait emotional intelligence as buffer of mood of in-service and pre-service teachers of preschool and elementary education during the impact of COVID-19

Antecedentes: La Inteligencia Emocional (IE) rasgo es una característica personal que puede actuar como factor protector contra circunstancias vitales desafiantes y ser un predictor del estado de ánimo en situaciones naturales como las derivadas del contexto social de la pandemia COVID-19. El objetivo general fue estudiar la relación entre IE rasgo y los estados anímicos docentes durante el confinamiento. Método: Se contó con 478 participantes, 316 docentes de Educación Infantil (EI) y Primaria (EP) de centros públicos de la Región de Murcia y 162 estudiantes de los Grados de EI y EP. Los instrumentos empleados fueron: para evaluar la IE rasgo, el TEIQue-SF; para evaluar los estados de ánimo vividos durante el impacto de la COVID-19 se utilizó una versión breve del POMS. Resultados: Los docentes con IE elevada se percibieron más enérgicos y considerados con los demás; así como menos nerviosos, malhumorados, tristes y cansados, justo el patrón contrario al de docentes con perfil de IE baja. Además, las maestras obtienen puntuaciones mayores en los estados emocionales negativos. Conclusiones: Si bien el estudio es correlacional, los resultados avalan la idea de la IE rasgo como factor protector frente al estrés, lo que refuerza su papel como promotor del bienestar docente.(AU)

Background: Trait Emotional Intelligence (EI) is a personal characteristic that can act as a buffer factor against vital challenging cir-cumstances and be a predictor of mood in a variety of natural situations such as those derived from the social context of the COVID-19 pandemic. The general aim of this research was to study the relationship between trait EI and teacher moods during confinement. Method: The study included 478 participants, 316 Preschool teachers and Elementary teachers from public centers in the Region of Murcia and 162 university students of Pre-school and Elementary education degrees. The instrument used to assess trait EI was the TEIQue-SF; to assess the moods experienced during the impact of COVID-19, a short version of the POMS was used.Results: Teachers with high trait EI were perceived to be more energized and kind-er, as well as less nervous, moody, sad and tired, just the opposite pattern of teachers with a low trait EI profile. In addition, female teachers ob-tained higher scores in negative mood states. Conclusions: Although the study is correlational, the results support the idea of trait EI as a protective factor against stress, which reinforces its role as a promoter of teacher well-being.(AU)

Supporting teachers to actively respond to bullying and to build positive relationships with their students: effects of the T-SUPPORT training.

Despite the central role that teachers can have in preventing and reducing bullying, they often feel insecure about how to deal with bullying. This study evaluated a short teacher training - called the Teachers SUPporting POsitive RelaTionships (T-SUPPORT) training - that aims to reduce bullying by supporting teachers in building positive teacher-student relationships and in actively dealing with bullying. The aim of the current study was to investigate whether the T-SUPPORT training resulted in higher quality teacher-student relationships, and more active and less passive responses to bullying incidents, and whether these improvements in turn resulted in lower levels of bullying victimization. In a Randomized Controlled Trial 10 Belgian primary schools were randomly assigned to an intervention or control condition. The Grades 4-6 teachers of the five schools in the intervention condition received the three-session school-based training; control teachers received no intervention. Grade 4-6 students (N = 964; 55 classrooms) in these schools completed questionnaires at pre- and post-test. In contrast to the hypotheses, results of the two-level linear mixed model analyses revealed no significant effect of the training on teacher-student relationship quality, teachers' responses to bullying and bullying victimization. Yet, higher quality teacher-student relationships and more active teacher responses to bullying were significantly associated with less bullying victimization, whereas more passive responses were linked with more victimization. The latter findings are in line with theorizing and research on the role that teachers can play in reducing bullying.

Exploring relationships between pre-service teachers' self-efficacy for writing and instruction provided in simulated elementary writing conferences.

Practice-based opportunities, like teaching simulations, are becoming more prevalent in teacher preparation programs. We sought to examine the instructional moves of 5 pre-service teachers during a simulated elementary writing conference using Mursion technology, a mixed-reality simulation (MRS) that emulates a classroom environment with student avatars. We examined both participants' self-efficacy and their instructional moves during MRS writing conferences. To better understand pre-service teachers' learning, we also examined reflections they wrote about their MRS experience. Results showed that pre-service teachers spent much of their time (31.7%) managing the environment (e.g., setting expectations, addressing student behavior) during MRS writing conferences, followed by nearly one-fourth of their time (24.2%) instructing students on their writing pieces (e.g., adding details, revising, editing), with high levels of teacher talk compared to student talk. Participants' self-efficacy for writing, for teaching writing elements, and for writing instruction were not clearly related to their instructional moves during the MRS experience. However, participants' reflections suggest that pre-service teachers felt the experience gave them the opportunity to practice making in-the-moment decisions and learn from their peers in a way that may allow them to have a more accurate understanding of their abilities to teach writing. Implications from these findings related to teacher self-efficacy, motivation, and teacher preparation programs are presented.

Programas de prevención de lesiones en la clase de Educación Física. Una revisión sistemática / Injury prevention programmes in the physical education classroom. A systematic review

Las lesiones musculoesqueléticas están relacionadas en gran medida con la práctica de actividad físico-deportiva. En el caso de los niños y adolescentes se vinculan al ejercicio que realizan en el transcurso de las clases de Educación Física o las actividades deportivas extraescolares. En esta revisión sistemática, el objetivo de investigación es conocer la tipología lesional existente en el contexto escolar educativo y los programas de prevención vinculados a la descripción de las lesiones que se producen en él y conocer los programas de prevención que se implementan por docentes de Educación Física en el transcurso de sus clases. Se realizó una búsqueda de literatura científica durante los meses de enero y febrero del año 2023 en las bases de datos Web of Science, SCOPUS y PubMed. Como motores de búsqueda se utilizaron las siguientes palabras clave: "injur*", "prevent*”, “program*" y "physical education"; empleándose el operador boleano “and”. Como conclusión destaca la necesidad de continuar investigando y desarrollando programas efectivos de prevención de lesiones en el ámbito escolar y deportivo con el fin de proteger la salud y seguridad de los estudiantes. (AU)

Musculoskeletal injuries are largely related to the practice of physical-sporting activity. In the case of children and adolescents, they are linked to the exercise they carry out during Physical Education classes or extracurricular sports activities. In this systematic review, the aim of the research is to find out about the types of injuries that exist in the educational school context and the prevention programmes linked to the description of the injuries that occur in it and to find out about the prevention programmes that are implemented by Physical Education teachers in the course of their classes. A search of scientific literature was carried out during the months of January and February 2023 in the Web of Science, SCOPUS and PubMed databases. The following keywords were used as search engines: "injur*", "prevent*", "program*" and "physical education", using the Boolean operator "and". In conclusion, it highlights the need to continue researching and developing effective injury prevention programmes in schools and sports in order to protect the health and safety of students. (AU)

How understanding and strengthening brain networks can contribute to elementary education.

Imaging the human brain during the last 35 years offers potential for improving education. What is needed is knowledge on the part of educators of all types of how this potential can be realized in practical terms. This paper briefly reviews the current level of understanding of brain networks that underlie aspects of elementary education and its preparation for later learning. This includes the acquisition of reading, writing and number processing, improving attention and increasing the motivation to learn. This knowledge can enhance assessment devices, improve child behavior and motivation and lead to immediate and lasting improvements in educational systems.

Study of the Effects of Physical-Activity Practice and Adherence to the Mediterranean Diet on Emotional Intelligence in Elementary School Education Students.

Research shows that regular physical exercise and a healthy lifestyle have a beneficial effect on the health of adolescents. Other studies have also shown that gender is also a determining factor when it comes to leading an active and healthy lifestyle. The aims of this study are (a) to develop a structural-equation model formed by the variables of emotional intelligence, physical-activity practice, and adherence to the Mediterranean diet and (b) to consider that model through a multigroup analysis. A descriptive, comparative, and cross-sectional study was carried out. The sample consisted of 567 primary school students. The KIDMED, PAQ-C, and TMMS-24 questionnaires were used for data collection. We found that there are differences in the effects of the practice of physical activity and adherence to the Mediterranean diet on the emotional domain. We also concluded that, during adolescence, gender is a key element in acquiring a healthy and active lifestyle.

Personal and Social Responsibility Model: Differences According to Educational Stage in Motivation, Basic Psychological Needs, Satisfaction, and Responsibility.

The purpose of this study was to apply the Personal and Social Responsibility Model (TPSR) and verify its effects on responsibility and motivation according to educational stage. For this, teachers from Physical Education and other subjects were trained and a pre-test and a post-test were carried out. The intervention was carried out over five months. The total sample comprised 408 students after the inclusion criteria were applied to the initial sample of 430, including being 192 students from 5th and 6th grade of Elementary (M 10.16; SD = 0.77) and 222 from Secondary (M = 12.86; SD = 0.70), with a confidence level of 95% and 5% error margin. The total number of students in the experimental group was 216, with 192 in the control group. The results reflected improvements in the experimental group in terms of experience motivation, identified regulation, amotivation, autonomy, competence, social responsibility, SDI, and BPNs (p < 0.05 and d Cohen > 0.2). The control group did not present differences in any variable. Considering the differences according to stage, the Elementary school group obtained values of p < 0.05 and d > 0.02 in experience motivation, amotivation, autonomy, competence, personal and social responsibility, SDI, and BPNs, which was not found in the Secondary school group. It is concluded that the TPSR may be applicable in both Elementary and Secondary schools to improve the motivation and responsibility of students, with the most favorable results for Elementary education students.

Impacto del confinamiento en el desarrollo curricular de Educación Física en Educación primaria y Secundaria / Impact of confinement on the development of the physical education in primary and secondary education

Debido a la pandemia por el COVID-19, el estado de alarma y el confinamiento domiciliario, la docencia pasó a ser virtual en cuestión de unos pocos días y los docentes tuvieron que adaptar todo su trabajo de manera inexorable. Ante esta situación totalmente inédita en la historia de nuestro sistema educativo mediante esta investigación se ha indagado y descrito el impacto del periodo de confinamiento en el currículo escolar de educación física en Educación Primaria (EP) y Educación Secundaria obligatoria (ES). El instrumento utilizado ha sido un cuestionario realizado en Google Forms mediante la técnica Delphi. La muestra está́ compuesta por 100 docentes de las etapas de Educación Primaria y Educación Secundaria en España, en concreto en la comunidad autónoma Andaluza. Entre las principales conclusiones destacamos que el profesorado ha considerado que los objetivos de salud y los de condición física, fueron los objetivos más trabajados del área. Los docentes consideran que no se consiguieron llevar a cabo los tiempos motrices establecidos, ni la programación, pero si se consiguió que el alumnado realizara una tarea semanal con una implicación de aproximadamente una hora. Se concluyo que el impacto en el aprendizaje fue grande pues no se consiguieron trabajar todos los contenidos y las tareas planteadas no eran evaluables. (AU)

Due to the COVID-19 pandemic, the state of alarm and home confinement, teaching became virtual in a matter of a few days and teachers had to adapt all their work inexorably. Faced with this totally unprecedented situation in the history of our educational system, this research has been used to investigate and describe the impact of the period of confinement on the school curriculum of physical education in primary and compulsory secondary education. The instrument used was a questionnaire made in Google Forms using the Delphi technique. The sample consisted of 100 teachers of the Primary Education (PE) and Secondary Education (SE) stages in Spain, specifically in the autonomous community of Andalusia. Among the main conclusions we highlight that the teachers considered that the objectives of health and physical condition were the most worked objectives in the area. The teachers consider that they did not manage to carry out the established motor times, nor the programming, but they did get the students to carry out a weekly task with an involvement of approximately one hour. It was concluded that the impact on learning was great because not all the contents were worked on and the tasks set were not evaluable. (AU)

Educational Video Intervention Improves Perceptions of Breakfast in the Classroom Among College Students in Elementary Education.

OBJECTIVE: Evaluate Elementary Education college students' familiarity and perceptions of Breakfast in the Classroom (BIC) before and after an educational video intervention. METHODS: A 5-minute educational video was developed as an intervention in a pilot study. Quantitative data were collected from Elementary Education students using preintervention and postintervention surveys and analyzed using paired sample t tests (P < 0.001). RESULTS: A total of 68 participants completed preintervention and postintervention surveys. Postintervention survey scores indicated that participants' perceptions of BIC improved after watching the video. Paired sample t tests also showed an increase in preference for BIC, familiarity with the 5 school breakfast service models, and confidence to implement BIC in future classrooms. CONCLUSIONS AND IMPLICATIONS: An educational video intervention effectively improves Elementary Education students' perceptions of BIC. Elementary Education students who gain a positive perception of BIC may influence the program's success and ability to benefit students.

The Effect of Primary School-Based Physical Education Programs: A Systematic Review of Randomized Controlled Trials.

The present article aimed to systematically summarize primary school-based intervention programs and their effects evaluated through randomized-controlled trial design. A systematic review of relevant articles was carried out using 4 electronic databases. From a total of 193 studies initially found, 30 were included in the qualitative synthesis. Main results: (1) Intensive interval training or jump/strength exercises may positively influence physical fitness, promoting challenging task, psychological needs, and guided styles to a greater extent; (2) Games that demand more cognitive function seem more beneficial than those based on repetitive aerobic exertion to improve fundamental motor skills; (3) The jumping/strength exercises may cause benefits in bone area and bone mineral density, while flexibility and balance may reduce the risk of muscle injury; and (4) Programming a greater dose of moderate-to-vigorous physical activity seems to be related to positive effects in core executive function and academic performance. Additionally, providing information and involving the social environment may enhance the positive effects.

Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports.

For attaining success in writing, motivation is essential. Crucially, instruction is dependent on knowing the student's capabilities and inner drives. To date, research on writing has yet to establish a consistent framework for assessing writing motivation, and often fails to acknowledge students' self-reports, rather favoring evaluations of students' writing motivation made by others, such as teachers and researchers. This limbo state originates partly from a general skepticism towards the trustworthiness of elementary students' self-reports. Nonetheless, the validity of such self-reports has been acknowledged in adjacent fields, such as reading. Aiming to establish a knowledge base from studies addressing students' voices, the present study adopts the method of a systematic review and investigates how writing motivation has been assessed in empirical studies (1996-2020) through K-5 students' self-reports. Of the 7047 studies identified through database search, 56 met the inclusion criteria and are examined in this review. Results indicate that (a) storytelling is the genre most used to operationalize writing in the investigations, (b) surveys and interview questions measuring students' attitude towards writing are the most common type of self-report used, and (c) students' voices are weighted differently across the studies. Findings suggest that future research should (1) work to counteract existing biases in writing tasks, (2) provide a rationale for their choice/design of measure of motivation, and (3) report clearly whose voices are being heard (e.g., students', teachers', or researchers') and the appropriateness of this choice regarding study purpose, design, and findings. Supplementary Information: The online version contains supplementary material available at 10.1007/s10648-023-09732-6.

Boosting Student's Motivation through Gamification in Physical Education.

Students are becoming less motivated towards current education. For this reason, teachers are investigating several innovative methodologies to learn how they affect student motivation, such as gamification. The purpose of this study was to analyze the effects of gamification on the motivation of elementary physical education students. A total of 72 elementary school students from two different Spanish elementary schools participated (38 boys and 34 girls), separated into a gamified group (n = 35) and a control group (n = 37). Ten gamification sessions were performed using a technological app called ClassDojo. The gamified proposal was based on both a PBL model and an MDA model. A questionnaire, "Motivation Questionnaire in Physical Education" (CMEF-EP) was used to measure the motivation of the students before and after the intervention. An increase was observed in all the variables for the gamified group: intrinsic motivation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.001), and external regulation (p = 0.002), except for the amotivation (p = 0.120). No changes were observed in the control group. A significant interaction effect over time was seen only for intrinsic motivation for the gamified group versus the control group (F(1) = 5.263; p = 0.025; η2 = 0.070). The results show the efficacy of gamification to increase the motivation of elementary physical education students. However, it does not decrease amotivation. This will enable the subject to contribute to achieving the United Nations' proposed Sustainable Development Goal 4, which is to 'Improve Quality Education'.

A gamified approach for improving the learning performance of K-6 students using Easter eggs.

Gamification is mainly used to increase user engagement and motivation, hence increasing the user base and user activity. Defined by applying game elements to non-gaming contexts, gamification is mostly integrated with software applications in order to provide a gameful experience for users. Education has been one of the areas where gamification studies have focused a lot during the last decade. Young students with the age range of 7-12 years old (K-6) require different teaching methods to use their full potential. However, the methods and principles presented in studies on gamification and its application in education are not dedicated to K-6 students. Furthermore, the evolution of video games has brought new opportunities to develop new gamification elements and principles. In this research, the easter egg element has been implemented as a gamification element. Easter eggs can trigger children's curiosity by encouraging them to find all the Easter eggs, promising special rewards and perks. Additionally, a gamified approach is proposed for implementing a gamified software application for K-6 students. Based on the proposed approach, Science Island is implemented as an online gamified web application for K-6 students. In order to assess the proposed approach, a group of 47 sixth-grade students was selected to use the application for an observation period of 2 months. Feedbacks from students showed that more than 82% of the students agreed with the effectiveness of gamification in their educational performance. Additionally, the results from the data analysis revealed that students' learning performance was improved significantly after applying gamification elements; showing an increase of 0.63 in average quiz score from the second month compared to the first month. Furthermore, the user activity rate at the end of the observation period showed increased motivation among students for using the software application.

Teachers' bullying-related cognitions as predictors of their responses to bullying among students.

BACKGROUND: Teachers may play a key role in reducing bullying by responding to incidents among students. Inspired by the theory of planned behaviour, several studies have investigated teachers' bullying-related cognitions as predictors of their responses to bullying. AIMS: This study investigated whether six teachers' bullying-related cognitions (i.e., perceived seriousness, empathy, attitudes, self-efficacy and attribution of the bullying) predicted five student-perceived teachers' responses (i.e., Non-Intervention, Disciplinary Methods, Victim Support, Mediation and Group Discussion) over time. By examining this objective, more insight into student perceptions of teachers' responses to bullying could also be provided. SAMPLE: In total, 999 upper elementary school students (Mage  = 10.61 at Wave 1, SDage  = .90; 53.6% girls) and their 59 teachers (Mage  = 39.61 at W1, SDage  = 11.60; 79.7% female) participated. METHODS: A bullying questionnaire was administered in three waves to assess students' perceptions of the teachers' responses. Teachers reported bullying-related cognitions in the first wave. Multilevel analyses were used to investigate the relative contribution of the predictors on the teachers' responses over time. RESULTS: None of the teachers' bullying-related cognitions significantly predicted the teachers' specific responses. CONCLUSIONS: The findings suggest that teachers' bullying-related cognitions are not reflected in their responses to bullying as perceived by students. Moreover, the findings indicate that students' perceptions of teachers' responses vary widely within classrooms and over time. Student- and teacher-reported teachers' responses might differ, and these possible differences should be taken into account.

Levels of Physical Activity, Family Functioning and Self-Concept in Elementary and High School Education Students: A Structural Equation Model.

In the adolescent population there is great concern about low levels of physical activity and low levels of family awareness of the benefits of physical exercise on physical and mental health. This study aims to determine the influence of physical activity levels, family functioning and self-concept in primary and secondary school students, as well as to develop a structural equation model as a function of weekly physical activity time. A descriptive, cross-sectional, comparative study was conducted on whether students engage in more than three hours of physical activity per week. To collect the data, instruments validated by the scientific community were used, such as the Adaptability, Partnership, Growth, Affection, and Resolve family questionnaire (APGAR) and the self-concept questionnaire form 5. The results show that those students who engage in more than 3 h of physical activity per week have higher levels of family functioning than those who do not meet this sport criterion. In addition, physically active students show higher scores on all dimensions of self-concept than those who practice less than 3 h of physical activity per week. Finally, as a conclusion, it can be affirmed that the amount of physical activity practice brings benefits to student's mental health.

The impact of smartphone use on learning effectiveness: A case study of primary school students.

This study investigated the effects of smartphone use on the perceived academic performance of elementary school students. Following the derivation of four hypotheses from the literature, descriptive analysis, t testing, one-way analysis of variance (ANOVA), Pearson correlation analysis, and one-way multivariate ANOVA (MANOVA) were performed to characterize the relationship between smartphone behavior and academic performance with regard to learning effectiveness. All coefficients were positive and significant, supporting all four hypotheses. We also used structural equation modeling (SEM) to determine whether smartphone behavior is a mediator of academic performance. The MANOVA results revealed that the students in the high smartphone use group academically outperformed those in the low smartphone use group. The results indicate that smartphone use constitutes a potential inequality in learning opportunities among elementary school students. Finally, in a discussion of whether smartphone behavior is a mediator of academic performance, it is proved that smartphone behavior is the mediating variable impacting academic performance. Fewer smartphone access opportunities may adversely affect learning effectiveness and academic performance. Elementary school teachers must be aware of this issue, especially during the ongoing COVID-19 pandemic. The findings serve as a reference for policymakers and educators on how smartphone use in learning activities affects academic performance.

Access to ICT at Argentine elementary school children's homes and its impact on school achievements.

This article analyzes the relationship between access to Information and Communication Technology (ICT) and school performance. It contributes to the empirical literature in the area since there is no consensus yet. Moreover, the context associated with COVID-19 pandemic also considers the analysis as the most relevant. The goal of this article is to study the impact of ICT on school performance at elementary level. The hypothesis set forth is that having both a computer and connection to Internet at the students' homes, improves their school related achievements. To contrast it, we propose an econometric model using the Propensity Matching Score (PSM) methodology with data from the Learning 2018 (Aprender 2018) campaign of students at the last year of elementary school in Argentina and in each of the regions that conform it. Finally, there is evidence in favor of the hypothesis.