"Technology is the only way to dramatically expand access to knowledge. To deliver on the promises technology holds, countries need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change," he added.
In its first PISA assessment of digital skills, the think-tank saw "no noticeable improvement" in the countries` performances in PISA results for reading, mathematics or science despite their investment in ICT, urging more acts to further "take advantage of the potential of technology in the classroom".
The OECD also noted the necessity to improve equity in education systems to reduce inequalities in digital skills mainly by ensuring that every student reaches a baseline level of proficiency in reading and mathematics.
In 2012, some 96 percent of 15-year-old students in OECD countries reported having a computer at home, but only 72 percent of them said using one at school. Overall, students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely.
But, students who use computers very frequently at school do much worse, even after accounting for social background and student demographics, according to the OECD data.
In its assessment of digital skills of students in 31 countries and economies, the Paris-based-organization said Singapore, Korea, Hong Kong (China), Japan, Canada and Shanghai (China) topped the list of ICT users for learning.
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