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While the pedagogical effectiveness of standardized testing may be debatable, this study from Boston College find that students who spend time using computers to edit written work tend to do better on standardized English tests. At the same time, though who spend their time playing games, messaging, or even working with programs like PowerPoint, tend not to do as well.

both prior achievement and socioeconomic status, students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores. Use of technology at school to prepare presentations was associated with lower English/language arts outcome measures. Teachers’ use of technology for a variety of purposes were not significant predictors of student achievement, and students’ recreational use of technology at home was negatively associated with the learning outcomes.

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