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Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
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This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
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This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A metaanalysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting...
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The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...
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Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....
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The English Review Group completed an overarching systematic review of the impact of Information and Communication Technology (ICT) on literacy learning in English in 2002 (Andrews et al., 2002). In this review, a ‘map’ described all the included research in the field. An in-depth sub-review reported on the impact of networked ICT on literacy learning (Andrews et al., 2002). This present review is one of a further four in-depth sub-reviews that address aspects of the overarching question –...
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Outcome measure
- Attitudes (1)
- Behaviour (2)
- Engagement (1)
- Learning
- Motivation (1)
- Qualification (1)
- Socio-emotional learning (3)
Instructional domain (subject)
- Literacy (5)
- Mathematics (3)
- Multiple (2)
- Science (1)
- Social Studies (2)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- Informal education (1)
- K-12
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- EAL (2)
- Learning difficulties (2)
- Low-performing (1)
- Low socio-economic status (1)
- SEND
- typically-developing students (1)
School or home
- School (5)
Moderating variables
Tech Hardware
- Assistive Devices for SEND (1)
- CD ROM/ DVD (1)
- Computer (8)
- Handheld device (1)
- Infrastructure (1)
- Interactive whiteboards (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (1)
Tech Software
- Computer-Assisted Instruction (CAI) (6)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Game learning (1)
- General apps (2)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Robotics (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
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- Feedback (1)
- Game-based learning (1)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
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- LMIC (middle/low) (1)
- Mixture or unknown (7)
Quality of research
- High: 6+ (5)
- Low: 3 or below (1)
- Medium: 4 or above (1)
Geography if specific
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