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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,...

Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...

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...

Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play...

The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included...

The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 50 independent effects were identified that could be subjected to...

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...

A meta-analysis was performed to synthesize existing research comparing the effects of computerassisted instruction (CAI) versus traditional instruction (TI) on studentsÕ achievement in Taiwan. Fiftytwo studies were located from our sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables...

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....

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 –...

Purpose of the Study.........................................................................................................6 Method ..............................................................................................................................7 Search and Selection Criteria ..................................................................................7 Procedure...

This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...