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There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital...
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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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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...
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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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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...
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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...
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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...
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Outcome measure
- Behaviour (2)
- Learning (8)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (4)
- Mathematics (2)
- Multiple (4)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12
- Primary 7-10 (1)
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Groups of students
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- EAL (3)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (3)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (4)
- Ethnicity (1)
- Gender (1)
- Grade/education level (5)
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- IQ (1)
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- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (1)
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- Teacher pedagogy/implementation (2)
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- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
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Tech Software
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- Digital Media (audiovisuals) (1)
- Dynamic Geometry Software (1)
- E-book software (1)
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- General apps (4)
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- LMS (3)
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Tech mechanism
Learning Approach
- Blended learning (4)
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Teacher Pedagogy
- Collaboration (3)
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- PC mixed with real objects (1)
- Peer learning (1)
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- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
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Quality of research
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