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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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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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The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
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Outcome measure
- Behaviour (1)
- Learning (5)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (3)
- Mathematics (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- EAL (1)
- Examination years (1)
- Learning difficulties (2)
- Low-performing (2)
- SEND (3)
School or home
- _No mention (1)
- School (2)
Moderating variables
Tech Hardware
- CD ROM/ DVD (1)
- Computer (5)
- Multimedia (1 or more) (1)
Tech Software
- Building blocks (1)
- Computer-Assisted Instruction (CAI)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (2)
- E-book software (1)
- Game learning (2)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Robotics (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- _No mention (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (1)
- Gamification (1)
- Instructional supports/Demos: worked out examples (1)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)