Your search
Results 8 resources
-
A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...
-
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,...
-
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...
-
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...
-
Purpose of the Study.........................................................................................................6 Method ..............................................................................................................................7 Search and Selection Criteria ..................................................................................7 Procedure...
Explore
Instructional domain (subject)
- Computing (1)
- Literacy (4)
- Mathematics (2)
- Multiple (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (7)
- Primary 7-10 (1)
- Secondary 11-16 (1)
Groups of students
- At-risk (1)
- EAL (3)
- Learning difficulties (2)
- Low-performing (3)
- Low socio-economic status (3)
- SEND (3)
School or home
- School (7)
Moderating variables
- __ no obvious moderating variables (1)
- Country / culture (1)
- Design-type/ testing instruments (4)
- Ethnicity (1)
- Gender (1)
- Grade/education level (3)
- Implementation fidelity (1)
- Length of time (3)
- Novelty Effect (1)
- SEND (2)
- Socio-economic status (1)
- Subject (1)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (7)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Tablet (1)
Tech Software
Tech mechanism
Learning Approach
Teacher Pedagogy
- Collaboration (1)
- Game-based learning (1)
- Group learning (2)
- PC mixed with real objects (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (5)
- Mixture or unknown (6)
Quality of research
- High: 6+ (6)
- Medium: 4 or above (2)