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Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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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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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
- Learning (4)
Instructional domain (subject)
- Literacy (1)
- Mathematics (2)
- Multiple (3)
- Science (1)
- STEM (1)
Education Level and Type
- K-12 (4)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- _No mention (2)
- At-risk (1)
- EAL (1)
- Low socio-economic status (2)
- typically-developing students (1)
Moderating variables
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- Handheld device (1)
- Infrastructure (1)
- Interactive whiteboards (1)
- Internet (1)
- Multimedia (1 or more) (2)
- Tablet (1)
Tech Software
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (1)
- Game learning (1)
- General apps (2)
- LMS (2)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Feedback (1)
- Flipped classroom (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)