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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 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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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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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....
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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 –...
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Outcome measure
- Attitudes (1)
- Behaviour (2)
- Learning (9)
- Motivation (1)
- Socio-emotional learning (2)
Instructional domain (subject)
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Literacy
- Comprehension (2)
- Language (1)
- Reading (6)
- Spelling (2)
- writing (2)
- Mathematics (1)
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Education Level and Type
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- K-12 (7)
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- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- EAL (3)
- Examination years (2)
- Learning difficulties (2)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (5)
- typically-developing students (1)
School or home
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Moderating variables
- __ no obvious moderating variables (4)
- Design-type/ testing instruments (2)
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- Implementation fidelity (1)
- IQ (1)
- Length of time (3)
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- SEND (2)
- Teacher involvement (3)
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- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
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- Multimedia (1 or more) (3)
Tech Software
- Computer-Assisted Instruction (CAI) (8)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (1)
- General apps (3)
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- LMS (1)
- Robotics (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
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- Blended learning (1)
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Teacher Pedagogy
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Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
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- Medium: 4 or above (1)
Geography if specific
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- USA (1)