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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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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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Purpose of the Study.........................................................................................................6 Method ..............................................................................................................................7 Search and Selection Criteria ..................................................................................7 Procedure...
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Outcome measure
- Behaviour (3)
- Learning (10)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (6)
- Mathematics (3)
- Multiple (3)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (10)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
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- EAL (2)
- Examination years (1)
- Learning difficulties (3)
- Low-performing (2)
- Low socio-economic status (3)
- SEND (4)
Moderating variables
- __ no obvious moderating variables (2)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Gender (1)
- Grade/education level (4)
- Implementation fidelity (1)
- IQ (1)
- Length of time (6)
- Multiple exposures (1)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- SEND (2)
- Socio-economic status (1)
- Teacher involvement (5)
- Teacher pedagogy/implementation (1)
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Tech Hardware
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Tech Software
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Learning Approach
Teacher Pedagogy
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- Scaffolding (2)
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Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
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- Low: 3 or below (1)
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Geography if specific
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