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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
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This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The...
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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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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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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
Instructional domain (subject)
- Literacy (5)
- Mathematics (1)
- Multiple (1)
- Science (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (3)
- K-12 (2)
- Primary 7-10 (2)
- Secondary 11-16 (1)
Groups of students
- _No mention (1)
- At-risk (1)
- EAL (2)
- Low-performing (1)
- Low socio-economic status (3)
- SEND (2)
- typically-developing students (2)
Moderating variables
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
- Grade/education level (1)
- Implementation fidelity (1)
- Length of time (2)
- Multiple exposures (1)
- Parent/carer involvement (2)
- SEND (1)
- Teacher involvement
- Teacher professional development (2)
- Tech structure (2)
Tech Hardware
- Computer (2)
- E-book hardware - e.g. kindle (3)
- Handheld device (2)
- Interactive whiteboards (1)
- Multimedia (1 or more)
- Tablet (2)
- Touch-screen (2)
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- E-book software (3)
- Game learning (1)
- General apps (2)
- LMS (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
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- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
- _No mention (1)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (3)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (2)