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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...
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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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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)
- Computing (1)
- Literacy (3)
- Mathematics (1)
- Multiple (1)
Education Level and Type
- ECE 0-7 (1)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (1)
Groups of students
- EAL (2)
- Examination years (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
School or home
Moderating variables
- __ no obvious moderating variables (1)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
- Grade/education level (2)
- Length of time (3)
- Novelty Effect (2)
- Peer involvement/group learning (1)
- SEND (1)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (2)
- Teacher professional development (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- Handheld device (1)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (4)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (2)
- Dynamic Geometry Software (1)
- E-book software (2)
- General apps
- Graphic organisers/Visualisations (1)
- LMS (2)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Word processor (1)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (5)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (3)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)