What Forty Years of Research Says About the Impact of Technology on Learning - 0 views
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The synthesis of the extracted effect sizes, with the support of the validation process, revealed a significant positive small to moderate effect size favoring the utilization of technology in the experimental condition over more traditional instruction (i.e., technology free) in the control group.
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we feel that we are at a place where a shift from technology versus no technology studies to more nuanced studies comparing different conditions, both involving CBI treatments, would help the field progress
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it appears that the second-order meta-analysis approach represents an economical means of providing an answer to big questions
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the average student in a classroom where technology is used will perform 12 percentile points higher than the average student in the traditional setting that does not use technology to enhance the learning process
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Thus, it is arguable that it is aspects of the goals of instruction, pedagogy, teacher effectiveness, subject matter, age level, fidelity of technology implementation, and possibly other factors that may represent more powerful influences on effect sizes than the nature of the technology intervention. It is incumbent on future researchers and primary meta-analyses to help sort out these nuances, so that computers will be used as effectively as possible to support the aims of instruction.
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one of technology’s main strengths may lie in supporting students’ efforts to achieve rather than acting as a tool for delivering content.
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each focuses on a specific question addressing particular issues and aspects of technology integration
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25 effect sizes were extracted from 25 different meta-analyses involving 1,055 primary studies (approximately 109,700 participants)