The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis

Autor/inn/en	Cheung, Alan C. K.; Slavin, Robert E.
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis
Quelle	(2011), (48 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Foreign Countries; Evidence; Elementary Secondary Education; Reading Achievement; Educational Technology; Teacher Education; Teaching Methods; Intervention; Reading Instruction; Literacy; Program Effectiveness; Meta Analysis; Federal Programs; Technology Integration; Computer Uses in Education; Program Evaluation; Evaluation Methods; Research Problems; Research Methodology; Literature Reviews; Educational Research; Computer Software; Computer Software Evaluation; Research Reports; Effect Size; Instructional Material Evaluation; Statistical Analysis; Australia; Canada; United States + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Leseleistung; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Meta-analysis; Metaanalyse; Computernutzung; Programme evaluation; Programmevaluation; Forschungskritik; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Softwareanalyse; Research report; Forschungsbericht; Statistische Analyse; Australien; Kanada; USA
Abstract	The present review examines research on the effects of technology use on reading 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 education technology and study features. A total of 85 qualified studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that education technology generally produced a positive, though small, effect (ES=+0.16) in comparison to traditional methods. However, the effects may vary by education technology type. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of education technology in the past few decades are not producing educationally meaningful effects in reading for K-12 students. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed somewhat promising evidence. However, too few randomized studies for these promising approaches are available at this point for firm conclusions. (Contains 20 tables.) (As Provided).
Anmerkungen	Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10