Using Digital Technology to Improve Learning: Evidence Review

Autor/inn/en	Lewin, Cathy; Smith, Andrew; Morris, Stephen; Craig, Elaine
Institution	Education Endowment Foundation (EEF) (United Kingdom)
Titel	Using Digital Technology to Improve Learning: Evidence Review
Quelle	(2019), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Technology Uses in Education; Educational Improvement; Influence of Technology; Foreign Countries; Elementary Secondary Education; Literacy Education; Language Acquisition; Second Language Learning; Mathematics Education; Science Education; Experiential Learning; Scaffolding (Teaching Technique); Intelligent Tutoring Systems; Computer Assisted Instruction; Blended Learning; Electronic Learning; Computer Mediated Communication; Discovery Learning; Game Based Learning; Student Evaluation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching improvement; Unterrichtsentwicklung; Ausland; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Mathematische Bildung; Naturwissenschaftliche Bildung; Experiental learning; Erfahrungsorientiertes Lernen; Intelligentes Tutorsystem; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Entdeckendes Lernen; Schulnote; Studentische Bewertung
Abstract	The Education Endowment Foundation (EEF) review of the impact of digital technology on learning, "The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report" (Higgins et al., 2012) (ED612174), found positive benefits but noted that how technology is used (the pedagogy) is key and that future research should focus on identifying the specific conditions under which a positive impact is found. The authors sought to identify meta-analyses which summarise the effects of the use of digital technology in schools, and their effects on attainment. This review sought to identify relevant literature published since the previous work was completed in order to provide an update to that synthesis. The authors therefore searched for papers published since 2012 using a very similar approach to Higgins et al. (2012). Following the rapid assessment of meta-analyses, they conducted an evidence review (REA) of individual studies which described research undertaken in English second rapid schools which has been published since 2012. Meta-analyses synthesise the results from a number of primary studies, and they therefore offer a thorough methodology for synthesising knowledge within a particular area. By systematically searching for meta-analyses the review therefore offers a comprehensive overview of international research into the effect of technology on attainment in schools. [For the related guidance report "Using Digital Technology to Improve Learning. Guidance Report," see ED612112.] (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01