How Features of Educational Technology Applications Affect Student Reading Outcomes: A Meta-Analysis

Autor/inn/en	Cheung, Alan C. K.; Slavin, Robert E.
Titel	How Features of Educational Technology Applications Affect Student Reading Outcomes: A Meta-Analysis
Quelle	In: Educational Research Review, 7 (2012) 3, S.198-215 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2012.05.002
Schlagwörter	Educational Technology; Technology Uses in Education; Reading Achievement; Outcomes of Education; Influence of Technology; Elementary Secondary Education; Educational Research; Meta Analysis; Computer Assisted Instruction; Instructional Innovation; Intervention; Professional Development + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leseleistung; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Computer based training; Computerunterstützter Unterricht; Educational Innovation; Bildungsinnovation
Abstract	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 similar focus, the findings suggest that educational technology applications generally produced a positive, though small, effect (ES = +0.16) in comparison to traditional methods. There were differential impacts of various types of educational technology applications. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of educational technology in the past few decades were not found to produce educationally meaningful effects in reading for K-12 students (ES = +0.11), and the higher the methodological quality of the studies, the lower the effect size. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence. Although many more rigorous, especially randomized, studies of newer applications are needed, what unifies the methods found in this review to have great promise is the use of technologies in close connection with teachers' efforts. (Contains 20 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10