Technology and Student Achievement: What do 40 Years of Research and 25 Years of Systematic Reviews Have to Tell

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Tamim, R., Bernard, R., Borokhovski, E., Schmid, R. & Abrami, P. (2010). Technology and Student Achievement: What do 40 Years of Research and 25 Years of Systematic Reviews Have to Tell. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 3142-3152). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/35090.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2010
Toronto, Canada
June 29, 2010
ISBN 1-880094-81-9
AACE

More Information on EDMEDIA
Table of Contents

Authors

Rana Tamim, Hamdan Bin Mohammed e-University, United Arab Emirates; Robert Bernard, Eugene Borokhovski, Richard Schmid, Concordia University, Canada; Philip Abrami, concordia, Canada

Abstract

This research involved a systematic quantitative synthesis procedure to answer the question: does technology use affect student achievement in formal face-to-face classroom settings as compared to traditional settings. An extensive literature search followed by a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, resulting in 25 reported average effect sizes. The meta-analyses incorporated 1055 primary studies (approximately 109,700 participants). The weighted mean effect-size of 0.32 was significantly different from zero. Results reflected high heterogeneity. Subsequent moderator analyses revealed that higher methodological quality meta-analyses and more inclusive ones regarding covered literature and research designs were associated with lower average effect-sizes. Results represent a medium strength effect-size, favoring technology utilization. Insights about the state of the field and future recommendations are discussed.

Also Read

• Instructional Design Considerations for Science E-Learning
• The Inclusion and Learning Opportunity Project (ILOP) with interactive whiteboards and complex learning environments
• Toward a Taxonomy of Distributed Learning Delivery Modes
• The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
• SITE's Digital Fabrication Initative
• Learning Through Reflection at the Tabletop: A Case Study with Digital Mysteries
• Usable But Not Entertaining e-Learning Material
• Implementing Embedded Assessment to Provide Feedback to Student and Instructor.
• The “Corporate University” as Technological and Scientific Support of the Virtual Education in Latin America
• Understanding Networked Collective Professional Learning as a Fitness Landscape

Tags