The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Revised

Autor/inn/en	Cheung, Alan C. K.; Slavin, Robert E.
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Revised
Quelle	(2012), (55 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Achievement; Elementary Secondary Education; Educational Technology; Meta Analysis; Reading Programs; Program Evaluation; Program Effectiveness; Computer Assisted Instruction; Educational Research; Intervention; Program Implementation; Socioeconomic Status; Effect Size; Time on Task; Instructional Program Divisions; Gender Differences; Racial Differences; English Language Learners; Research Design; Sample Size + Suchen Sie Ihr Suchwort? Leseleistung; Unterrichtsmedien; Meta-analysis; Metaanalyse; Programme evaluation; Programmevaluation; Computer based training; Computerunterstützter Unterricht; Bildungsforschung; Pädagogische Forschung; Socio-economic status; Sozioökonomischer Status; Zeitaufwand; Geschlechterkonflikt; Rassenunterschied; Forschungsdesign
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 and 1 footnote.) [For the "The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Educator's Summary. Revised," see ED539724.] (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