How features of educational technology applications affect student reading outcomes: A meta-analysis
ARTICLE
Alan C.K. Cheung, Robert E. Slavin
Educational Research Review Volume 7, Number 3, ISSN 1747-938X Publisher: Elsevier Ltd
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
Citation
Cheung, A.C.K. & Slavin, R.E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3), 198-215. Elsevier Ltd. Retrieved January 28, 2020 from https://www.learntechlib.org/p/49953/.
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Educational Research Review
on January 29, 2019.
Educational Research Review is a publication of Elsevier.
Keywords
- Computer Assisted Instruction
- Educational Research
- educational technology
- Educational technology applications
- Elementary Secondary Education
- Influence of Technology
- Instructional Innovation
- Intervention
- K-12
- Meta Analysis
- meta-analysis
- Outcomes of Education
- professional development
- Reading Achievement
- Technology Uses in Education
Cited By
View References & Citations Map-
How is the use of technology in education evaluated? A systematic review
Jennifer W.M. Lai & Matt Bower
Computers & Education Vol. 133, No. 1 (May 2019) pp. 27–42
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Exploration of a Blended Learning Approach to Reading Instruction in Second Grade
Shani Wilkes, Lexia Learning, United States; Paul Macaruso, Community College of Rhode Island, United States; Elizabeth Kazakoff, Lexia Learning, United States; John Albert, California Elementary School, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 797–802
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