Technology-Supported Learning and Academic Achievement

Reimann, Peter and Aditomo, Anindito (2012) Technology-Supported Learning and Academic Achievement. In: International Guide to Student Achievement. Educational Psychology Handbook . Routledge, Abingdon, Oxford, pp. 399-401. ISBN 978-0-415-87901-9

[thumbnail of Reimann, Aditomo 2012 Technology-Supported Learning and Academic Achievement.pdf] PDF
Reimann, Aditomo 2012 Technology-Supported Learning and Academic Achievement.pdf
Restricted to Registered users only

Download (67kB) | Request a copy


Computer technologies have been introduced into schools since about 1960, with large scale deployment starting in the 1980s once personal computers became widely available and affordable. A second wave of deployment saw the networking of computers, first in the form of classroom based local-area network (LAN), and more recently the connection to the Internet. More recent trends include such developments as the introduction of interactive whiteboards into classrooms, and the establishment of 1:1 computing (one digital device per student) in some systems. However, the major meta-analyses available at this time do not address these more recent developments—one might also add the increasing interest in mobile and cloud computing amongst them-but focus on the classic question: Do students in classes where computers are used profit from this compared to students in classes where no computers are used? Concerning our question, if technologies make a difference for education, more than 60 meta-analyses have appeared since 1980, covering thousands of individual comparative studies. Most of the meta-analyses have focused on questions specific to certain types of technologies, subject matter, or grade level. However, a secondary meta analysis has been published (Tamim, Bernard, Borokhosvski, Abrami, & Schmid, 2011) that aggregates the data from 25 meta-analyses. We will use this one to answer the general question, and use this study and the findings from recent meta-analyses, most of them not covered in Tamim et al. (2011), to address more specific questions regarding the effects on important learning areas (mathematics, reading, writing, language learning). Notably absent from the literature are meta-analyses of technology use for science learning. Although space does not permit us to report on the effectiveness of specific types of educational technology, it is worth mentioning what types are typically included in the label “computer technology”. What is covered in these studies are IT applications that can be categorized fairly well into five types (Li & Ma, 2010): (a) tutorials: programs that directly teach by providing information, demonstration, and opportunities for (drill and) practice; (b) communication media, such as e-mail, web-browsers, video conferencing tools that provide access to information and opportunities for communication, including student-to-student communication; (c) exploratory environments, including simulations, hypermedia environments, web quests; (d) tools, in particular productivity tools (word processors, presentations tools), media manipulation software, such as for digital imaging and music, and (data) analysis tools, such as spreadsheet programs; (e) programming languages, ranging from general purpose ones (e.g., Java, Prolog) to those with a didactic function (e.g., Logo). It is important to keep this variety of meanings of ICT in mind when looking at the field through the lens of meta-analyses.

Item Type: Book Section
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
T Technology > T Technology (General)
Divisions: Faculty of Psychology > Department of Psychology
Depositing User: Anindito Aditomo 205003
Date Deposited: 04 Feb 2013 03:41
Last Modified: 24 Mar 2021 14:22

Actions (login required)

View Item View Item