“Formal education programs that effectively integrate Information and Communication Technologies, Learning and Knowledge Technologies, and Technologies for Empowerment and Participation improve students' learning outcomes compared with formal education programs that do not integrate these technologies.”

The results show that quality explains considerably more variance than the frequency of technology integration in promoting both students' behavioral engagement and digital competencies for learning. By simultaneously considering multiple dimensions of teaching quality, this study extends understanding of which pedagogical aspects of technology integration are most important for fostering different learning outcomes, thereby informing educational practices and policies regarding pedagogically sound technology integration in schools.

This meta-analysis of 30 recently published studies reveals that ICT has a significant positive effect on student learning, particularly in enhancing language skills (effect size = 0.24) and subject knowledge acquisition (effect size = 0.59). The analysis highlights moderating effects of intervention duration and application type, with moderate-length interventions (6–18 weeks) producing the most favorable outcomes for young children and primary school students.

Meta-analytic results indicate that ICT interventions lasting 6 to 18 weeks yield the most favorable outcomes for young children and primary school students, with statistically significant effects on learning outcomes. In contrast, both shorter (≤1 week, 1–6 weeks) and longer (>18 weeks) durations did not produce statistically significant effects, suggesting moderate-length interventions are more effective in capturing ICT's impact on student learning.

Balanskat et al. (2006) found a statistically significant positive association between ICT use and higher student achievement in primary and secondary education. The authors also reported improvements in the performance of low-achieving pupils. The use of ICT resulted in further positive gains for students, namely increased attention, engagement, motivation, communication and process skills, teamwork, and gains related to their behaviour towards learning.

As a result, there was evidence of improved performance in educational practices enriched with ICT. In the TIMSS 2015 and 2019 reports, the academic performance in mathematics and science was observed to be higher among students who had access to ICT in the classroom. In conclusion, it can be stated that (a) the effect of ICT use in mathematics teaching on academic performance, regardless of the type of educational use, is moderate; and (b) it can be considered an effective means for the improvement of learning outcomes. It is estimated that students with ICT support would perform better than 62% of students who are not offered this resource.

Technology has become a vital component of our education system. It can provide personalized learning, enable access to education when in-person learning is not feasible, increase opportunities for deeper and expanded learning, and broaden the range of available courses and social and emotional supports beyond those offered locally.

The Texas I-CAN project is a 3-arm, cluster randomized control trial in which 28 elementary schools were assigned to either control, math intervention, or spelling intervention. Each intervention condition serves as an unrelated content control for the other arm of the trial, allowing the impact of physical activity to be separated from the content.

A comprehensive review of 29 pertinent research articles found that the utilization of digital learning media substantially improves students' proficiency in both technical and interpersonal abilities. Research trends show that digital learning media not only improve knowledge acquisition but also enhance essential 21st century skills, including scientific and digital literacy, critical and creative thinking, collaboration, and problem-solving.

On average, students who used computer-based instruction scored at the 64th percentile on tests of achievement compared to students in the control conditions without computers who scored at the 50th percentile. Students learn more in less time when they receive computer-based instruction. Students in technology rich environments experienced positive effects on achievement in all major subject areas. Eighth-grade students who used simulation and higher order thinking software showed gains in math scores of up to 15 weeks above grade level as measured by NAEP.

The meta-analysis revealed a small but statistically significant negative association between smartphone use, social media use, video game playing, and students’ academic performance [Q(64) = 2501.93, p < 0.001, d = −0.085]. It is concluded that increased use of these technologies was associated with poorer academic outcomes, potentially impacting key cognitive skills essential for academic success.

This working paper shares findings of a literature review examining the impact of a range of digital tools on student outcomes. Drawing on systematic reviews, several international studies have shown little improvement in performance attributed to the use of ICT.

A new Stanford-led study sheds light on the value of edtech interventions, with a focus on products aimed at helping elementary school students develop early reading skills. In a meta-analysis of studies conducted over the past two decades, the researchers found that the effectiveness of tech products varied considerably, depending on particular features of the interventions and the skills they targeted.

A meta-analysis by Zheng, Warschauer, Lin & Chang (2016) found student academic achievement increased with laptop programs, with students of lower ability being particularly successful, losing their reluctance to write and producing better results. The integration of ICT has positive potential for teaching and learning of writing, with teachers noting enhanced engagement and enthusiasm when ICT was introduced into the writing program.

This document analyzes five large-scale studies of education technology, including meta-analytic studies on computer-based instruction. Kulik's meta-analysis found positive effects in many areas, with students using computer-based instruction scoring higher on average, but computers did not have positive effects in every area studied.

Furthermore, there appears to be a widely held assumption that the use of educational technology will result in improved outcomes. However, there has been limited scrutiny of evidence about the extent to which use of educational technologies impacts teaching and learning outcomes in school contexts.

According to findings culled from five meta-analyses, blending technology with face-to-face teacher time generally produces better outcomes than face-to-face or online learning alone (Cheung and Slavin, 2011; Cheung and Slavin, 2012; Tamim, Bernard, Borokhovski, Abrami, and Schmid, 2011; Means et al, 2009; Means et al., 2013). However, there is currently limited rigorous research on the specific features of technology integration that improve learning. One theme that has emerged from the research to date is that simply adding technology to K-12 environments does not necessarily improve learning.

In this study we aim to use Inspiring Teachers' TFLI approach to explore how support for assessment-informed targeted instruction can be built into structured pedagogy and educational technology integration to improve learning outcomes in low-resource settings.

A sample of 139 higher education institution students was randomly assigned to one of four groups: classroom (control), YouTube, AR, and VR. Results from a two-way ANOVA and post-hoc pairwise comparison revealed that contrary to the existing literature, VR did not significantly outperform other learning environments.

Technology in the classroom can enhance learning by boosting student engagement, collaboration and access to educational resources. Tech tools allow for a more personalized learning experience, which means all students — including those with diverse and special needs — can receive access to the education they deserve.

When screens are present but not being used for learning, students tend to learn less. Literacy applications often have little valid and reliable evidence to back up their claims of efficacy. One of the more damning pieces of recent research on education technology comes from a 2015 Johns Hopkins University study... Students who were randomly assigned to receive laptops performed worse on state reading tests.

Several international studies have shown little improvement in performance attributed to the use of ICT, although other reviews have shown positive results. The discrepancies between the “macro-studies” of international organizations and the “micro-studies” analyzed in this review are discussed. As a result, there was evidence of improved performance in educational practices enriched with ICT.

Multiple large-scale meta-analyses conducted between 2009 and 2013 (Means et al., Tamim et al., Cheung and Slavin) found that technology integration combined with effective pedagogy and teacher support produces moderate positive effects on learning outcomes, with effect sizes typically ranging from 0.20 to 0.50 standard deviations. However, technology alone without pedagogical redesign shows minimal or negative effects.