Findings of this review of research into the effects of technology use on mathematics achievement suggest that educational technology applications produce a positive but small effect. This review was completed in 2011, but a new educator’s summary has been posted that presents the findings in a more accessible form.
The review, from the Johns Hopkins School of Education’s Center for Research and Reform in Education, examines three major categories of education technology:
- comprehensive models, which use computer-assisted teaching alongside non-computer activities;
- supplemental computer-assisted teaching programmes, which provide individualised computer-assisted instruction to supplement traditional classroom teaching; and
- a computer-managed learning programme, Accelerated Math.
All three were found to produce a positive effect on mathematics achievement, with supplemental computer-assisted teaching programmes having the largest effect. The review concludes that educational technology is making some difference in mathematics learning, but new and better tools are needed to harness the power of technology to further enhance mathematics achievement for all students.
Source: The effectiveness of educational technology applications for enhancing mathematics achievement: A meta-analysis (2012), Best Evidence Encyclopedia