A new report on educational technology and maths achievement, from Johns Hopkins’ Center for Research and Reform in Education, is published in the June 2013 issue of Educational Research Review. The report examines research on the effects of educational technology applications on mathematics achievement in primary and secondary classrooms, applying consistent inclusion standards to focus on studies that met high methodological standards.
Findings suggest that educational technology applications generally produced a positive, though modest, effect (effect size = +0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications reviewed, supplemental computer-assisted instruction had the largest effect, with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programmes, had a much smaller effect size, +0.08 and +0.07, respectively.
Source: The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-analysis (2013),Educational Research Review, 9.