کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
355175 619247 2012 18 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
How features of educational technology applications affect student reading outcomes: A meta-analysis
ترجمه فارسی عنوان
چگونه ویژگی های برنامه های کاربردی تکنولوژی آموزشی ،نتایج خواندن دانش آموز را تحت تاثیر قرار میدهد: متا تجزیه و تحلیل
کلمات کلیدی
برنامه های کاربردی تکنولوژی آموزشی؛ دستاورد خواندن؛ K-12. تجزیه و تحلیل
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی

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 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that educational technology applications generally produced a positive, though small, effect (ES = +0.16) in comparison to traditional methods. There were differential impacts of various types of educational technology applications. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of educational technology in the past few decades were not found to produce educationally meaningful effects in reading for K-12 students (ES = +0.11), and the higher the methodological quality of the studies, the lower the effect size. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence. Although many more rigorous, especially randomized, studies of newer applications are needed, what unifies the methods found in this review to have great promise is the use of technologies in close connection with teachers’ efforts.


► The findings suggest that educational technology produced a positive, though small, effect.
► There were differential impacts of various types of educational technology applications.
► Traditional computer-assisted instruction programs produced a small effect.
► Applications with the support of professional development showed more promising evidence.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Educational Research Review - Volume 7, Issue 3, December 2012, Pages 198–215
نویسندگان
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