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Using Digital Technology to Improve Learning: Evidence Review

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Title: Using Digital Technology to Improve Learning: Evidence Review
Language: English
Authors: Lewin, Cathy, Smith, Andrew, Morris, Stephen, Craig, Elaine, Education Endowment Foundation (EEF) (United Kingdom)
Source: Education Endowment Foundation. 2019.
Availability: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Peer Reviewed: Y
Page Count: 70
Publication Date: 2019
Document Type: Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Technology Uses in Education, Educational Improvement, Influence of Technology, Foreign Countries, Elementary Secondary Education, Literacy Education, Language Acquisition, Second Language Learning, Mathematics Education, Science Education, Experiential Learning, Scaffolding (Teaching Technique), Intelligent Tutoring Systems, Computer Assisted Instruction, Blended Learning, Electronic Learning, Computer Mediated Communication, Discovery Learning, Game Based Learning, Student Evaluation
Geographic Terms: United Kingdom (England)
Abstract: The Education Endowment Foundation (EEF) review of the impact of digital technology on learning, "The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report" (Higgins et al., 2012) (ED612174), found positive benefits but noted that how technology is used (the pedagogy) is key and that future research should focus on identifying the specific conditions under which a positive impact is found. The authors sought to identify meta-analyses which summarise the effects of the use of digital technology in schools, and their effects on attainment. This review sought to identify relevant literature published since the previous work was completed in order to provide an update to that synthesis. The authors therefore searched for papers published since 2012 using a very similar approach to Higgins et al. (2012). Following the rapid assessment of meta-analyses, they conducted an evidence review (REA) of individual studies which described research undertaken in English second rapid schools which has been published since 2012. Meta-analyses synthesise the results from a number of primary studies, and they therefore offer a thorough methodology for synthesising knowledge within a particular area. By systematically searching for meta-analyses the review therefore offers a comprehensive overview of international research into the effect of technology on attainment in schools. [For the related guidance report "Using Digital Technology to Improve Learning. Guidance Report," see ED612112.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED612157
Database: ERIC
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  Data: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
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  Data: The Education Endowment Foundation (EEF) review of the impact of digital technology on learning, "The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report" (Higgins et al., 2012) (ED612174), found positive benefits but noted that how technology is used (the pedagogy) is key and that future research should focus on identifying the specific conditions under which a positive impact is found. The authors sought to identify meta-analyses which summarise the effects of the use of digital technology in schools, and their effects on attainment. This review sought to identify relevant literature published since the previous work was completed in order to provide an update to that synthesis. The authors therefore searched for papers published since 2012 using a very similar approach to Higgins et al. (2012). Following the rapid assessment of meta-analyses, they conducted an evidence review (REA) of individual studies which described research undertaken in English second rapid schools which has been published since 2012. Meta-analyses synthesise the results from a number of primary studies, and they therefore offer a thorough methodology for synthesising knowledge within a particular area. By systematically searching for meta-analyses the review therefore offers a comprehensive overview of international research into the effect of technology on attainment in schools. [For the related guidance report "Using Digital Technology to Improve Learning. Guidance Report," see ED612112.]
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      – Text: English
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Influence of Technology
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Literacy Education
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Student Evaluation
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