EFFECTS OF EDUCATIONAL TECHNOLOGY APPLICATIONS ON STUDENT ACHIEVEMENT FOR DISADVANTAGED STUDENTS: WHAT FORTY YEARS OF RESEARCH TELLS US

The purpose of this review is to examine the effectiveness of educational technology applications and how features of using technology programs and characteristics of these evaluations affect achievement outcomes for disadvantaged students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 154 qualifying studies were included in the final analysis. The findings of the review suggest that educational technology applications generally produced a positive, though modest, effect (ES=+0.16) in comparison to traditional methods. A marginally significant difference was found among four types of educational technology applications. Larger effect sizes were found with comprehensive models (ES=+0.23) and innovative technology applications (ES=+0.20). Effect sizes for supplemental programs and computer-managed learning were +0.15 and +0.12, respectively. The findings provide some suggestive evidence that approaches that integrated computer and non-computer instruction in the classrooms and innovative approaches are effective in improving student achievement. Differential impacts were also found by both substantive and methodological features.