
The educational debate about the use of technology to improve learning performance, strangely, continues among policy makers even today. For example, a recent report that compared educational success in several countries, as measured by international tests, omitted the necessity and the benefits of using technology to improve student achievement. Such out-dated education reporting can be misleading for policy makers and educational leaders. A systemic review that synthesised the findings of over forty years of research has been recently made openly available by the American Educational Research Association in the Review of Educational Research. The study titled What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study quantitatively synthesised ‘findings from a number of meta-analyses addressing a similar research question’ (p. 6). The research question was ‘the effectiveness of computer technology use in educational contexts to answer the big question of technology’s impact on student achievement, when the comparison condition contains no technology use’ (p.6).
Featured category: 21st century skills
NMC Horizon Report > 2018 Higher Education Edition
Australian Educational Technologies Trends (AETT) report
Over 100 leading Australian and international educators and experts concerned with Australian education contributed to this report on how Educational Technologies and the computing curriculum is currently being implemented in Australian schools, and the changes that may occur in the near future (5 years).
Students, computers and learning - making the connection
OECD report examines how students access to and use ICT
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