Meta-Analysis Results Show Positive Effects of Educational Technology on Student Outcomes

As a CTO of a large school district, I am often asked if the technology we provide students is worth the cost. I understand this question considering how much time and money goes into providing students with the best technology we can afford. I also understand the concerns parents have about inappropriate social media use and the effects of too much screen time. But I am a firm believer that the good outweighs the bad when it comes to educational technology.

Looking at research on the effects of educational technology on student learning outcomes can be tricky. Many studies are poorly designed and most do not have a large enough sample size to make valid conclusions. That's why I prefer to look at meta-analysis. A meta-analysis is a statistical method that combines the results of multiple studies that address a similar research question. It's a formal, quantitative, epidemiological study design that systematically assesses previous research to draw conclusions based on larger sample sizes than those usually found in any single study.

It takes years to compile these large studies. And the Covid-19 Pandemic put a dent into the body of research that is just now beginning to recover. Nonetheless, educational technology researchers have amassed a large body of evidence.

The following is a review of the research citing some of the most prominent meta-analysis studies on educational technology and their effects on student learning outcomes. You will see that if the technology is used with fidelity, and the teachers are properly trained, great things can happen!

A Meta-Analysis of the Effects of Computer Technology on School Students' Mathematics Learning

by Li, Qing and Ma, Xin, Educational Psychology Review, 2010

Summary: A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of computer technology on mathematics achievement.

Effects of Technology on Students' Achievement: A Second Order Meta Analysis

by R. M. Tamim, Hamdan Bin Mohammed e-University, R. M. Bernard, E. Borokhovski, P. C. Abrami, & R. F. Schmid, Concordia University, Review of Educational Research, March 2011

Summary: 574 individual effect-sizes (60,853 participants) were extracted from 13 meta-analyses. The weighted mean effect-size of 0.304 supported the findings of the second-order meta-analysis. The results consistently represent a medium strength effect-size, favoring the utilization of technology.

The Effectiveness of Education Technology for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis

by Slavin, Robert E. and Cheung, Alan C. K., Johns Hopkins University and University of York, May 2011 www.bestevidence.org

Summary: 84 studies based on over 60,000 participants were analyzed. The findings suggest that education technology generally produced a positive effect in comparison to traditional methods. Innovative technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence.

The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

by Delia?Hillmayr,?Lisa?Ziernwald, Frank?Reinhold,?Sarah I. Hofer, Kristina M.?Reiss, Computers and Education Journal, August 2020

Summary: This meta-analysis investigated how the use of technology can enhance learning in secondary school mathematics and science. Overall, digital tool use had a positive effect on student learning outcomes (0.65). Use of intelligent tutoring systems or simulations such as dynamic mathematical tools were significantly more beneficial than hypermedia systems.

The effectiveness of technology-supported personalized learning in low- and middle-income countries: A meta-analysis

by Louis Major,?Gill A. Francis,?and Maria Tsapali, British Journal of Educational Technology, May 2021

Summary: This meta-analysis examined the impact of students' use of technology that personalizes and adapts to learning level. Sixteen randomized controlled trials were identified in five countries. Studies involved 53,029 learners showed that technology-supported personalized learning had a statistically significant positive effect. More personalized approaches which adapt or adjust to learners' level led to significantly greater impact (effect size = 0.35)

Exploring the effects of digital technology on deep learning: a meta-analysis

by Xiu-Yi Wu, Shenzhen Institute of Information Technology, Education and Information Technologies 29(3):1-34, November 2023

Summary: A meta-analysis of 60 high-quality, peer-reviewed empirical publications examined students' deep learning outcomes to assess the overall effectiveness of digital technology. The calculated effect size indicates a positive influence of digital technology on students' deep learning outcomes.

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As you can see, the results of many studies, combined with meta-analysis, show that students do benefit from education technology when it is supported, deployed, and managed effectively. So, yes, it is worth it!