Study/Author/ Year

Study Type/Affiliate

Publication Type

Type of Computer Technology/ Application

Effects Academic*

Effects Social

Cost Efficiency

Christmann & Badgett (1999)

MetaAnalysis/

Academic

Journal

Computer Assisted Instruction***

Positive    Science

Overall     e.s. 0.26  

Physics     e.s. 0.28

General    e.s. 0.70

Biology    e.s. 0.04

Chemistry  e.s. 0.08

Positive

Settings

Urban  e.s. 0.68

Suburb e.s. 0.27

Rural    e.s. 0.16

Constructivist forms of pedagogy.

NA

Schacter (1999); Schacter & Fagnano, (1999)

Traditional/

Milken Foundation

Foundation Paper & Journal

Varied

Positive General

Four large scale studies and thirteen meta-analyses demonstrate improved academic achievement across academic disciplines and grade levels.

Positive

Complexity of the relationship between technology and learning. Learning theory guides technology’s use. Constructivist modes of pedagogy. Student attitudes toward learning improve.

NA

Soe, Koki, &  Chang (2000)

MetaAnalysis/

Academic

Conference Paper

ERIC

Computer Based Instruction

Positive Reading Achievement

Overall  e.s. 0.132  

NA

NA

Cavanaugh (1999a & b)

MetaAnalysis/

Academic

Conference Paper

ERIC

Interactive Distance Education

Positive General

Overall   e.s. 0.147  

Science   e.s. 0.07

S.Studies e.s. 0.18

Lang Art e.s. 0.43

Foreign   e.s. –0.80

Math       e.s. 0.76

Other       e.s. 0.81

NA

Theorized lower costs for diversity and delivery of content.

Rampp &  Guffey (1998)

Traditional/

Academic

Conference Paper

ERIC Document

Varied

Positive General

Positive

Teacher Training and Technology

Cost efficacy time with vs time without computer use

Computer to student ratio.

President’s Commmittee of Advisors on Education and Technology (1997)

Traditional/

United States Government

ERIC Document

Varied

Positive General

Relies upon both meta-analyses and traditional reviews.

Learning with computer technology  and not about.

Emphasize Content and pedagogy not hardware.

Both Elementary and Secondary gains.

Gains higher for lower SES and Special Needs

Mixed

Teacher preperation

Access by gender, race, SES, needs to be equitable

Constructivist and traditionalist models of pedagogy have promise.

Realistic budgeting. Too little expended. US needs 5% not 1.3 % dedicated to determine efficacy.

McCombs (2000)

Traditional/

United States Government Department of Education

Internet

Varied

Positive General

Synthesizes

Positive

Learner centered

Constructivist forms of learning theory and connection to technology. 

Improved student attitudes towards technology.

Technology and “value added” to student learning.

Mann, (1999)

Traditional/

United States Government Department of Education

Internet

varied

Positive General

Learning technology

Positive

Constructivist forms of learning and professional  development tied to both technology and learning theory.

More expensive. Technology not static or constant dollar expense. Need to spend more not less.

Reeves (1998)

Traditional/

Foundation

Bertelsmann Foundation

Internet

Varied

Positive General

Tutoring

Basic skills

Advanced skills

Simulations

Presentation

Positive

Constructivist forms of learning

Teacher training

Not available

National School Board Association (2000)

Traditional/

Professional Organization

Internet

Varied

Positive General

Attitudes towards learning improve

Educators professional development tied to technology.

Student to computer ratios – equal access.

Sivin-Kachala, (2000)

Both Traditional and Meta-analyses/

Software Manufacturers Industry Association*

Internet

Varied

Positive General

Positive student motivation. Educator professional development essential.

Constructivist forms of learning

Advances in technology keep ahead of the traditional budgeting factors used in education.