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- Vol 7 PE: App D
technology-enhanced instructionsecond-order meta-analysisinstructional technologycognitive supportachievement effectstechnology implementationface-to-face instructionJournal article Evidence summaryAt a glance
Tamim and colleagues use second-order meta-analysis to ask whether computer technology improves achievement in face-to-face education compared with instruction without the technology. Their systematic search yielded 25 meta-analyses with limited overlap, representing 1,055 primary studies spanning roughly four decades.
Key ideas
The random-effects average was positive and modest, about 0.35 standard deviations. A validation analysis using 574 independent effects extracted from 13 included meta-analyses produced a similar estimate of about 0.33. Effects varied substantially, however, and the authors stress that the average does not show technology to be an independent cause or identify a universally effective device. Differences were associated with instructional role and context: technology used to support cognition tended to outperform applications that merely presented instruction, and effects differed across educational levels and other study features.
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The paper also discusses limitations in the quality, overlap, and reporting of prior meta-analyses. Its practical message is conditional: technology can support learning, but instructional purpose, pedagogy, implementation, and comparison conditions matter more than simply adding hardware or software.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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