Achievement Gains of Low-Achieving Students Using Computer-Assisted vs Regular Instruction

Background: Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.Objectives: The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.Search Methods: We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.Selection Criteria: Studies had to meet the following criteria to be included:• Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.• Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).• Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasirandomised controlled trials (QRCT); and quasi-experimental studies (QES).• Outcomes: Included studies used standardised tests in reading or mathematics.

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Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson

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et al. 2021

Campbell Systematic Reviews

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Socialization To The Internet: Who Is Teaching Our Children?

Parente

Swinarski

Noce

2011

IJMIS

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The introduction of technology into 21st century life has been fast and ubiquitous. The 2000 United States Census is filled with examples of increasing proportions of the American family who have access to computers and the internet. The issue of changes in our culture and the socialization of all parts of society bring logical questions about our children and technology. Where are they learning about the internet? Is the popular press correct in stating that there is a generational gap between parents and their children in socialization of technology? Where are they learning about the various uses of the Internet? This paper attempts to answer the question concerning who is teaching our children (about technology). Who is actually doing the socializing to technology?

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Achievement Gains of Low-Achieving Students Using Computer-Assisted vs Regular Instruction

Abstract: One school used computer-assisted instruction for 63 low-achieving students in Grade 5. Another school used traditional instruction for 48 low-achieving students in Grade 5. Higher posttest scores for the former were attributed to daily computer-assisted instruction.

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Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Socialization To The Internet: Who Is Teaching Our Children?

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