The effectiveness of information and communication technology on the learning of written English for 5‐ to 16‐year‐olds

Abstract

The last few years have seen an increase in research studies on the impact and effectiveness of information and communication technologies (ICTs) in the teaching and learning of English as a school subject. It is against that research background and against recent developments in policy and practice in the UK that the present systematic review of the effectiveness of different ICTs in the teaching and learning of English has been undertaken. The aim of this review was to shed light on whether ICTs are effective in the teaching and learning of English for 5- to 16-year-olds. A total of 2103 papers were found in the initial search of studies published between 1998 and 2003 on the topic of the review. An in-depth review on the effectiveness of ICT in the teaching and learning of written composition in English concentrated on nine studies. As eight of the nine studies were judged to be of medium weight of evidence and were also different from each other in nature, it was not possible to arrive at a clear answer to our in-depth research question. Rather, we wish to report that the field is in a preparadigmatic state where definitions of English, literacy and ICT are still relatively unclear, and where the causal and/or reciprocal relationships between them have yet to be fully theorised

Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis

“…At the outset, four prominent systematic reviews involving computer-based information and communication technologies for literacy instruction were selected for inclusion in this meta-analysis (Andrews, et al, 2007;Slavin, et al, 2008;Slavin, et al, 2009;Torgerson & Zhu, 2003). These reviews were selected because they used comparable review criteria: control groups, study duration, and valid achievement measures.…”

“…The variation across studies in factors such as sample size, types of ICT employed, and design of the study, however, make it difficult to reach clear conclusions about the overall effectiveness of these literacy based ICTs. Indeed, meta-analyses have generally been unable find a consistent positive effect for the use of ICTs in the classroom (Andrews, Freeman, Hou, McGuinn, Robinson, & Zhu, 2007;Kulik, 2003;Slavin, Cheung, Groff, & Lake, 2008;Slavin, Lake, Chambers, Cheung, & Davis, 2009;Torgerson & Zhu, 2003). The lack of a clear, consistent definition of ICT makes the task of investigating the effects of ICT even more challenging (Andrews et al, 2007).…”

“…Indeed, meta-analyses have generally been unable find a consistent positive effect for the use of ICTs in the classroom (Andrews, Freeman, Hou, McGuinn, Robinson, & Zhu, 2007;Kulik, 2003;Slavin, Cheung, Groff, & Lake, 2008;Slavin, Lake, Chambers, Cheung, & Davis, 2009;Torgerson & Zhu, 2003). The lack of a clear, consistent definition of ICT makes the task of investigating the effects of ICT even more challenging (Andrews et al, 2007). Further research is needed to explore other factors that may be contributing to the inability to assess the effectiveness of ICT in education.…”

Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes

“…Existing research on the relationship technology on student learning presents a mixed message (Andrews et al , 2007; O'Dwyer, Russell, Bebell & Tucker‐Seeley, 2005; Torgerson & Zhu, 2003). Such mixed and often conflicting findings make it difficult to draw conclusions about the effects of technology, to provide meaningful advice to those who make decisions about technology investment in education and to make practical suggestions for integrating technology into schools.…”

Writing Marathons Help Build Middle School Students’ College Aspirations and Strengthen Their Literacy Skills

“…During the third marathon, when students had only paper and pencil, they wrote less and seemed less motivated to write. A broad body of research on writing and technology suggests that the use of computers has a positive impact on students' literacy (Andrews, Freeman, and Hou 2007;Reed 1996;MacArthur 1996).…”