Abstract
Over the past 30 years many studies have been conducted into the effects of Information and Communication Technologies (ICT) on pupils’ learning. The methods used have ranged from intervention methods where the researchers have brought specific educational software into the classroom and used subject-based tests to large-scale studies using pre- and post-tests of pupils in many different classroom settings.
Previous reviews concerning the validity of educational research findings in ICT have revealed limitations regarding the generalisability of some results and the consistency of the findings due to a number of factors: e.g., using conventional tests which may not measure the specific learning which occurs from the use of ICT; or conducting small—scale case studies, sometimes with little analysis of the wider implications of the findings. Many research studies do not take account of the possible longer-term impact of ICT on learning, which may result from the consequent learner’s reflections and metacognition. This paper reviews a range of research methods and results which have been used in the past, and considers the consistency, the limitations and the implications for future research into the effects of ICT on pupils’ learning.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35668-6_17
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Cox, M.J. (2003). How do we know that ICT has an impact on children’s learning?. In: Marshall, G., Katz, Y. (eds) Learning in School, Home and Community. IFIP — The International Federation for Information Processing, vol 113. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35668-6_16
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DOI: https://doi.org/10.1007/978-0-387-35668-6_16
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