The Effects of Technology on Students’ Learning in Math: A Meta-analysis

A colleague of mine, Dr. Qing Li of the University of Calgary, along with Dr. Xin Ma, just had an article published in the journal Educational Psychology Review titled A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning.  She found “statistically significant positive effects” which were ” greater when combined with a constructivist approach to teaching than with a traditional approach to teaching.”

I first came across Dr. Li’s work last year when she published an article in the British Journal of Educational Technology titled Instructional Design and Technology Grounded in Enactivism: A Paradigm Shift? (Word doc).  She presented this past Monday at the 2010 AERA conference in a learning sciences SIG session on embodied cognition and enactivism.  Her AERA paper as well as my presentation are at this site: Dr. Li is actually more known for her work on cyber-bullying.  She has several papers on that topic.

Dr. Li and I are currently putting together a chapter proposal on applications of embodied cognition and enactivism to instructional technology for the forthcoming Handbook of Research on Educational Communications and Technology.  I’m also hoping to submit a proposal on engineering education for that handbook.

By the way, the person who chaired my AERA session, Dr. Alan Amory, also just had an interesting theoretical article published in the journal Interactive Learning Environments titled Instructivist ideology: education technology embracing the past? From the abstract: “It is argued that against the background of a neo-managerial and market-driven global education system, the production and use of technology to support teaching and learning perpetuates hegemonic behaviorist values….The analyses show that education technologies are often designed to support masculine hegemonic behaviorist instruction practices. As an extension, education technology is used in the classroom as the object of instruction to support fundamentalist values rather than a tool to mediate knowledge construction.”

Posted in computers, edtech, education, embodiment, technology, theory, Uncategorized
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