Literature Review on the Impact of Digital Technology on Learning and Teaching

Footnotes

1. http://connect.glowscotland.org.uk/start-here/

2. Education Scotland (2014) Technologies 3-18 curriculum report

3. Studies where the outcomes for people taking part in the activity are compared with those for people who do not are included in analyses, because they provide credible evidence of effects which can be attributed to the activity. See the What Works Centre for Local Economic Growth's evidence review on Employment Training (2014), for example.

4. Effect size is the quantitative difference between groups (those treated and untreated by the educational intervention). It is the standardised mean difference between the two groups (mean of experimental group minus mean of control group, divided by the standard deviation). An effect size of +0.8 is considered to be high, for example. It means that 79% of those in the control group population would be expected to have done less well than all those in the experimental population. See: Coe, 2002. It's the effect size, stupid. Paper presented to the Annual Conference to the British Education Association, http://www.leeds.ac.uk/educol/documents/00002182.htm

5. Classroom behaviour, as defined in this study, was based on teachers' evaluations of absences from class, timeliness in handing in assignments and arriving to class, and attentiveness and disruptiveness in class.

6. The OECD study found that higher use alone did not improve reading; it is the quality of use which makes a difference

7. For example, Jeynes 2005, 2007; Fan and Chen, 2001; Desforges and Abouchaar, 2003; Schofield, 2006