Education Technology: An Evidence-Based Review

Abstract

In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choosefrom digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help-or in some cases hinder-how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.

The rise of technology and impact on skills

“…Therefore, on one hand, education technology has tended to work best when it facilitates effective teaching and learning approaches. On the other hand, providing access to technology alone does not strengthen learning (Escueta, Quan, Nickow, & Oreopoulos, 2017).…”

Nudging in education

“…French and Oreopoulos (2017) review empirical evidence for simplifying the transition to higher education; their scope is, thus, more limited than ours. Escueta, Quan, Nickow, and Oreopoulos (2017) review interventions using new education technology and while there is some overlap with our review, their review only includes interventions if they involve the use of information technology whereas we only consider interventions that involve nudging or related behavioural policy tools.…”

Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes

“…This is especially true for those FDL that aim to achieve civic integration or access to higher education. Adaptive learning technologies aim to customize content and learners' paths (Somyürek, 2015) and evidence shows that these approaches could contribute to better outcomes (Escueta, Quan, Nickow & Orepoulos, 2017). All in all, research indicates that guided and personalized approaches that respond to specific cultural/context sensitivities, and mix face-to-face with digital learning are adequate for the success of FDL for migrants and refugees.…”

“…Blended learning is considered a cost-effective delivery mode for education (Escueta, Quan, Nickow , & Orepoulos, 2017) that may benefit from the best of the online and face-to-face learning. Literature recognises peers and teachers as components of the personal network of migrants and refugees, and recommends that digital learning for these groups should accompany and supplement but not replace on-site interaction, support, or tutoring.…”