Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications

Schmid, R.; Bernard, R; Borokhovski, Eugene; Tamim, Rana; Abrami, Philip C.; Wade, Anne; Surkes, Michael A.; Lowerison, Gretchen

doi:10.1007/s12528-009-9021-8

Cited by 94 publications

(54 citation statements)

References 21 publications

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“…This outcome is consistent with numerous studies which report that despite widespread access and possible learning advantages (e.g., Blok, Oostdam, Otter, & Overmaat, 2002;Mayer, Mautone, & Protehro, 2002), computer technology remains under-utilized in education and the potential of computer technology is not being realized (Abrami, 2001;Mueller, 2009;Muir-Herzig, 2004). A recent meta-analysis of technology's impact on student achievement in higher education (Schmid, et al,., 2009) suggests that although technology has demonstrated medium positive effect sizes on learning outcomes, highest levels of technology saturation were related with negative effects. There are clearly additional variables beyond access and use that impact learning outcomes with technology that need to be addressed.…”

Section: Uses Of the Blackberry ® Devicesupporting

confidence: 83%

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

Mueller

Wood

Pasquale

et al. 2012

IJHE

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This study followed an innovative introduction of mobile technology (i.e., BlackBerry ® devices) to a graduate level business program and documented students' use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry ® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation.

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Section: Uses Of the Blackberry ® Devicesupporting

confidence: 83%

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

Mueller

Wood

Pasquale

et al. 2012

IJHE

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“…Chandra and Loyd (2008) have shown that e-learning in secondary schools can improve student performance for some scholars, but reduce it for others. In higher education, Schmid et al (2009) calculated that using ICT during teaching had a positive influence on the achievement of students, although they stress that ICT-supported teaching also needs good instructional design and teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Changes in the basic ICT skills of freshmen between 2005 and 2009: Who’s catching up and who’s still behind?

Wit

Heerwegh²,

Verhoeven

2011

Educ Inf Technol

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In the last decade, ICT use has expanded enormously in most Western countries. In line with this development, we hypothesised that freshmen at university would not only have mastered more ICT skills, but would also use computers more often than their counterparts of 5 years previously. To compare students' opinions and behaviour between 2005 and 2009, responses to two online questionnaires (N= 714 in 2005 and N=1529 in 2009) offered at a large university were compared. The main variables of the Technology Acceptance Model (as well as facilitating factors, study motivation and some contextual variables) were used as predictors to explore the possible changes between 2005 and 2009 in the mastering of 19 ICT skills, and the frequency of the use of computers for six different tasks. The results of the study show that freshmen became more proficient in some ICT skills, while proficiency in other skills did not change or even dropped. Gender is still an important factor to predict ICT skills and the frequency of using computers, but it is shown that for some skills female students have caught up with their male counterparts.

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“…Certainly there is much international research which supports the assumption that the use of technology within the educational setting has a positive influence on learning, especially in improving cognition (Kozma, 1994(Kozma, , 2003Schmid et al, 2009;Tamim, Bernard, Borokhovski, Abrami, & Schmid, 2011), but also those who question such conclusions (Clark, 1994;Livingstone, 2012;Means, Toyama, Murphy, Bakia, & Jones, 2009). While recognizing the inevitability of technology's presence in higher education in the UAE however, there is wide acknowledgement that the integration of technology into teaching and learning should be pedagogically driven, and to be effective, requires "teacher training, curriculum structures and materials, classroom practices and modes of assessment [to be] redesigned at all levels" (Livingstone, 2012, p. 10).…”

Section: Training In Tertiary Educationmentioning

confidence: 99%

Technology, education and Arab youth in the 21st century: A study of the UAE

Martin¹

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This thesis is an exploration of the engagement of young Emirati tertiary students (aged 18-25) with digital technologies in the United Arab Emirates (UAE). International research in recent years has documented the access to, and use of, digital technologies by young people in many parts of the world, largely in response to claims made at the turn of the century about posited characteristics of young people today, referred to in the debate as digital natives. In reaction, governments and educational institutions in many parts of the world have considered or accepted the need for a rethink of their educational systems, with an emphasis on increased integration of technology into teaching and learning, in an apparent endeavor to remain relevant to students of today, and the society of the future.The documentation of the impact of technology on the young Arab population of the UAE, however, is an important contribution to this debate, where most research to date has been conducted in more developed countries. This research also considers the historical, socio-economic, linguistic and cultural context of the UAE within which technological changes have occurred, as well as the impact of digital technologies which in turn have continued to influence social and cultural change. Consideration of the inter-relationship between technology and the environment in which it has impacted has enabled a challenging of the determinist arguments put forward in the wider digital natives debate.This research used a mixed-method approach involving multiple tertiary educational institutions in the UAE, and included students from a wide variety of geographical locations and academic disciplines within the country. Mixed methods research was eminently suited to this exploration, to enable both internationally comparable data on Emirati youth as a result of use of an adapted survey instrument (N=587), and insight into possible local implications and influences of cultural, educational and language factors by also using semi-structured interviews (N=15). This is the first extensive, multi-institutional research project to address this topic in a region which includes a very high population of young people, who are increasingly wired and educated, at a time of remarkable change and challenges in the Middle East.The primary aim in this research project was to determine the extent to which Emirati higher education students were engaged with digital technologies, including the Internet, and whether this level of engagement was similar to patterns internationally. Six major findings emerged from the data.ii Firstly, data confirmed that most Emirati tertiary students have almost comprehensive access to broadband Internet, both from home and their place of study, using mobile technologies such as tablets or mobile phones, as well as laptops or desktops. Educational improvements in the UAE have been pivotal as an impetus for technological changes, with digital technologies now ubiquitous within tertiary education institutions, as well as ...

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Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications

Cited by 94 publications

References 21 publications

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

Changes in the basic ICT skills of freshmen between 2005 and 2009: Who’s catching up and who’s still behind?

Technology, education and Arab youth in the 21st century: A study of the UAE

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