What counts as evidence-based

technology and why does it matter?

Bette Chambers

September 2014

www.york.ac.uk/iee

• The current summaries of studies indicate a

small positive effect with wide range of impact.

• It is not the technology alone that improves

learning, it is how it is used - the same factors

that make good teaching.

• iPads, computers, interactive whiteboards, alone

rarely make an impact.

• Student engagement does not always lead to

improved learning.

What is the evidence on technology?

Teaching is targeted at specific skills.

Technology is integrated into the curriculum.

Technology elements are combined with

non-technology elements.

Students must engage actively in some way.

Immediate feedback is provided to students

and teachers on students’ learning.

What features are effective?

Initial and ongoing professional development

is required – not just on using the technology.

Teachers need time to learn how to learn

how to use the new technology effectively.

A local facilitator or champion in the school is

identified.

What other features are effective?

Reading the Text

What evidence exists that this

will improve students’

learning?

16

http://www.evidence4impact.org.uk

Archer, K., et al. (2014). Examining the effectiveness of

technology use in classrooms: A tertiary met-analysis.

Computers & Education, 78, 140-149.

Slavin, R., et al. (2009). Effective reading programs for the

elementary grades: A best evidence synthesis. Review

of Educational Research, 79, 1391.

http://dx.doi.org/10.3102/0034654309341374.

Higgins, S. (2012). Impact of digital technology on learning.

London, UK: Education Endowment Foundation.

Bette Chambers

bette.chambers@york.ac.uk

www.york.ac.uk/iee

www.evidence4impact.org.uk