Mark Warschauer, Professor of Education and Informatics from the University of California, Irvine and Binbin Zheng,  Assistant Professor from the Michigan State University, recently posted an article asking if there is a need to abandon attempts to integrate technology in schools due to a recent international study published by the Organization for Economic Cooperation and Development, which found no positive evidence of impact of educational technology on student performance.

According to the article, Professor Warschauer and Assistant Professor Zheng, have conducted their…

…own extensive observations. We conducted a synthesis of the results of 96 published global studies on these programs in K-12 schools during 2001-2015. Among them, 10 rigorously designed studies, mostly from the U.S., were included, to examine the relationship between these programs and academic achievement. We found significant benefits.We found students’ test scores in science, writing, math and English language arts improved significantly.

And the benefits were not limited to test scores.

To find out about their conclusions and read the full article, please click here.

Disclosure statement

Mark Warschauer has received funding for his research from the National Science Foundation, the Institute of Education Sciences, the Carnegie Corporation, the Smithsonian Center for Learning and Digital Access, the Spencer Foundation, the John Randolph Haynes and Dora Haynes Foundation, and Google Research.

Binbin Zheng does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond the academic appointment above