Liabo, K; Simon, A; Tripney, JS; Daniel-Gittens, K-A; Elwick, A; (2014) Title registration for a systematic review: Free provision of information and communications technology (ICT) for improving academic achievement and school engagement in students aged 4-18: a systematic review. (Campbell Systematic Reviews ). Campbell Collaboration: Oslo, Norway.

Preview

Text Liabo_Free_ICT_Title.pdf Download (87kB) | Preview

Abstract

Improving educational attainment continues to be an ongoing aim for education policies across the OECD member countries, further brought into focus by the international comparison league tables published by this organisation (OECD, 2010). From a national policy perspective, improving educational outcomes for young people is seen as important for a country’s future competitiveness in the international market, for social policies aiming to reduce social inequalities, and as an essential element in school standards development. For local policies, it is the most important competitive tool for schools who want to attract keen families and students to their education community. Finally, and perhaps most importantly, it is imperative to young people themselves, whose chances of employment and economic independency hinges on their success and engagement at school. Schools have long been providing information and communications technology (ICT) to pupils, as means to introduce students to the use of ICT, to enhance their learning experiences in other subjects, and as an advertising tool to attract the most eligible students. Increasingly, as ICT equipment becomes more affordable, some schools are purchasing ICT in order to improve students’ attainment, for example by providing each student with a tablet, offering reduced-rate internet subscription or by ICT-immersion programmes, which embed all classrooms with communications technology and computers. Often these programmes are particularly focused on reaching out to pupils who are under-achieving or who are at a social disadvantage that reduces their ability to obtain ICT privately. Due to the fast developments in ICT, public institutions will always be behind in terms of what kind of technology they can afford to offer their students. There is potential for vast spending on ICT, and it is imperative for teachers, education policy makers, and local planners to know whether and how money spent will impact on the learning of pupils who receive it. This review aims to identify studies that have evaluated the impact of ICT immersion programmes and programmes that have provided ICT equipment to students aged 4-18. The outcomes of interest will be attainment in core subjects: maths, science, reading, writing, history and languages, and impact on students’ engagement in school. If a study contains cost information, this will be collected and considered for a cost-effectiveness estimate. While the main aim of the review is to consider impact on all students within the specified age range, the review will consider the impact on socially disadvantaged students in particular.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as JSONXMLCSV

Downloads by country - last 12 months

Export as JSONCSVXML

Archive Staff Only

View Item