What do we want to know?
There is a growing concern internationally that the investment in ICT in schools is not impacting on literacy development. This concern arises from a belief held by many - including governments as well as schools - that ICT is beneficial to learning, and specifically literacy learning. This review addresses the effectiveness of ICT on literacy learning.
Who wants to know?
Policy-makers, teachers, parents, students.
What did we find?
The studies found little evidence of benefit.
What are the implications?
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All the studies synthesised were relatively small. Larger, rigorously designed randomised controlled trials are needed, and further investment should be deferred until this has happened.
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All the studies were undertaken in the USA, and may have limited generalisability for the UK.
How did we get these results?
Twelve studies were synthesised; all were randomised controlled trials published since 1990.
This summary was prepared by the EPPI Centre
This report should be cited as: Torgerson C, Zhu D (2003) A systematic review and meta-analysis of the effectiveness of ICT on literacy learning in English, 5-16. In: Research Evidence in Education Library. London: EPPI Centre, Social Science Research Unit, Institute of Education, University of London.