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A systematic review and meta-analysis of the effectiveness of ICT on literacy learning in English, 5-16

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?

  • 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.

  • 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.

  
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