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.