Curriculum, EdTech & Design, Promising Practices, Teaching

Under what conditions does technology impact learning?

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CEA and the University of Prince Edward Island (UPEI) have teamed up to provide you with relevant and timely information based on current empirical educational research. The primary goal of this project is to get relevant and needed research into the hands of parents and other interested people. They are written in plain language on topics of interest to parents, such as homework and class size.

The Facts on Education Series is produced with a generous sponsorship from the Canadian School Boards Association.


Additional Resources For Parents

Curriculum Redesign Research – Alberta Education


Technology in Education – Research Says  Education Canada Magazine


The Canadian Network for Innovation in Education


K-12 Blueprint Canadian Learning Network



Research References Informing this Issue

Ashburn, E. A., & Floden, R. E. (Eds.). (2006). Meaningful learning using technology: What educators need to know and do. New York, NY: Teachers College, Columbia University.

Gibson, S., & Oberg, D. (2004). Visions and realities of internet use in schools: Canadian perspectives. British Journal of Educational Technology, 35(5), 569 585.

Hew, K. F., & Cheung, W. S. (2013). Use of web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64.  

Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with technology (Fourth ed.). Boston, MA: Pearson.

Izumi, L., Fathers, F., & Clemens, J. (2013). Technology and education: A primer (Studies in Education Policy).The Fraser Institute.

Jacobsen, M. (2013). Teaching in a participatory digital world. Education Canada, 53(4), 1-8.

Khan, S. (2012). The One World Schoolhouse. London, UK: Hodder & Stoughton.

Leer, R., & Ivanov, S. (2013). Rethinking the future of learning: The possibilities and limitations of technology in education in the 21st century. International Journal of Organizational Innovation, 5(4), 14-20.   

Li, Q. (2007). Student and teacher views about technology: A tale of two cities? Journal of Research on Technology in Education, 39(4), 377-397. 

Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-342.

Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning. Quarterly Review of Distance Education, 12(2), 113-124.

Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge – a review of the literature.(report). Journal of Computer Assisted Learning, 29(2), 109-121. doi:10.1111/j.1365 2729.2012.00487.x/abstract

Wu, Y. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44(3), E73-E76.


Bibliography of related documents

Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766.

Gunn, T. M., & Hollingsworth, M. (2013). The implementation and assessment of a shared 21st century learning vision: A district-based approach. Journal of Research on Technology in Education, 45(3), 201-228. 

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.

Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading Teacher, 66(1), 15-23.

Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in second life. Computers & Education, 53(1), 169-182.

Lemke, C., & Coughlin, E. C. (1998). Technology in American schools: Seven dimensions for gauging progress. A policymaker’s guide. Santa Monica, CA: Milken Exchange on Education Technology.

Looker, E. D., & Thiessen, V. (2003). Beyond the digital divide in Canadian schools. Social Science Computer Review, 21(4), 475-490. doi:10.1177/0894439303256536

Meluso, A., Zheng, M., & Spires, J. L. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497-504.

Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. San Francisco, CA: Milken Exchange.

Sclater, J., Sicoly, F., Abrami, P., & Wade, C. A. (2006). Ubiquitous technology integration in Canadian public schools: Year one study. Canadian Journal of Learning and Technology/La Revue Canadienne De l’apprentissage Et De La Technologie, 32(1)

Ungerleider, C. S., & Burns, T. C. (2003). Information and communication technologies in elementary and secondary education. International Journal of Educational Policy, Research, and Practice, 3(4), 27-54.

Meet the Expert

Valerie Campbell

Valerie Campbell is a PhD Candidate in Educational Studies, a Project Manager at the Young Lives Research Lab, and a Sessional Lecturer in the Department of Sociology and Anthropology at the Universit...

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