Table 1
Literature Reviews 1997-2001
| Study/Author/ Year | Study Type/Affiliate | Publication Type | Type of Computer Technology/ Application | Effects Academic* | Effects Social | Cost Efficiency |
| Christmann & Badgett (1999) | MetaAnalysis/ Academic | Journal | Computer Assisted Instruction*** | Positive Science Overall e.s. 0.26 Physics e.s. 0.28 General e.s. 0.70 Biology e.s. 0.04 Chemistry e.s. 0.08 | Positive Settings Urban e.s. 0.68 Suburb e.s. 0.27 Rural e.s. 0.16 Constructivist forms of pedagogy. | NA |
| Schacter (1999); Schacter & Fagnano, (1999) | Traditional/ Milken Foundation | Foundation Paper & Journal | Varied | Positive General Four large scale studies and thirteen meta-analyses demonstrate improved academic achievement across academic disciplines and grade levels. | Positive Complexity of the relationship between technology and learning. Learning theory guides technology’s use. Constructivist modes of pedagogy. Student attitudes toward learning improve. | NA |
| Soe, Koki, & Chang (2000) | MetaAnalysis/ Academic | Conference Paper ERIC | Computer Based Instruction | Positive Overall e.s. 0.132 | NA | NA |
| Cavanaugh (1999a & b) | MetaAnalysis/ Academic | Conference Paper ERIC | Interactive Distance Education | Positive General Overall e.s. 0.147 Science e.s. 0.07 S.Studies e.s. 0.18 Lang Art e.s. 0.43 Foreign e.s. –0.80 Math e.s. 0.76 Other e.s. 0.81 | NA | Theorized lower costs for diversity and delivery of content. |
| Rampp & Guffey (1998) | Traditional/ Academic | Conference Paper ERIC Document | Varied | Positive General | Positive Teacher Training and Technology | Cost efficacy time with vs time without computer use Computer to student ratio. |
| President’s Commmittee of Advisors on Education and Technology (1997) | Traditional/ | ERIC Document | Varied | Positive General Relies upon both meta-analyses and traditional reviews. Learning with computer technology and not about. Emphasize Content and pedagogy not hardware. Both Elementary and Secondary gains. Gains higher for lower SES and Special Needs | Mixed Teacher preperation Access by gender, race, SES, needs to be equitable Constructivist and traditionalist models of pedagogy have promise. | Realistic budgeting. Too little expended. US needs 5% not 1.3 % dedicated to determine efficacy. |
| McCombs (2000) | Traditional/ United States Government Department of Education | Internet | Varied | Positive General Synthesizes | Positive Learner centered Constructivist forms of learning theory and connection to technology. Improved student attitudes towards technology. | Technology and “value added” to student learning. |
| Mann, (1999) | Traditional/ United States Government Department of Education | Internet | varied | Positive General Learning technology | Positive Constructivist forms of learning and professional development tied to both technology and learning theory. | More expensive. Technology not static or constant dollar expense. Need to spend more not less. |
| Reeves (1998) | Traditional/ Foundation Bertelsmann Foundation | Internet | Varied | Positive General Tutoring Basic skills Advanced skills Simulations Presentation | Positive Constructivist forms of learning Teacher training | Not available |
| National School Board Association (2000) | Traditional/ Professional Organization | Internet | Varied | Positive General | Attitudes towards learning improve Educators professional development tied to technology. | Student to computer ratios – equal access. |
| Sivin-Kachala, (2000) | Both Traditional and Meta-analyses/ Software Manufacturers Industry Association* | Internet | Varied | Positive General | Positive student motivation. Educator professional development essential. Constructivist forms of learning | Advances in technology keep ahead of the traditional budgeting factors used in education. |