Technology in writing
Overview
- Influence: Technology in writing
- Domain: Technology, School, and Out-of-School Strategies
- Sub-Domain: Technology
- Potential to Accelerate Student Achievement: Potential to accelerate
- Influence Definition: The use of various computer technologies in the teaching of writing.
Evidence
- Number of meta-analyses: 3
- Number of studies: 70
- Number of students: 2,343
- Number of effects: 70
- Effect size: 0.42
Meta-Analyses
Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
---|---|---|---|---|---|---|---|---|---|
Unpublished Thesis | Schramm | USA | The Effects of Using Word Processing Equipment in Writing Instruction: A Meta-Analysis | 1991 | Word processing on writing | 12 | 836 | 12 | 0.36 |
Review of Educational Research | Bangert-Drowns | USA | The Word Processor as an Instructional Tool: A Meta-Analysis of Word Processing in Writing Instruction | 1993 | Word processing on writing | 32 | 0 | 32 | 0.39 |
Journal of Technology, Learning and Assessment | Goldberg, Russell, & Cook | USA | The Effect of Computers on Student Writing: A Meta-analysis of Studies from 1992 to 2002 | 2003 | Effects of ICT on writing | 26 | 1,507 | 26 | 0.50 |
TOTAL/AVERAGE | 70 | 2,343 | 70 | 0.42 |
Confidence
The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:
-
Number of Meta-analyses
- 1 = 1
- 2 = 2–3
- 3 = 4–6
- 4 = 7–9
- 5 = 10+
-
Number of Studies
- 1 = 1–10
- 2 = 11–50
- 3 = 51–200
- 4 = 201–400
- 5 = 400+
-
Number of Students
- 1 = 1–2,500
- 2 = 2,501–10,000
- 3 = 10,000–20,000
- 4 = 20,000–100,000
- 5 = 100,001+
-
Number of Effects
- 1 = 1–100
- 2 = 101–300
- 3 = 301–600
- 4 = 601–1,200
- 5 = 1,200+
Number of Meta-Analyses | Number of Studies | Number of Students | Number of Effects | Overall Confidence | |
---|---|---|---|---|---|
Confidence Factor | 2 | 3 | 1 | 1 | 2 |