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Version 1.1 – Updated August 2021

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

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Unpublished Thesis Schramm USA The Effects of Using Word Processing Equipment in Writing Instruction: A Meta-Analysis 1991 Word processing on writing 12 836 12 0.36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+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 2 3 1 1 2
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