Research evidence suggests that EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. is a double-edged sword, with the power to both narrow and widen the attainment gap. It depends on what choose tools you select, and how you use them to support teaching and learning. With EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. and AI used in schools now more than ever, it’s the right time to find out more. That’s why we commissioned a review from OpenDevEd to get under the skin of EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. and identify what’s driving the success or failure of EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. interventions.
In technical terms, the aim of the review was to identify the mechanisms and intermediate outcomes driving effectiveness in EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. interventions. The focus was on EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. interventions that target pupils and aim to improve their attainment. This means it looked at how EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. and attainment are linked, and what practitioners can do – from selecting the right tool, through to implementation – to give EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. the best chance of success.What did the review involve?
The review combined a rigorous systematic review and meta-analysis of the research evidence with qualitative evidence from practitioners and other stakeholders. This mixed-methods approach meant that the research evidence was grounded in the expertise and experience of practitioners. The project had three phases. Interviews and surveys with stakeholders (Phase 1) shaped the systematic review and meta-analysis (Phase 2). This evidence map shows the key characteristics of the 189 studies analysed in Phase 2. In Phase 3, the findings from the meta-analysis were interpreted by practitioners, and gaps in the literature were identified and filled.
So what did we find out?
The review identified nine groups of mechanisms that underpin effective EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. interventions. Mechanisms are the activities and features of EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. and its implementation that may contribute to different outcomes that can improve attainment.
Grounding technology in pedagogical processes
This group focuses on integrating technology into the processes of teaching and learning and evidence-informed pedagogy. They emphasise that EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. must support, not replace, established pedagogical practices. For example, if a teacher blends the implementation of a digital game with her own evidence-informed strategies, such as pre-assessment before its implementation and ongoing small-group instruction, this could promote engagement and support pupil understanding, potentially improving learning.
Grounding technology in inclusion and accessibility
This group includes mechanisms that ensure all learners’ needs are met and emerged between phases 2 and 3 of the review, showing how research evidence was supplemented and enhanced by practitioner input. For example, if a practitioner selects an E‑Book with assistive features (e.g. a dictionary or word decoding assistance), their pupils may be able to select features at their own initiative, making reading more accessible to them.
- Applying diverse media for learning
- Creating dynamic feedback mechanisms
- Leveraging technology for adaptive teaching
- Planning implementation practices
- Guiding the development of reflective and personalised environments
- Managing game-based learning and gamification
- Scaffolding collaborative learning
Can EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. support socio-economically disadvantaged learners?
While the review found an average positive effect of EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. interventions, the story was more complex for socio-economically disadvantaged pupils. The evidence base that looks at impact for these pupils is much smaller, so findings are less certain. However, in this review, the average effect for disadvantaged pupils was lower than the overall average. This suggests that EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. can be a gap-widener. Understanding how to harness its potential – and guard against risks – is essential going forward.
So, how does this all fit with existing guidance?
Implementation choices are key to success, and this review adds to our understanding of what practitioners might want to consider when making decisions around EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches.. It adds nuance that can be incorporated into future guidance on EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. interventions, building on the still-relevant messages in our existing guidance report. The evidence from this review will support us as we continue to build the evidence base on effective EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. programmes and approaches, as well as emerging uses of AI in teaching and learning, through robust evaluations.
Read our evidence review in full here