What counts as evidence-based technology and why does it matter? © Professor Bette Chambers, Institute for Effective Learning. University of York, UK. Konferencepræsentation, Odense, 11. september 2014. Projekt It i folkeskolen, Undervisningsministeriet.

1. What counts as evidence-based technology and why does it matter?
Bette Chambers
September 2014

2. www.york.ac.uk/iee

4. •The current summaries of studies indicate a small positive effect with wide range of impact.
•It is not the technology alone that improves learning, it is how it is used - the same factors that make good teaching.
•iPads, computers, interactive whiteboards, alone rarely make an impact.
•Student engagement does not always lead to improved learning.
What is the evidence on technology?

5. Teaching is targeted at specific skills.
Technology is integrated into the curriculum.
Technology elements are combined with non-technology elements.
Students must engage actively in some way.
Immediate feedback is provided to students and teachers on students’ learning.
What features are effective?

6. Initial and ongoing professional development is required – not just on using the technology.
Teachers need time to learn how to learn how to use the new technology effectively.
A local facilitator or champion in the school is identified.
What other features are effective?

11. Reading the Text

15. What evidence exists that this will improve students’ learning?

16. 16
http://www.evidence4impact.org.uk

17. Archer, K., et al. (2014). Examining the effectiveness of technology use in classrooms: A tertiary met-analysis. Computers & Education, 78, 140-149.
Slavin, R., et al. (2009). Effective reading programs for the elementary grades: A best evidence synthesis. Review of Educational Research, 79, 1391. http://dx.doi.org/10.3102/0034654309341374.
Higgins, S. (2012). Impact of digital technology on learning. London, UK: Education Endowment Foundation.

18. Bette Chambers
bette.chambers@york.ac.uk
www.york.ac.uk/iee
www.evidence4impact.org.uk