Dhoni’s wife witness video of a photo shot in social media

Dhoni’s wife witness video of a photo shot in social media

The Organisation for Economic Co-operation and Development’s (OECD) more detailed analysis of for International Student Assessment (PISA) data indicates a complex picture of association between pupil performance, their access to computers at home and at school together with frequency of use which varies from country to country . Though as a note of caution the research found that pupils who used computers most widely tended to perform slightly worse on average than those with moderate usage. Overall the analysis suggests that the linkage may not be a simple causal one, nor necessarily a simple linear association. There may be a limit to the amount of technology which is beneficial.


In findings from experimental and quasi-experimental research studies, where gains in knowledge or understanding for groups of pupils using ICT has been compared with gains for groups learning the same content without technology, results again tend to show positive benefits for ICT. These have been reviewed using a narrative approach with consistently positive conclusions as well as through quantitative synthesis using meta-analysis (see Appendix 2 (2000-2012) and 3 for more details about these studies, with a full bibliographical list of meta-analyses of the impact of digital technologies on learning in Appendix 4).


Again these reviews typically conclude that technology has a positive and measurable effect on learning. Most of these reviews of the efficacy of ICT or digital technologies do not, however, consider the effects comparatively. A large majority of researched educational interventions have a positive impact but the relative impact is not usually considered (see, for example, Hattie, Biggs & Purdie, 1996; Sipe & Curlette, 1997; Marzano, 1998; Hattie, 2008).


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