Education researchers commonly investigate the effectiveness of tech tools on student learning by providing statistics and results in their reviews. Alan C.K. Cheung, for his peer-reviewed article “The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis,” studied a total of 74 qualified students for his analysis and claimed that this review focused on studies that “met high methodological standards.” Cheung’s findings suggest that educational technology produced a “positive, though small, effect” on the learning of students.
I think that it is important to have unbiased reviews like these because many companies will falsify some information in order to sell their products. Many tech program companies claim that students will see huge increases in their learning by using their systems, but this is not always the case in the actual classroom. Teachers and parents should educate themselves with these more academic articles because not everything on the news can be trusted to provide the most accurate information about the products they plan to purchase. Researchers at universities are typically excellent sources of unbiased data given that they have highly detailed procedures, access to large demographics, and skill at interpreting the information they collect. While no study is perfect, analyses like these help shine light on the true effectiveness of edu tech in classrooms.
Cheung, A. C. K., & Slavin, R. E. (June 01, 2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.