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      Perceived Quality of Educational Technology Matters : A Secondary Analysis of Students' ICT Use, ICT-Related Attitudes, and PISA 2012 Test Scores

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          Abstract

          In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.

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          Visible Learning

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            What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study

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              Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

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                Author and article information

                Journal
                Journal of Educational Computing Research
                Journal of Educational Computing Research
                SAGE Publications
                0735-6331
                1541-4140
                January 2017
                July 26 2016
                January 2017
                : 54
                : 8
                : 1070-1091
                Affiliations
                [1 ]Institute for Media and Schools, Schwyz University of Teacher Education, Goldau, Switzerland
                Article
                10.1177/0735633116649373
                70b4a149-08b0-4ff7-bdc8-5315a5b02cd9
                © 2017

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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