This review examines research on the effectiveness of educational technology applications for enhancing mathematics achievement in K12 classrooms. It applies rigorous, consistent inclusion standards to focus on studies that meet high methodological standards. Three key research questions are addressed:
Do education technology applications improve mathematics achievement in K12 classrooms as compared to traditional teaching methods without education technology?
What study and research features moderate the effects of education technology applications on student mathematics achievement?

Largescale randomized studies by Dynarski and Campuzzano found nearzero effects of modern CAI programs on math achievement. Do other highquality studies agree or disagree with these findings?
A total of 74 qualifying studies, with a total sample size of 56,886 K12 students, are included in the final analysis. Three major categories of education technology are reviewed:

Computermanaged learning, which included only Accelerated Math. This program uses computers to assess students’ mathematics levels, assign mathematics materials at appropriate levels, score tests on this material, and chart students’ progress.

Comprehensive models, such as Cognitive Tutor and I Can Learn, use computerassisted instruction along with noncomputer activities as the students’ core approach to mathematics.

Supplemental CAI technology, which consists of individualized computerassisted instruction (CAI). Supplemental CAI programs, such as Jostens, PLATO, Larson PreAlgebra, and SRA Drill and Practice, provide additional instruction at students’ assessed levels of need to supplement traditional classroom instruction.
Findings of the review indicate that educational technology applications produce a positive but small effect (ES=+0.16) on mathematics achievement. In particular, supplemental CAI had the largest effect, with an effect size of +0.19. The other two categories, computermanaged learning and comprehensive models, had a much smaller effect size, +0.09 and +0.06, respectively.
Cheung, A., Slavin, R.E. (2011, July). The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K12 Classrooms: A MetaAnalysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.
Additional source:
Cheung, A., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K12 classrooms: A metaanalysis. Educational Research Review, 9, 88113. http://dx.doi.org/10.1016/j.edurev.2013.01.001
