It seems some students learn effectively no matter what
instructional innovation is applied to the modern classroom. It
also seems, despite educators' best efforts, some students
struggle. Recently, teachers have turned their focus toward
instructional technology as a tool for providing more consistent
instruction for their students. In an attempt to improve learning
for some, others may ultimately be excluded. This book is purposed
to (1) examine the implications of instructional technologies among
students who differ in how they process information and (2) then
measure differences in performance between these students as the
integration of technology varies. Although most of the primary
studies are from the US, this meta-analysis includes data from
primary research conducted in the US, Europe, and Asia over the
last 20 years. Results indicate that in technologically enhanced
classrooms, certain students do not perform equally when compared
others. Results also indicate that as teachers integrate
technology, student performance abates significantly. Overall
implications and practical significance are discussed.
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