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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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Engleski
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