Education Technology: An Evidence-Based Review

102 Pages Posted: 6 Sep 2017 Last revised: 19 Sep 2017

See all articles by Maya Escueta

Maya Escueta

Columbia University

Vincent Quan

Massachusetts Institute of Technology (MIT) - Abdul Latif Jameel Poverty Action Lab

Andre Nickow

Northwestern University - Department of Sociology

Philip Oreopoulos

University of Toronto - Department of Economics; National Bureau of Economic Research (NBER); Canadian Institute for Advanced Research (CIFAR)

Date Written: August 2017

Abstract

In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.

Suggested Citation

Escueta, Maya and Quan, Vincent and Nickow, Andre and Oreopoulos, Philip, Education Technology: An Evidence-Based Review (August 2017). NBER Working Paper No. w23744. Available at SSRN: https://ssrn.com/abstract=3031695

Maya Escueta (Contact Author)

Columbia University

3022 Broadway
New York, NY 10027
United States

Vincent Quan

Massachusetts Institute of Technology (MIT) - Abdul Latif Jameel Poverty Action Lab ( email )

E60-246
77 Massachusetts Avenue
Cambridge, MA 02139
United States

Andre Nickow

Northwestern University - Department of Sociology ( email )

1810 Chicago Avenue
Evanston, IL 60208
United States

Philip Oreopoulos

University of Toronto - Department of Economics ( email )

150 St. George Street
Toronto, Ontario M5S 3G7
Canada

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

Canadian Institute for Advanced Research (CIFAR)

180 Dundas Street West, Suite 1400
Toronto, Ontario
Canada

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