There are many research reports written on the impact of technology on the learning environment of students. All research findings and reports had different conclusions, most of them supported the impact of technological importance for learning. On the other hand, this topic barely got any critique because there is little evidence of any research supporting the claim that technology has no importance in learning. In this literature review, I will analyze the pros and cons of the impact of technology on the learning environment of students by comparing research reports and peer-reviewed articles. Technologies are the things created by human that can make our lives easier or solve problems such as laptop computers, calculators,
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James Kulik (1994) used a method of Meta-analysis to some up 500 research studies of computer-based instructions. It is the educational process to familiarize the student 's interests, their needs, learning style, the current knowledge, and the tendencies to do something regularly in the question. The software consists of drills, tutorials, and the integrated learning system. James Kulik drew several conclusions in his work, which is crucial in answering the question of the influence of technology on the learning environment and the students. The first positive finding included that the performance of the students who used the computer-based instruction was more successful as compared to the one who didn’t use computer-based instruction. Computer-based student scored 64th percentile in the test, whereas the students in controlled condition scored 50th percentile. In his findings, he also found that the students who used the computer-based instructions spent lesser time in their test than the students who didn 't use the computer based instructions. Moreover, the final positive finding he found was that the students who used the computer-based instructions spend more time in computer and the learning than the other students. On the other hand, he identified that the computer did affect the general life of the students as their interpersonal interaction was …show more content…
The study was called Harold Wenglinsky’s National Study of Technology’s Impact on Mathematics Achievement, which evaluated the outcomes of simulation and higher order thinking technologies. 6227 fourth grader and 7146 eight grade students were used as a sample to see their mathematic achievement. All the relationship between technology and educational outcome reported representing the value added by technology for the comparable group of students with comparable teachers in comparable
James Kulik (1994) used a method of Meta-analysis to some up 500 research studies of computer-based instructions. It is the educational process to familiarize the student 's interests, their needs, learning style, the current knowledge, and the tendencies to do something regularly in the question. The software consists of drills, tutorials, and the integrated learning system. James Kulik drew several conclusions in his work, which is crucial in answering the question of the influence of technology on the learning environment and the students. The first positive finding included that the performance of the students who used the computer-based instruction was more successful as compared to the one who didn’t use computer-based instruction. Computer-based student scored 64th percentile in the test, whereas the students in controlled condition scored 50th percentile. In his findings, he also found that the students who used the computer-based instructions spent lesser time in their test than the students who didn 't use the computer based instructions. Moreover, the final positive finding he found was that the students who used the computer-based instructions spend more time in computer and the learning than the other students. On the other hand, he identified that the computer did affect the general life of the students as their interpersonal interaction was …show more content…
The study was called Harold Wenglinsky’s National Study of Technology’s Impact on Mathematics Achievement, which evaluated the outcomes of simulation and higher order thinking technologies. 6227 fourth grader and 7146 eight grade students were used as a sample to see their mathematic achievement. All the relationship between technology and educational outcome reported representing the value added by technology for the comparable group of students with comparable teachers in comparable