The Impact of Education Technology on Student Achievement
The purpose of this briefing is to outline what we know about the impact of education technology on learning and to identify resources for further study.

Research on the impact of technology on learning is in its infancy though we are beginning to see solid work emerge. In this report, we look at some large scale state and national studies as well as some innovative smaller studies that provide visions for new uses of technology in learning and instruction.
There are 5 large scale studies of education technology to date. These studies were selected for their scope, comprehensive samples, and generalizability to local, state, and national audiences. We also include an evaluation of two smaller scale studies that point to the promise that newer technologies currently afford.
Kulik's Meta-Analysis Study

James Kulik (1994) used a research technique called meta-analysis to aggregate the findings from more than 500 individual research studies of computer-based instruction. Computer-based instruction individualizes the educational process to accommodate the needs, interests, proclivities, current knowledge, and learning styles of the student. Computer-based instruction software consists of tutorial, drill, and practice, and more recently Integrated Learning Systems. Kulik drew several conclusions from his 1994 work:
Positive Findings
On average, students who used computer-based instruction scored at the 64th percentile on tests of achievement compared to students in the control conditions without computers who scored at the 50th percentile.
Students learn more in less time when they receive computer-based instruction.
Students like their classes more and develop more positive attitudes when their classes include computer-based instruction.
Negative Findings
Computers did not have positive