Technology uses and student achievement: A longitudinal study
By Jing Lei, Yong Zhao. Comput. Educ., 2007
331 citations recorded by the source corpus.
Subfields: Education, Gender Studies
View Paper: https://www.semanticscholar.org/paper/aabb78257b70e5cf20d47a2b2df8498c7d1bcdec
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Sarah K. Howard
- Anne T. Ottenbreit-Leftwich
- Peggy A. Ertmer
- Prokopia Vlachogianni
- Nikolaos Tselios
- Paul A. Kirschner
- Krista D. Glazewski
- Sonia Livingstone
In Gender Studies
- Sarah K. Howard
- Anne T. Ottenbreit-Leftwich
- Peggy A. Ertmer
- Aryn C. Karpinski
- Paul A. Kirschner
- Sonia Livingstone
- Reynol Junco
- Jason T. Abbitt
Citations in the corpus
- Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review (2021, background): “Although many studies explore aspects such as student achievement (Schacter, 1999; Youssef & Dahmani, 2008), uses (Lei & Zhao, 2007), learning styles (Manochehr, 2006) and assessment (Wang et al., 2006; Pelgrum, 2001), obstacles to the integration of ICT in education (Pelgrum, 2001; Bingimlas,…”
- Risk-aversion: understanding teachers’ resistance to technology integration (2013, background): “This uncertainty has led teachers to feel they may be risking teaching time and student achievement when using new technology in their teaching (Lei, 2010; Lei & Zhao, 2007; Zhao & Frank, 2003).”
- Critical reflections on the benefits of ICT in education (2012, background): “…outcomes for 12-13 year olds in an American middle school, improved grade point averages were only associated with subject-related technology uses – i.e. those dedicated software resources or games produced to support particular curricula elements of science, maths or history (Lei and Zhao, 2007).”
- Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “Other studies have discussed how technology improves student comprehension and higher-order thinking skills (Kozma, 2003; Lei & Zhao, 2007).”
- Facebook® and academic performance (2010, background): “Lei and Zhao (2005) researched the specifics of access , acknowledging that quantity is not as important as quality when it comes to technology use and student achievement.”