Kristin Liabo|Laurenz Langer|Antonia Simon|Kathy?ann Daniel?Gittens|Alex Elwick|Janice Tripney
Protocol for a Systematic Review: Provision of Information and Communications Technology (ICT) for Improving Academic Achievement and School Engagement in Students Aged 4?18
improving educational attainment reducing social inequality one fundamental pillars education policy across world ananiadou claro 2009 voogt knezek cox knezek ten brummelhuis 2013 information communications technology ict often provided schools national education departments intention improving attainment addressing inequality sqw ipsos mori london knowledge lab 2011 yet despite need justify prioritize sparse educational resources spending often based upon evidence effectiveness review focus different forms ict education aim identify forms yield educational benefits students policymakers schools require evidence guide ict invest imperative teachers education policy makers local planners know whether money spent impact learning pupils receive particularly important face multiple marketing efforts competing manufacturers developers increased demand ict schools parents students ict environment changing rapidly provision use expectations ict different 10 years ago technological advancements past 5 years mean smart phones computers cheaper therefore easier access terms affordability community access reflected ownership example uk 3 children young people described nonusers internet office national statistics 2013 different picture ten years ago means ict provision operating within different structures basic ict equipment becoming cheaper longer evidence sharp digital divide countries instead talk gap ict used acquiring receiving liabo simon nutt 2013 many countries invested huge amounts education budgets ict last decade haelermans blank 2012 us 5 billion spent schools ict 2004 market data retrieval 2004 uk secondary schools forecast 201415 spending ict around 480 million total besa 2013 increasingly ict equipment becomes affordable schools purchasing ict order improve students attainment example providing student tablet laptop offering reducedrate internet subscription ictimmersion programmes embed classrooms communications technology computers often programmes particularly focused reaching pupils underachieving social disadvantage perceived reduce ability obtain ict privately lee watson watson 2011 mouza 2008 also happening work charities across world cristia ibarraran cueto santiago severin 2012 finn kerman lecornec 2005 meyers andresen 2000 changes ict provision use uniform however international comparison league tables published oecd oecd 2010 detail use ict equipment 2011 average 92 4th grade pupils access computer school based upon sample 50 oecd member countries participating trends international mathematics science study international association evaluation educational achievement 2011 however poorer countries oecd based upon gdp per capita world bank 2014b figure much lower morocco 69 students access computer yemen figure 28 many richer countries oecd least 99 pupils access eg qatar norway pressures schools invest comes multiple sources pitfalls exist terms purchasingleasing ict equipment make harder schools invest confidently bbc radio 5 live bbcs panorama programme conducted investigations 2012 exposed tactics ict vendors use order selllease ict equipment bbc 2012 goldberg 2012 meanwhile parents students increasingly demanding greater ict usage schools heinrich 2012 matthewson 2014 selwyn potter cramer 2010 pressures mean schools may make decisions objectively based primarily upon evidence effectiveness approaches review address challenges reviewing effectiveness interventions provide ict furthermore review incorporates studies researched perspectives students teachers order illuminate like given ict equipment use learning review use ict collective term stationary computers laptops tablets internetconnected interest initiatives interventions programmes provided ict individually students intention improving educational outcomes provision might confined school environment example laptops used school pupils homes example stationary computers home flexible across environments example laptops used home school provision software part wider hardware package included provision ict might free might provided discount include studies combined provision components enhance influence use ict teaching learning aims ict use equally varies around several aspects learning find information learn core subjects maths literacy learn computer skills foster selfregulating learning skills engage people physically placed outside school tondeur van braak valcke 2007 vanderlinde aasaert van braak 2014 however stated review focus provision ict equipment stationary computers laptops tablets students must component intervention order evaluation included boundary intervention might seen strict exclusive multifaceted ict learning world equally extension interventions combine provision teaching might seen providing much variability research considers relationship selfacquired ict home academic achievement engagement biagi loi 2013 vigdor ladd 2010 outside scope provision software since kind use depends existing ownership hardware improved academic achievement aim educational establishments rationales ict provision distinguished along four lines interlinked useful purposes review clarify first provision ict sometimes related concern access ict student population school may find students home access ict therefore provide ict teaching homework assignments utilise ict teaching learning tool second ict provision seen important embedding ict within schools pedagogical approaches enhance instruction third closely related second rationale ict provided enhance student motivation facilitating selfdirected learning mouza 2008 primarily therefore ict provision usually implemented aim impacting students learning activities thereby enhancing academic achievement haelermans blank 2012 mouza 2008 penuel 2006 fourth ict provision used marketing tool enhance number parents students choosing school boost schoolsschool authoritys reputation context ict becomes part environment students learn individually student tool use within classroom andor schoolwork collectively something students use engage part school environment ict provision gives opportunities individual use initiated student also provides opportunity collective learning teacherinitiated computerbased instruction example schools specific rooms stationary computers teachers book advance special computerbased sessions computers follow students rather way around potential change teachers use computers teaching well changing students use available time students computers therefore integrated learning instead separate item away daytoday classroom environment penuel 2006 fact argued way revolutionize learning teaching fleischer 2012 review primarily interested effects providing students personal ict equipment important intermediary variable impacting outcomes provision likely teachers ability willingness utilize teaching furthermore might identify studies evaluated schemes provision ict accompanied teacherlevel interventions complement important variable including studies researched ict provision perspective students teachers figure 1 emphasizes two main types ict provision included review first type includes provision one laptop per child schools give students students within one year group tablet laptop computer second type includes provision alongside teacherlevel intervention training use ict classroom instructions booster ictlessons ict immersion programmes enhance entire school ict infrastructure effects either model likely mediated schools teachers capacity change tearle 2004 logic model ict provision adapted zief lauver maynard 2006 cited anderson et al 2011 addition model aims reflect ict learning might also influence influenced relation teacher learner livingstone 2012 shown figure 1 provision ict expected spur ictrelated activities may may conducive outcomes interest review namely academic achievement school engagement ict additional uses outside formal education homework tasks provision ict also increases access social networking opportunities webbased electronic gaming gives students opportunity pursue wide range interests may may relevant school curriculum social networking gaming informationseeking inherently negative positive pursuits students may engage activities whole range ways finding good balance engaging risky behaviors expanding horizons meeting new friends engaging cyberbullying activities intermediary outcomes ict provision likely impact outcomes interest review namely academic achievement school engagement third box figure 1 schoolbased interventions invariably impact teachers students way people inhabiting environments changed terms ict provision students recipients intervention outcomes measured behavior cognitive development however children may may use provided equipment intended program initiators rarely children young people intermediary outcomes listed figure 1 relate children perceive use ict provided activities counted equally important childrens reasons behavior underlying perceptions ict provision important consider figure 1 relation wider micro structures family individual characteristics meso structures individual school characteristics macro structures ict infrastructure social class biagi loi 2013 terms provision ict students impact learning within school environment related schools capacity change context collective competence school implement ict way lever instructional change vanderlinde van braak 2010 p 543 figure 2 illustrates wider structures ict provision operates conceptual framework review using logic model figure 1 considering relevant studies review conceptual framework figure 2 informs selection variables moderator analysis see page 27 help us contextualize findings included studies example evidence indicating social class gender wider variables intervene across pathways impact ict provision elwick liabo simon nutt 2013 eynon 2009 included studies teachers students perspectives ict provision might help illustrate contextual influences many reasons review important including costliness providing ict interventions policy educational goals tied ict interventions murky picture relating overall effects interventions knowing ict yield educational benefits students challenge schools challenge exacerbated fact must contend parents advocating urgently ict schools pupils requesting ict services vendors overwhelming skewed advertising data knowing whether invest particular ict size investment critical context tight budgets schools educational authorities find middle dilemma wrestling find solutions children young people aged 418 spend large proportion lives school learn engage academic social enterprises school therefore essential influence intellectual social development considering schoolbased ict interventions important include pupils perspectives two main reasons first according united nations convention rights child children right views heard matters concern second since outcomes sought ict enhancement programmes directly connected childrens outcomes children central intervention might popular assumption ict provision perceived positively children young people possibility may feel situational pressures use ict inclinations indeed value ict provision highly ought important factor consideration alongside outcomes result understanding incorporating student perspectives integral part review terms inclusion studies capturing well important outcome overall review finally including childrens views relates overall aim considering ict impact school engagement since views studies might illuminate particular aspect ict interventions ict intervention studies evaluated whether ownership ict impacts educational attainment fairlie london 2011 fairlie robinson 2011 studies examined impact ict educational attainment providing students free laptops intervention studies provided computer skills training along discounted free computers internet access finn et al 2005 tsikalas lee newkirk 2007 addition studies considered whether use internet impacts educational achievement jackson et al 2006 whether use ict teaching learning impacts achievement low beverton 2004 findings studies vary rigorous recent individual studies suggested reason question effect ict provision achievement belo ferreira telang 2010 cristia et al 2012 fairlie london 2011 fairlie robinson 2011 despite accumulation results individual ict intervention studies lack clarity remains effect ict provision systematic review 2006 concluded narrative synthesis onetoone laptop programs appeared impact positively technology use technology literacy writing skills penuel 2006 rapid systematic review ict interventions found mixed results studies overall effect seemed negligible liabo et al 2013 liabo et al 2013 considered intervention studies ict provided pupils well intervention studies focused selfacquired ict equipment mainly computers internet access home found systematic reviews pupils views ict provision comprehensive systematic review ict intervention studies studies young peoples ict views therefore imperative schools educational authorities work invest education sector campbell systematic review build previous rapid review liabo et al 2013 conduct comprehensive literature search focus provision specific ict technology services programs expect results review practical use policy makers education planners school heads governors make budgeting decisions draw strategies school improvement review focuses children aged 418 compulsory education elementaryprimary level highsecondary level living high income country europe north america australasia defined world bank world bank 2014a considerable difference ict access availability highincome countries lowermiddle income policy aims introducing ict schools likely vary across different socioeconomic settings countries included therefore australia austria belgium canada czech republic denmark estonia finland france germany greece iceland ireland italy luxembourg netherlands new zealand norway poland slovak republic slovenia spain sweden switzerland united kingdom united states defined age span reflects ages compulsory schooling countries regards subobjective objective number one social disadvantage refer students meet eu social inclusion indicator relative poverty 60 less median income1 eligible free partially subsidised school meals also included within definition socially disadvantaged pupils multiple factors indicate social disadvantage notably living poor area low household income parents without higher education pupils characterised living foster residential care also considered social disadvantage defined within group regards objective number two include studies asked teachers views ict provision programmes well asking students review include studies students special educational needs excluded school basis behaviour separate title assistive technology people autistic spectrum disorder registered campbell library nikopoulos nikopoulosmymi dillenburger 2012 ict provision people special educational needs behaviour problems likely serve purposes going beyond implemented students described earlier protocol review focuses interventions provide students free discounted computers including tablets used home school community centre programmes providing computers computers combination internet connection provided along another learning package curriculum innovation professional development eg teacher training instructional ict use also includes ict immersion programmes whole school approach technology emphasis ict across school environment individual use students learning comparisons intervention another type intervention improve achievement school engagement comparisons different kinds ict provision interventions least one adhere intervention definition provided excluded programmes implemented ict teachers influence teaching interactive whiteboards online teaching planning unless accompanied additional ict provision students also excluded instructional programmes online learning programmes mathletics unless provided alongside additional ict provision described relation objective 2 studies asked children young people teachers views experiences use ict general connection relevant intervention programme ie one meets criteria inclusion review excluded objective 1 address objective number one systematic review effect ict provision interested quantitative effect sizes derived study designs one groups receiving intervention compared one groups receiving method allocation randomisation quasirandomisation randomisation refers randomisation true example computergenerated quasirandomisation refers randomisation particular variable example date birth toss coin also include quasiexperimental studies group allocation random quasiexperimental studies included consider equivalence groups found addressed use statistical measure example propensity score matching use statistical controls quasiexperimental studies baseline equivalence determined magnitude effect size however consideration equivalence must include least one outcomes interest review include quasiexperimental studies equivalence pretest least one primary outcomes listed review outcomes equivalence pretest included equivalence also addressed critical appraisal tool selection bias assessment quasiexperimental studies unit allocation individuals students within one school received free discounted ict compared school schools clusters schools allocated individuals therefore group due attending particular school advantage cluster randomisation controls contamination individuals within setting examples included study designs assess impact ict access provision interventions provided table 1 focus groups qualitative interviews often carried qualitative arm trial envisage studies include comparison group however criterion inclusion since assessment concern whether computers changed pupils experiences examples kinds study designs included assessment children young peoples experience views ict enhancement programmes listed table 2 outcome measures listed used criteria including studies include measures outcomes measured one term introduction intervention include interventions provide ict students school home community centre long aim intervention therefore outcome measures relate children young peoples educational achievement engagement defined rapid systematic review liabo et al 2013 searched year 2000 onwards oldest included study identified published 2003 judging rapid developments ict ownership described introduction search studies published 2003 onwards capture studies conducted buildup introduction smart phones social networking sites since iphone launched 2007 complete public access facebook 2006 also include time period onelaptopperchild developed launched aim include nonenglish literature depend resources available present resources include scandinavian danish swedish norwegian german language studies study excluded basis publication form review informed one comprehensive search identify studies objective 1 objective 2 following concepts form basis search strategy intervention information communication technology eg technology laptop computer mobile internet wifi ict immersion access eg provision free discounted search include terms brand names onelaptopperchild microsoft anywhere anytime learning population schoolaged children eg young people pupils students settingoutcomes education eg school learning training achievement eg grades test results school engagement combining setting outcome concepts combined search string similar ict near access support provi free information within 2 communication within 2 technolog near access support provi free computer laptop near access support provi free internet near access support provi free wifi near access support provi free wifi near access support provi free wi within 2 fi near access support provi free www near access support provi free world within 2 wide within 2 web near access support provi free telecommunications near access support provi free information within 2 technolog near access support provi free technolog within 2 integration near access support provi free education within 5 technolog near access support provi free school within 5 technolog near access support provi free digital near access support provi free child young within 2 person young within 2 pe boy girl teenage schoolchild youth adolescent juvenile student pupil educat school classroom achievement education engagement enjoy school engagement enjoy corresponding terms used individual databases identified used freetext thesaurus searches carried search terms associated concepts combined using however event hits exceeding 5000 one database near within similar booleans used terms setting terms intervention study design filters used initial search exceeds 25000 hits rapid review liabo et al 2013 review updating expanding identified eight evaluations ict provision programmes six scored low methodological quality use randomisation matched comparisons tended small sample sizes judging findings expect find relatively large number smallscale studies without comparison group also expect find many studies asked students grades rather using academic grades intervention characteristics listed exclusion criteria liabo et al 2013 found one large randomisedcontrolled trial high methodological quality fairlie robinson 2011 study detailed briefly meets criteria review objective no1 fairlie r w robinson j 2011 effect home computers educational outcomes evidence afield experiment school children working paper 1114 net institute abstract home computers important input educational production function address question conduct afield experiment involving provision free com