Item history (LFriese, Fri Dec 09 2022 13:19:42 GMT+0000 (GMT))

TY - JOUR
TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya
AU - Piper, Benjamin
AU - Zuilkowski, Stephanie Simmons
AU - Kwayumba, Dunston
AU - Strigel, Carmen
T2 - International Journal of Educational Development
AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
DA - 2016/07/01/
PY - 2016
DO - 10.1016/j.ijedudev.2016.03.006
DP - ScienceDirect
VL - 49
SP - 204
EP - 214
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Does technology improve reading outcomes?
UR - http://www.sciencedirect.com/science/article/pii/S0738059316300293
Y2 - 2019/11/21/13:48:22
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KW - ___working_potential_duplicate
KW - Education policy
KW - International education
KW - Kenya
KW - Literacy
KW - Reading
KW - Technology
ER -

TY - JOUR
TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya
AU - Piper, Benjamin
AU - Zuilkowski, Stephanie Simmons
AU - Kwayumba, Dunston
AU - Strigel, Carmen
T2 - International Journal of Educational Development
AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
DA - 2016/07/01/
PY - 2016
DO - 10.1016/j.ijedudev.2016.03.006
DP - ScienceDirect
VL - 49
SP - 204
EP - 214
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Does technology improve reading outcomes?
UR - https://www.sciencedirect.com/science/article/pii/S0738059316300293
Y2 - 2021/04/02/14:04:53
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KW - Kenya
KW - Education policy
KW - Technology
KW - International education
KW - Literacy
KW - Reading
KW - ___working_potential_duplicate
ER -

TY - JOUR
TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya
AU - Piper, Benjamin
AU - Zuilkowski, Stephanie Simmons
AU - Kwayumba, Dunston
AU - Strigel, Carmen
T2 - International Journal of Educational Development
AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
DA - 2016/07/01/
PY - 2016
DO - 10.1016/j.ijedudev.2016.03.006
DP - ScienceDirect
VL - 49
SP - 204
EP - 214
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Does technology improve reading outcomes?
UR - https://www.sciencedirect.com/science/article/pii/S0738059316300293
Y2 - 2021/03/19/10:33:12
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KW - Kenya
KW - Education policy
KW - Technology
KW - International education
KW - Literacy
KW - Reading
KW - ___working_potential_duplicate
ER -

TY - JOUR
TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya
AU - Piper, Benjamin
AU - Zuilkowski, Stephanie Simmons
AU - Kwayumba, Dunston
AU - Strigel, Carmen
T2 - International Journal of Educational Development
AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
DA - 2016/07/01/
PY - 2016
DO - 10.1016/j.ijedudev.2016.03.006
DP - ScienceDirect
VL - 49
SP - 204
EP - 214
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Does technology improve reading outcomes?
UR - https://www.sciencedirect.com/science/article/pii/S0738059316300293
Y2 - 2021/05/22/15:11:26
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KW - Kenya
KW - Education policy
KW - Technology
KW - International education
KW - Literacy
KW - Reading
KW - ___working_potential_duplicate
ER -

TY - JOUR
TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya
AU - Piper, Benjamin
AU - Zuilkowski, Stephanie Simmons
AU - Kwayumba, Dunston
AU - Strigel, Carmen
T2 - International Journal of Educational Development
DA - 2016///
PY - 2016
DO - 10.1016/j.ijedudev.2016.03.006
VL - 49
J2 - International Journal of Educational Development
LA - en
SN - 07380593
ST - Does technology improve reading outcomes?
L1 - https://www.sciencedirect.com/science/article/pii/S0738059316300293/pdfft?md5=41aabd23d6992acf6a75692cf1c6e394&pid=1-s2.0-S0738059316300293-main.pdf&isDTMRedir=Y
L2 - https://docs.edtechhub.org/lib/NAH85KGQ
ER -

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