The rapid pace of technological development enables a wide range of digital tools for teaching. But which ones are effective from a scientific point of view? A meta-analysis by Hillmayr et al. (2020) categorizes existing types of tools. It examines how they affect learning performance in mathematics and science teaching and students’ attitudes towards the subject.
The metaanalysis found that there is a significant effect of digital tools compared to lessons without these tools, both in terms of learning performance and students’ attitudes. In addition, the effectiveness of the tools is significantly improved if teachers have been trained explicitly in them beforehand. Dynamic mathematical visualisations and (intelligent) digital tutors tend to have particularly positive effects.
Sources and further material
- Metaanalysis: Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897, 1-25. https://doi.org/10.1016/j.compedu.2020.103897
- Short Review (English): Digital tools in the classroom: What types of tools are out there and how can they be used effectively? (Clearing House Unterricht; scroll down for download of English version)
- Kurzreview (German): Digitale Tools im Unterricht: Welche Typen gibt es und wie kommen sie effektiv zum Einsatz? (Clearing House Unterricht)
- Podcast (German): Digitale Tools im Unterricht: Welche Typen gibt es und wie kommen sie effektiv zum Einsatz? (Clearing House Unterricht; also available at all common podcast providers)
