Educational technology and math achievement 

The Center for Research and Reform in Education's report on educational technology and math achievement is published in the June 2013 issue ofEducational Research Review. The report examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms, applying consistent inclusion standards to focus on studies that met high methodological standards. 

Findings suggest that educational technology applications generally produced a positive, though modest, effect (ES = +0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications reviewed, supplemental computer-assisted instruction had the largest effect, with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively.