ORCID
0000-0002-0516-6347
Abstract
Research has established that the proper use of technology in the classroom can promote and improve students’ skill levels and knowledge base. Also, certain factors either enhance or impede the successful integration of technology in students’ learning environments. Examples of these are efficiency of use, subject area, and teacher knowledge of and experience with teaching the subject. The article is an umbrella review of meta-analyses on literacy intervention programs, specifically analyzing the effectiveness reports from the Institute of Educational Sciences’ What Works Clearinghouse during the past 10 years. I examined the nature of these intervention programs and classified them according to the role of teachers. I hypothesized that interactive, teacher-led, technology-integrated literacy programs would be more effective than self-contained software or online programs. The article includes a literature review of educators’ roles in implementing technology, a presentation of the research method, a summary of findings, and a discussion and conclusions.
