The effectiveness of digital technologies in school: a critical review of the empirical evidence

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Giuliano Vivanet


In recent years, we have witnessed the gradual introduction of educational technology in schools. At the same time, education has grown more responsive to results from empirical research, especially in the English-speaking world, as shown by the emergence of evidence-based educational innovation. This paper provides an overview and critical analysis of evidence on the effectiveness of educational technology in schools. The aim is to contribute to the ongoing debate on technology-based innovation in an effort to foster further dialogue and knowledge exchange between educational research on the one hand and teaching practice and policy making on the other.

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