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While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries.
This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry.
In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning.
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Prior to Volume 20, 2004, AJET was published under the title Australian Journal of Educational Technology. If you encounter any issues with the AJET submission system and website please contact the ascilite Secretariat at [email protected]
Please see About-Focus and Scope for a more detailed description of the scope of the journal.
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Many of the issues now faced have been addressed before (e.g., how to provide teachers with clear actionable information about how their students are doing, creating enough content for students), though with modern computers some of the difficulties faced by, for example, the teaching machines of the 1950s, can be addressed more easily (e.g., allowing multiple response formats for questions).
The different labels that have been used over the decades and those currently used by different stakeholders convey subtle differences of focus and also reflect different marketing strategies.