The effects of computer use on children's learning: Limitations of past research and a working model for new research∗

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Abstract
This review examines three sources of evidence about the effects of school instructional uses of computers on student achievement: national surveys of utilization practices, research reviews of the effectiveness of computer‐assisted instruction (CAI), and recent experimental studies of CAI. The review concludes that existing evidence of computer effectiveness is scanty, and existing studies provide little guidance for schools to decide how to use computers for instruction. A new research initiative is described that combines the benefits of survey research and field experimental research to produce more conclusive findings.