Abstract
PROTOCOL: A systematic review of mobile device use in the primary school classroom and its impact on pupil literacy and numeracy attainment.
Highlights
UK or United States, and 0.25 computers per pupil in countries such1.1 | Description of the condition as Brazil or Greece
Summary data will be collected from each included study, and meta‐ analysis will be carried out if sufficient and appropriate studies are identified
While the outcomes of interest have been stated, the ways in which these have been measured will differ across studies
Summary
1.1 | Description of the condition as Brazil or Greece. While these figures do not reflect practice in primary‐aged schools, they give some idea of the scale of usage and the potential impact for children and young people around the world. There is no subgroup analysis completed, either across age groups or specific learning outcomes, the team feels our proposed review will expand upon Haßler et al.'s findings to better understand primary use This is important as interventions may impact one group of pupils differently than others, for example younger pupils versus older pupils, or may be effective in maths interventions but not in science. There is a current protocol registered with the Campbell Collaboration on a similar theme (title: Free Provision of Information and Communications Technology (ICT) for improving academic achievement and school engagement in students aged 4–18: A systematic review, Liabo et al, 2016) This registered protocol focuses on the impact on academic achievement (including literacy, numeracy and wider knowledge) and on school engagement (as measured by attendance patterns and school enjoyment), of schemes seeking to increase pupils' wider access to ICT, such as discounted laptop schemes or facilitating home Internet access.
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