Empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy, motivating the review. → Burden 2019
Evidence¶
Burden 2019¶
Burden, K, Kearney, M, Schuck, S & Hall, A (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. https://doi.org/10.1016/j.compedu.2019.04.008
q2 · i? · quant-synthesis · r3
The review states as its motivating problem that evidence for innovative technology-enhanced learning in K-12 education is "at best patchy"; the article offers this as its opening characterization of the field rather than as a tested result.
"The empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy."
Discussion¶
Related Claims¶
- GAI in K-12 education offers opportunities to personalize learning, motivate students, improve assessment, and introduce innovative teaching practices — related
- AI solutions can automate routine tasks but cannot yet handle the complex tasks of higher learning — related
- An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — related
- AI integration is associated with improvements in teaching, learning, and administrative efficiency in higher education when supported by adequate infrastructure — related
- AI is not yet ready to replace teachers but presents a real possibility to augment them — related
- Compatibility and relative advantage strongly enhance perceived innovation attributes of AI technologies — related
- AI-supported adaptive systems are reported to enhance adult learner engagement, motivation, and outcomes when aligned with learner goals and prior knowledge — related
- Most studies of mobile pedagogies in K-12 schools report low to medium innovation, with only a small minority showing radically innovative, disruptive practices — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
k12-innovative-tel-evidence-patchy |
title |
Empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy |
description |
Empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — burden-2019 |
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