Theory of change for mobile technology use in the primary classroom: devices, activities and interventions, outcomes, and moderating factors¶

Theory · All theories
Evidence · 3 claims (1 for, 2 mixed) · 1 study (1 quant-synthesis), q2 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The review represents the emerging themes of mobile technology use in the primary classroom as a theory of change (logic model, Figure 1). "four elements are considered in how mobile technology is used in the primary school classroom. These are (a) devices; (b) activities and interventions; (c) outcomes; and (d) moderating factors and theoretical drivers." The framework organises how the elements work together to contribute to improved outcomes for children, and structures the review's background, qualitative extraction and interpretation.

Design Implications¶

Context¶

Requirements¶

• The elements must work together to contribute to improved outcomes for children; digital technology alone does not improve learning, the important elements are the activities or interventions and how they complement traditional learning

Constraints¶

• The meta-analysis considers only primary outcomes; implementation considerations are addressed through the qualitative analysis and interpretation of findings

Target Learners¶

• children aged 4-12 in mainstream primary/elementary classrooms

Target Learning Objectives¶

• literacy and numeracy attainment

Claims¶

• Too few studies exist to draw robust conclusions on moderating factors (age, gender, screen size, dosage, SAMR-based activities) or on whether benefits persist beyond the post-test [~W]
• Mobile device use in primary classrooms produces a small, statistically significant positive pooled effect on literacy and numeracy outcomes compared with alternative devices or no device [+W]
• Prior syntheses of educational technology effects show inconsistent findings, with mobile learning meta-analysis finding near-zero maths effects and reading interventions comparatively more effective [~W]

Related Theories¶

• SAMR model of technology integration (Substitution, Augmentation, Modification, Redefinition)
• TPACK framework (Technological, Pedagogical and Content Knowledge) for teacher technology integration

Examples¶

• Teachers and intervention designers should use mobile devices thoughtfully alongside other teaching approaches, ground designs in existing evidence, and evaluate rigorously

Key Sources¶

• Dorris, C., Winter, K., O'Hare, L., & Lwoga, E. T. (2024). A systematic review of mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: a systematic review. Campbell Systematic Reviews, 20, e1417. https://doi.org/10.1002/cl2.1417