• Using technology to support instruction improved student outcomes in language arts, math, social studies, and science, according to a 1995 review of more than 130 recent academic studies.
  [Bailo, Ellen R., and Jay Sivin-Kachla. 1995. Effectiveness of Technology in Schools. 1990-1994. Washington, DC: Software Publishers Association]

• A review of computer-based instruction in military training found that students reached similar levels of achievement in 30 percent less time than needed to achieve the same level of competency using more standard approaches to training.
  [Orlansky, J., and J. String. 1979. Cost-Effectiveness of Conmuter Based Instruction in Military Training. Alexandria, VA: Institute for Defense Analysis.]

• A congressionally mandated review of 47 comparisons of multimedia instruction with more conventional approaches to instruction found time savings of 30 percent, improved achievement and cost savings of 30 to 40 percent, and a direct positive link between the amount of interactivity provided and instructional effectiveness.
  [Fletcher, J.D. 1991. "Effectiveness and Cost of Interactive Videodisc Instruction," Machine Mediated Learning, 3, pp. 361-385.]

• A review of New York City's Computer Pilot Program, which focused on remedial and low-achieving students, showed gains of 80 percent for reading and 90 percent for math when computers were used to assist in the learning process.
  [Guerrero, J.F., M. Mitrani, J. Schoener, and Swan. Summer 1990. "Honing in on the Target: Who Among the Educationally Disadvantaged Benefits Most from What CBI?" Journal of Research on Computing in Education, pp. 381-403.]

• A comparison of peer tutoring, adult tutoring, reducing class size, increasing the length of the school day, and computer-based instruction found computer-based instruction to be the least expensive instructional approach for raising mathematics scores by a given amount.
  [Fletcher, J.F., D.E. Hawley, and P.K. Piele. 1990. "Costs, Effects, and Utility of Microcomputer Assisted Instruction in the Classroom." American Educational Research Journal, 27, pp. 783-806.]

• A 1993 survey of studies of the effectiveness of technology found that "courses for which computer-based networks were used increased student-student and student-teacher interaction, increased student-teacher interaction with lower-performing students, and did not decrease the traditional forms of communications used.
  [Report on the Effectiveness of Technology in Schools 1990-1992," conducted by Interactive Systems Design and commissioned by the Software Publishers Association. 1993, p.2.]

• Research on the costs of instruction delivered via distance learning, videotape, teleconferencing, and computer software indicates that savings are often achieved with no loss of effectiveness. Distance learning vastly broadens the learning environment, often providing teaching resources simply not available before.
  [National Council on Disability. Study on the Financing of Assistive Technology Devicces and Services for Individuals with Disabilities. March 4, 1993.]

• A landmark study on the use of technology for children with disabilities showed that "almost three-quarters of school-age children were able to remain in a classroom, and 45 percent were able to reduce school-related services" when computer-assisted learning techniques were employed.
  [U.S. Dept. of Commerce, National Telecommunications and Information Administration, June 1995.]

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