FOOTNOTES

Note 1: Neither is it likely that all engaging computer activities are equally valuable for improving important learning outcomes.

Note 2: When these findings are converted to effect sizes based on the full range of variation in the question about the percent of students who used computers for class in each context and combining at-home and at-school computer use, the effect size for presentation objectives (those with vs. those  without that objective) was .68, while the effect sizes for the other three  objectives discussed so far were close to .40.

Note 3: Effect sizes all about —.50. It is interesting that teachers who value computers to help students to work independently are much less likely than others to report students actually using computers outside of their own presence! It seems plausible that for many teachers, having students "work independently" means that they prefer students to be working quietly, not that they really want them to do independent work!

Note 4: Data based on the probability sample of the TLC survey.