This systematic literature review sought to examine whether iPad or other mobile technology use by school students aged 9 to 14 years enhanced academic outcomes. Conducted in March 2019 using the PRISMA statement, the review identified 43 studies published between 2010 and 2019 which specifically addressed the research question. Findings revealed that iPad use for specific school learning areas such as mathematics, English, science, and the like has not consistently enhanced academic outcomes. Some reviewed papers also indicated that teachers were not always employing the technology most effectively. To defend the current extensive classroom use of mobile technology such as iPads, further research employing within-subject designs must be conducted. Such research must assess the efficacy of iPad use for attaining specific content area outcomes against pedagogies which utilise paper reading, handwriting and/or other manipulations of teaching materials. Moreover, teacher professional learning needs to be provided so that when teachers use iPads in classrooms they are able to deploy them in the most appropriate way.

中文翻译：

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iPad 是否对 9-14 岁的学生使用支持学习？系统评价

这篇系统性文献综述旨在检验 9 至 14 岁在校学生使用 iPad 或其他移动技术是否提高了学业成绩。该审查于 2019 年 3 月使用 PRISMA 声明进行，确定了 2010 年至 2019 年间发表的 43 项专门针对研究问题的研究。调查结果显示，将 iPad 用于特定的学校学习领域，例如数学、英语、科学等，并未始终如一地提高学业成绩。一些评论论文还表明，教师并不总是最有效地使用技术。为了捍卫当前在课堂上广泛使用 iPad 等移动技术，必须进行采用学科内设计的进一步研究。此类研究必须针对使用纸质阅读、手写和/或其他操作教材的教学法评估 iPad 使用以获得特定内容领域成果的功效。此外，需要提供教师专业学习，以便教师在课堂上使用 iPad 时能够以最合适的方式部署它们。