Curricular integration of digital technologies in teaching processes
The integration of digital technologies in the classroom is a complex and multidimensional process with different dynamics including, among others, those related to: the digital culture of the center, the competency of teachers and students, the support of families and innovation within educational...
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Published in | Frontiers in education (Lausanne) Vol. 7 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
Frontiers Media S.A
13.10.2022
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Subjects | |
Online Access | Get full text |
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Summary: | The integration of digital technologies in the classroom is a complex and multidimensional process with different dynamics including, among others, those related to: the digital culture of the center, the competency of teachers and students, the support of families and innovation within educational programs. This paper presents a systematic literature review (SLR) to analyze how the curricular integration of educational technology in classroom practice has been developed at non-university levels in recent years. The PRISMA 2020 standards have been applied. For the selection of articles, the ERIC database was used, taking as a reference, key concepts from its Thesaurus, related to the objective of the research, performing a temporal search of scientific articles from 2018 up to the present day. After screening according to the inclusion criteria established by consensus among researchers, a total of 88 articles were obtained (
n
= 88). The main results point to several variables that should be strengthened to promote the integration of digital technologies in the classroom, among which teacher training stands out as a determining factor, with special emphasis on initial training. This opens a debate about the training that future teachers receive in relation to the integration of digital technologies in the teaching process.
Systematic review registration
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https://doi.org/10.5281/zenodo.6909261
]. |
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ISSN: | 2504-284X 2504-284X |
DOI: | 10.3389/feduc.2022.1005499 |