Literature review educational technology

Knowing how to manage information will allow better life choices and safer social environment.

In this digital environment, teacher training must consider multimodal ways of interacting with information since it had changed from print to multiple modes; including images, sound, video clips, text and kinaesthetic Kress ; Lenters and Winters ; Wake and Whittingham Studies indicated that the school culture was considered an important factor in technology integration, especially when the school management team offered encouragement and technical help to the teachers Tondeur et al.

When the teachers communicated and shared their teaching material, they felt confident and secure since their innovative approaches were accepted Tondeur et al. Teachers felt their work was worthwhile when they were contributing to the local needs thus promoting a better school culture Duveskog et al.

Literature Review: Education technology and English Language Learning - NewSchools Venture Fund

Teachers should be encouraged to share their work to gain and give feedback and others can learn from their experiences. Various means can be used such as learning platforms, mobile phones and the internet. Teacher training in this DC area of communication could be useful since teachers can construct new knowledge, reflect on the process, give, and receive feedback. Through reflection, teachers could critically examine their work, understand new conceptions of constructivist teaching and learning, and accept new roles of teaching from an instructive to a more constructive approach Brun ; Tondeur et al.

In this environment, students can also provide feedback to their teachers and which is a learning opportunity Wake and Whittingham Various studies mentioned the importance of creating and constructing new knowledge when using digital technology Anastasiades and Vitalaki ; Sun et al. Further TPACK was considered a type of knowledge, which expert teachers applied when using technology, and involved the interplay of the three areas of technology, pedagogy and content knowledge. Teacher training needs to acknowledge that content knowledge is always changing since information on the internet changes continuously and teachers need to adapt their pedagogical instruction.

In this constructivist environment, the teacher is learning with students and develops the curriculum as she or he gains insight from the students Duveskog et al. Teacher training on inquiry and pbl can be recommended for further teacher training in technology integration. They can overcome concerns over internet safety when they are provided with the right information and given some ideas of how they can safely integrate technology Anastasiades and Vitalaki The school management can filter unwanted websites, however if we want to protect the students from bad experiences on the internet, teachers must educate them.

Knowing these boundaries, everyone can use technology more confidently.

Education Technology: An Evidence-Based Review

Evaluating and problem solving in a digital environment requires the teacher to recognize the difficulties related to a problem and subsequently assess the information to solve the problem and share the conclusions with others Leu et al. Several studies indicated how teachers could make use of various digital activities to encourage problem solving; some of the mentioned activities were computer simulations, scenarios, blogs and inquiry activities Al-Qallaf and Al-Mutairi ; Morsink et al.

Training in this area is beneficial since students are already familiar with simulations through digital games and this could encourage learning. Training preservice teachers to solve problems with technology ensured better skilled teachers with the right attitudes to develop the curriculum later on in their profession Al-Awidi and Alghazo ; Kim and Keller ; Wake and Whittingham Since technology is continuously evolving, training with new tools must continuously be provided and this is quite challenging for the teachers, as they need to continuously adapt their teaching to new digital tools.

Teacher self-efficacy in online education: a review of the literature

Several studies in this review highlighted that teachers need the knowledge, the skills and the right attitudes to use technology Barak ; Morsink et al. Teachers need to have the disposition to experiment with new technologies to capture the interests of all the students in the class Kinzer This will result in more inquiry and innovation in learning Sun et al.

As stated by Dalton the teacher must reflect on his or her own strengths and interests, activities that she or he is already comfortable with and then develop the lessons with the use of digital technology. This requires time and collaborative training and feedback and a supportive school culture. Skip to main content Skip to sections. Advertisement Hide. Download PDF.

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Technology, Knowledge and Learning pp 1—14 Cite as. Open Access. First Online: 27 July In this review, a synthesis of studies related to the use of digital technology was conducted to illustrate the factors affecting technology integration and to develop the definition of a digitally competent teacher.

In total, the search generated studies, the abstract, introduction and conclusion of each article were read. After eliminating duplicate studies, a total of studies remained. The inclusion criteria for selecting the studies for this analysis were that a the subjects were pre-service or in-service teachers, b research included primary education, c it was an empirical research and d it was published in a peer-reviewed journal. The review covered studies at primary school level, and included three methodologies; quantitative, qualitative and mixed methods.

The percentage of quantitative studies was The mixed methods studies accounted for After reading the articles, a concept map was developed Fig. Open image in new window. These teachers also experienced device conflict since they were still learning how to use technology in their teaching practice Knowledge Attitude Tondeur et al.

Exchanges between staff were regarded as an opportunity for peer learning School Culture Attitude Al-Awidi and Alghazo The main sources of self-efficacy beliefs were the experience with technology and the expectations when using it Attitude Duveskog et al. Novice teachers experienced higher readiness than veterans Knowledge. As illustrated, teachers required not only the skill to use digital technology but also the right attitudes and the knowledge on how to apply these skills. Thus, like any other citizens, for effective use of technology, primary teachers need to apply such DC areas in their practices.

These DC areas could be the indicators to measure the effective use of technology since analysing these areas could give evidence on how teachers are performing with technology. The content of educational technology curricula: a cross-curricular state of the art. Education Technology Research and Development, 61 1 , — CrossRef Google Scholar. Educational Technology Research and Development, 60 5 , — Digital literacy and digital content supports learning.

Electronic Library, 34 3 , — Google Scholar.

Journal of Science Education and Technology, 23 1 , 1— Learning to become a teacher in the 21st century: ICT integration in initial teacher education in Chile. Dalton, B.

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Multimodal composition and the common core standards. The Reading Teacher, 66 4 , — Life planning by digital storytelling in a primary school in rural Tanzania.

European Parliament and the Council. Recommendation of the European Parliament and the Council of 18th December on key competences for lifelong learning. European Union. Survey of schools: ICT in education.

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Belgium: European Union. Ferrari, A. Seville: Joint Research Centre. Education and Information Technology, 21 1 , 19— The impact of multilevel factors on technology integration: The case of Taiwanese grade 1—9 teachers and schools. Educational Technology Research and Development, 61 1 , 25— Factors affecting technology integration in K classrooms: A path model. Educational Technology Research and Development, 58 2 , — Towards technology integration: The impact of motivational and volitional email messages.

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Educational Technology Research and Development, 59 1 , 91— Kinzer, Ch. Considering literacy and policy in the context of digital environments.

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Language Arts , 88 1 , 51— Kress, C. Literacy in the New Media Age. London: Routledge. Pre-service teacher self-efficacy in digital technology. Teachers and Teaching, 22 3 , — Fracturing writing spaces: Multimodal storytelling ignites process writing. The Reading Teacher, 67 3 , — Leu, D. Towards a theory of new literacies emerging from the Internet and other information and communication technologies. Unrau Eds.

Journal of Science Education and Technology, 19 1 , 69— Mishra, P. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 6 , — Professional development to support TPACK technology integration: The initial learning trajectories of thirteen fifth- and sixth-grade educators. The Journal of Education, 2 , 3— Are the new millennium learners making the grade?