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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.1005499/full |
| _version_ | 1817983442617368576 |
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| author | María Rosa Fernández-Sánchez María del Carmen Garrido-Arroyo Isabel Porras-Masero |
| author_facet | María Rosa Fernández-Sánchez María del Carmen Garrido-Arroyo Isabel Porras-Masero |
| author_sort | María Rosa Fernández-Sánchez |
| collection | DOAJ |
| description | 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[https://doi.org/10.5281/zenodo.6909261]. |
| first_indexed | 2024-04-13T23:33:15Z |
| format | Article |
| id | doaj.art-505aa7b7f3f24d65b9768a8fe3fd7dbc |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-13T23:33:15Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-505aa7b7f3f24d65b9768a8fe3fd7dbc2022-12-22T02:24:50ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-10-01710.3389/feduc.2022.10054991005499Curricular integration of digital technologies in teaching processesMaría Rosa Fernández-SánchezMaría del Carmen Garrido-ArroyoIsabel Porras-MaseroThe 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[https://doi.org/10.5281/zenodo.6909261].https://www.frontiersin.org/articles/10.3389/feduc.2022.1005499/fullinformation and communication technologieseducational technologyteacher trainingteaching practicescurriculum developmenteducation |
| spellingShingle | María Rosa Fernández-Sánchez María del Carmen Garrido-Arroyo Isabel Porras-Masero Curricular integration of digital technologies in teaching processes Frontiers in Education information and communication technologies educational technology teacher training teaching practices curriculum development education |
| title | Curricular integration of digital technologies in teaching processes |
| title_full | Curricular integration of digital technologies in teaching processes |
| title_fullStr | Curricular integration of digital technologies in teaching processes |
| title_full_unstemmed | Curricular integration of digital technologies in teaching processes |
| title_short | Curricular integration of digital technologies in teaching processes |
| title_sort | curricular integration of digital technologies in teaching processes |
| topic | information and communication technologies educational technology teacher training teaching practices curriculum development education |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.1005499/full |
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