Educational Technology and Student Performance: A Systematic Review
The digital transformation of educational systems requires an evaluation of the effects of the integration of technologies in teaching-learning processes. From a pedagogical approach, Information and Communication Technologies (ICT) are defined, on the one hand, as the set of technologies that conta...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-06-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.916502/full |
| _version_ | 1818244431427403776 |
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| author | Jesús Valverde-Berrocoso Jesús Acevedo-Borrega Mario Cerezo-Pizarro |
| author_facet | Jesús Valverde-Berrocoso Jesús Acevedo-Borrega Mario Cerezo-Pizarro |
| author_sort | Jesús Valverde-Berrocoso |
| collection | DOAJ |
| description | The digital transformation of educational systems requires an evaluation of the effects of the integration of technologies in teaching-learning processes. From a pedagogical approach, Information and Communication Technologies (ICT) are defined, on the one hand, as the set of technologies that contain, store and disseminate information (e.g., e-books, videos, or databases) and, on the other hand, those technologies designed for short-term communication (e.g., social networks and smartphones). Academic achievement is one of the most widely used variables to try to understand how information and communication technologies affect student learning outcomes. Several international studies have shown little improvement in performance attributed to the use of ICT, although other reviews have shown positive results in relation to certain curricular areas. However, in general, the research is inconclusive and more studies are needed on this complex relationship. A systematic review was carried out using the Education Resources Information Center (ERIC) educational database as a documentary source, and research articles on academic performance and ICT use were selected (n = 100). As a result, there was evidence of improved performance in educational practices enriched with ICT. Mathematics and science are the areas of greatest interest to researchers, and it was observed that the educational systems most oriented toward competitiveness and educational selectivity are the most productive in this field. The discrepancies between the “macro-studies” of international organizations and the “micro-studies” analyzed in this review are discussed. |
| first_indexed | 2024-12-12T14:16:55Z |
| format | Article |
| id | doaj.art-aca30278873c4fe8aaf44647d1c46964 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-12T14:16:55Z |
| publishDate | 2022-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-aca30278873c4fe8aaf44647d1c469642022-12-22T00:21:53ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-06-01710.3389/feduc.2022.916502916502Educational Technology and Student Performance: A Systematic ReviewJesús Valverde-BerrocosoJesús Acevedo-BorregaMario Cerezo-PizarroThe digital transformation of educational systems requires an evaluation of the effects of the integration of technologies in teaching-learning processes. From a pedagogical approach, Information and Communication Technologies (ICT) are defined, on the one hand, as the set of technologies that contain, store and disseminate information (e.g., e-books, videos, or databases) and, on the other hand, those technologies designed for short-term communication (e.g., social networks and smartphones). Academic achievement is one of the most widely used variables to try to understand how information and communication technologies affect student learning outcomes. Several international studies have shown little improvement in performance attributed to the use of ICT, although other reviews have shown positive results in relation to certain curricular areas. However, in general, the research is inconclusive and more studies are needed on this complex relationship. A systematic review was carried out using the Education Resources Information Center (ERIC) educational database as a documentary source, and research articles on academic performance and ICT use were selected (n = 100). As a result, there was evidence of improved performance in educational practices enriched with ICT. Mathematics and science are the areas of greatest interest to researchers, and it was observed that the educational systems most oriented toward competitiveness and educational selectivity are the most productive in this field. The discrepancies between the “macro-studies” of international organizations and the “micro-studies” analyzed in this review are discussed.https://www.frontiersin.org/articles/10.3389/feduc.2022.916502/fulleducational technologyTechnology uses in EducationMathematics AchievementReading AchievementScience AchievementWriting Achievement |
| spellingShingle | Jesús Valverde-Berrocoso Jesús Acevedo-Borrega Mario Cerezo-Pizarro Educational Technology and Student Performance: A Systematic Review Frontiers in Education educational technology Technology uses in Education Mathematics Achievement Reading Achievement Science Achievement Writing Achievement |
| title | Educational Technology and Student Performance: A Systematic Review |
| title_full | Educational Technology and Student Performance: A Systematic Review |
| title_fullStr | Educational Technology and Student Performance: A Systematic Review |
| title_full_unstemmed | Educational Technology and Student Performance: A Systematic Review |
| title_short | Educational Technology and Student Performance: A Systematic Review |
| title_sort | educational technology and student performance a systematic review |
| topic | educational technology Technology uses in Education Mathematics Achievement Reading Achievement Science Achievement Writing Achievement |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.916502/full |
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