Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

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Although a few researchers have recently focused on the value of making, tinkering, coding, and play in learning, a synthesis of this work is currently missing, creating an unclear path for future research in this area. Computationalmaking-enhanced activities, framed as activities promoting making, tinkering, coding and play in the learning process, have gained a lot of attention during the last decade. This study provides a review of the existing research in this area, published in academic journals, from 2009 to 2018. We examine learning gains linked to learners' participation in computational making-enhanced activities in formal and non-formal education settings. We further overview the research methods, the educational level, and the context of the published studies. The review of selected studies has shown that most of the research has been conducted in non-formal and informal education settings, however a shift to formal education has appeared since 2016. Most studies have focused on programming and computer science with middle-school learners. Immediate action is needed to inform the design of computational-making-enhanced activities directly linked to curriculum goals. Given the lack of synthesis of work on computational-making, the review can have considerable value for researchers and practitioners in the field.

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