Models for the pedagogical integration of information and communication technologies: a literature review

Abstract

Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.

Quality criteria for conceptual technology integration models in education: bridging research and practice

“…In recent overviews of technology integration models, numerous models are listed and described (Niederhauser and Lindstrom 2018;Phillips 2015;Sosa and Manzuoli 2019). However, there are few attempts to compare existing models along relevant dimensions or to combine them into an overarching model.…”

“…In order to use technology effectively in education, appropriate conceptual understandings are needed to guide the integration process. Currently, there is a range of conceptual models that have been developed and used in research and practice (Niederhauser and Lindstrom 2018;Sosa and Manzuoli 2019). Some models have stimulated international research initiatives such as the TPACK (Technological Pedagogical Content Knowledge) Model (Koehler and Mishra 2009;Mishra and Koehler 2006); the "Will-Skill-Tool" or "Will-Skill-Tool-Pedagogy" Model (Christensen and Knezek 2001;Knezek and Christensen 2016); or pedagogical adaptations of generic Technology Acceptance Models (Davis 1989;Venkatesh et al 2003).…”

A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

“…Finally, we present an assessment approach for public-facing ICT assignments. This discussion fills a gap in knowledge and practice related to how college educators assess ICT assignments in higher education (Sosa & Manzuoli, 2019 ).…”

“…Broadly defined, ICTs are technologies that allow for information sharing and communication with others over the internet (Sosa & Manzuoli, 2019 ). Rather than just offering a new tool, ICTs structurally change the way that information is accessed, diffused, and adopted (Reid, 2002 ).…”