Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review

Abstract

During the pandemic, educators around the world were unexpectedly encouraged to switch to online and distance learning. They tried to integrate face-to-face learning–teaching processes in the classrooms into the technological environment and to sustain this process in the best way. In this research, it is aimed to examine the current results in the current studies on technology integration into the teaching–learning processes in the literature. In order to collect data, a descriptive compilation pattern was used within the frame of the Literature Search method based on the qualitative method. The data obtained by examining the current articles obtained with the keyword “Technology Integration” were used in the research. As a result of the study, it was seen that technology integration is a complex and multidimensional process with several dynamics, and full integration cannot be achieved. As a result, recommendations were made in the context of various models and Google Workspace tools to help ensure technology integration in line with the obstacles specified in the studies.

During the Covid-19 Pandemic, Students' Opinions on Distance Education in Department of Engineering

“…Akcil, Uzunboylu and Kinik (2021), in their study during the pandemic period, aimed to examine the current results of existing studies on the integration of technology into teaching-learning processes in the literature, and as a result of the study, technology integration is a complex and multidimensional process with various dynamics and full integration is not possible [2]. They concluded that this study could not be achieved, if we set out in this study in the relevant research section, the model and method differ according to geographical location and student characteristics.…”

Video Tutorial Lessons Using 5W1H Model in Enhancing the Numeracy Skills of Grade 8 Non-Numerate Students

“…The study is anchored to 5W1H Unified Integration Model. According to Akcil, et al (2021), the focus of this model is on student learning, and it is based on analyzing and planning the process to increase learning of students. The components consist of why (reasons), what (purposes), how (modes), who (people), where (places), and when (sequence/timing).…”

Evaluación de la usabilidad percibida de Google Classroom, Drive y Meet en el proceso de enseñanza y aprendizaje de la Universidad Nacional de San Antonio Abad del Cusco durante la pandemia del COVID-19

“…Además, la suite de Google está integrado a las aplicaciones externas como Youtube, Google Chrome, Blogger, y Búsquedas en Google (Google for Education, 2021). Dentro de las herramientas de la suite de Google más utilizadas en la educación son Google Drive, Classroom y Meet (Adkins at al., 2012;Akcil et al, 2021;Rusmansyah et al, 2021;Nina et al, 2017).…”

“…Sin embargo, la migración no es fácil y requiere de competencias en tecnologías informáticas y adaptación de prácticas pedagógicas a un contexto virtual, tanto para docentes como para alumnos. En ese sentido, muchas instituciones educativas están en proceso de adaptación e integración de los procesos de enseñanza-aprendizaje presencial al entorno virtual y sostener este proceso de la mejor manera (Akcil et al 2021). Además, el proceso no es fácil puesto que en algunas zonas que no tienen acceso al Internet la adaptación es compleja o nula.…”

“…Por ejemplo, el uso de Google Hangouts ha permitido una comunicación rápida y fácil en temas de consejería, asesoramiento y tutoría en organizaciones educativas(Mendoza, 2015). Por su parte, Google Calendar permite gestionar y compartir eventos de manera fácil y con la posibilidad de sincronizarlos con dispositivos móviles(Lewis & Kimmel-Smith, 2011).En la Tabla 1, se muestra que las herramientas de Google pueden aplicarse a modelos de actividades docentes de Gagne y ayudan a garantizar la integración de la tecnología en el aula(Akcil et al, 2021).…”