Understanding the role of digital technologies in education: A review

Haleem, Prof. Abid; Javaid, Dr Mohd; Qadri, Prof Mohd Asim; Suman, Dr Rajiv

doi:10.1016/j.susoc.2022.05.004

Cited by 805 publications

(599 citation statements)

References 127 publications

Supporting

Mentioning

165

Contrasting

Unclassified

Order By: Relevance

“…Additionally, several investigations have reported benefits from the use of ICT on students’ creativity (Fielding & Murcia, 2022 ; Liu et al, 2022 ; Quah & Ng, 2022 ). Lastly, digital technologies were also found to be beneficial for enhancing students’ lifelong learning skills (Haleem et al, 2022 ).…”

Section: Resultsmentioning

confidence: 99%

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

et al. 2022

View full text Add to dashboard Cite

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.

show abstract

Section: Resultsmentioning

confidence: 99%

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

et al. 2022

View full text Add to dashboard Cite

show abstract

“…To what extent they get trained on each particular technology needs to be balanced with the other developmental needs. We specifically inquired about the use or non-use of dT in the four teaching phases but dT can also aid educators in their administrative duties [23,24]. Here, it can also be hypothesized that because of the lack of knowledge of applicable dT for these duties, namely dTs of the group Organizing in the taxonomy [1], educators default to not using dT.…”

Section: Discussionmentioning

confidence: 99%

“…Here, 79% of the participating countries report the use of dT-in the form of distance learning and to distribute learning content-to maintain continuity as appropriate "to a great extent" or "moderate extent" for both pre-and primary levels of education [64] (pp. [24][25]. These reports do not detail the didactic or cognitive perspective of the use of dT but show that there is no consensus regarding the learner-age at which to start incorporating dT in teaching.…”

Section: Criterion: "Learner-age"mentioning

confidence: 99%

“…The taxonomy by Clark-Wilson et al [1] (pp. 1225-1226) groups dT by its use within a teaching situation, including the non-teaching related duties of educators [23,24]; the uses are termed as follows.…”

Section: Digital Technology In Educationmentioning

confidence: 99%

“…As seen when deciding on the use of dT in a teaching phase, being aware of dT or the use of dT for that purpose requires an understanding of those education obligations, which unless one has been exposed to or has had them explained in the pre-service teacher development process, little knowledge should be expected. Especially the potential for time-saving and automation by dT for teachers is cited in literature [23,24].…”

Section: Awareness Of Dt In the Organizing Groupmentioning

confidence: 99%

See 2 more Smart Citations

How Do Pre-/In-Service Mathematics Teachers Reason for or against the Use of Digital Technology in Teaching?

Gonscherowski

Rott

2022

Mathematics

View full text Add to dashboard Cite

The role and the availability of digital technology in society is growing, which is why educators need to increasingly more often decide which types of digital technology to integrate into their teaching and when to integrate them. Thus, those decision-making skills need to be developed and measured especially for pre-service mathematics teachers. Therefore, we conducted an explorative interview study to understand the portfolio of argumentation on whether to use digital technology in different teaching phases and what criteria are used when making those decisions. Our results are based on ten interviews with pre- and in-service mathematics teachers in Germany. The analysis shows that (1) different levels of argumentation can be distinguished and (2) there are indications that teachers need to be aware of digital technology when deciding whether or not to use digital technology in a teaching setting. In addition, (3) besides the teaching-phase perspective and the learner-perspective, we expanded current research by formalizing the educator-perspective in a list of decision criteria. The compiled list of decision criteria was theoretically validated through the literature. In combination with the applied teaching phase framework and taxonomy of digital technology the list could aid in the development of the decision-making skills and potentially could result in a more reflective use of digital technology by pre-service and in-service teachers.

show abstract

A pilot study for the evaluation of 3D anatomy application ‘Complete Anatomy’ as an additional non‐mandatory study tool for the functional anatomy classes of first year physical therapy students

Stouthandel,

Van Beek,

Van de Velde

et al. 2024

Anatomical Sciences Ed

View full text Add to dashboard Cite

For this pilot study, the use of the digital 3D anatomy application Complete Anatomy was evaluated as a non‐mandatory additional study tool throughout the semester. The aim of the study was to investigate if the Complete Anatomy usage time had an effect on final exam grades and how the app was used post‐Covid19. This cross‐sectional study asked first year bachelor/freshman university students of Physical Therapy and Rehabilitation Sciences to fill out a questionnaire to gauge Complete Anatomy usage time, the student's exam results, and how the app was used, for example, in relation to other study tools. A positive correlation was found between the proportion of students that passed the final exam and the number of hours of Complete Anatomy usage (rs (4) = 0.94, p = 0.016). Compared to students who didn't use Complete Anatomy, these positive effects were observed when students used Complete Anatomy for at least 10 h (p = 0.04). The app was well‐used with almost half of the respondents reporting >10 h of usage time. The results from this study provide a good overview of how and how often Complete Anatomy is used. Although a positive correlation between the hours of use and the number of passing grades was found in this pilot study, a future study to prove the causality between these two factors is warranted to further investigate the effect of Complete Anatomy as an additional non‐mandatory study tool.

show abstract

Understanding the role of digital technologies in education: A review

Cited by 805 publications

References 127 publications

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

How Do Pre-/In-Service Mathematics Teachers Reason for or against the Use of Digital Technology in Teaching?

A pilot study for the evaluation of 3D anatomy application ‘Complete Anatomy’ as an additional non‐mandatory study tool for the functional anatomy classes of first year physical therapy students

Contact Info

Product

Resources

About