Teachers’ role in digitalizing education

An umbrella review

Datos Bibliográficos

ID21618622
AutoresOlivia Wohlfart (0000-0001-5020-6590, Karlsruhe Institute of Technology, autor de correspondencia), Ingo Wagner (0000-0003-3915-6793, Karlsruhe Institute of Technology)
Año2023
Volumen71
Número2
Páginas339-365
Fecha de publicación2023-04-01
Open AccessSí
TipoARTICLE
RevistaEducational Technology Research and Development (JOURNAL)
Identificadores de la revistaISSN: 1042-1629 • E-ISSN: 1556-6501
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11423-022-10166-0
PMID36337281
OpenAlexW4307918325
IdiomaEN
Citas recibidas22
Referencias citadas44

As teachers are central to digitalizing education, we summarize 40 years of research on their role in that process within a systematic umbrella review that includes 23 systematic reviews with a total of 1062 primary studies focusing technology integration and aspects of digital literacy. Our findings highlight the international acceptance of the TPACK framework as well as the need for a clear concept of digital literacy. It is unique that we identify and discuss parallels in developing teachers’ digital literacy and integrating digital technologies in the teaching profession as well as barriers to those goals. We conclude by suggesting future directions for research and describing the implications for schools, teacher education, and institutions providing professional development to in-service teachers

Educational technology · Human–computer interaction · Mathematics education · Multimedia · Pedagogy · Computer Science · Digital literacy in education · Educational Innovations and Technology · Psychology · Technology-Enhanced Education Studies

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