A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education

A systematic literature review of ICT integration in secondary education: what works, what does not, and what next?

“…Furthermore, it showed that academic achievement, conceptual understanding, problem-solving skills, and creativity were all positively affected by the ICT integration on student learning outcomes. Indeed, Woodrich [13] confirmed that students' writing skills, creativity, motivation, and achievement in biology increased using Moodle LMS [6]. In a study conducted by Thibaut [20], students' inquiry skills and scientific literacy were also improved through WebQuest.…”

“…As a result, using ICT in the classroom improves students' learning outcomes, motivation, engagement, skill development, and teachers' attitudes, practices, and beliefs about the teaching and learning process [4,31]. Therefore, stakeholders must work together to promote fully effective and practical integration of ICT tools by addressing issues such as a lack of resources, training, time, support, curriculum alignment, and pedagogical change [6,7] that interfere with successful integration. Apart from human resource skills development, other suitable resources and tools, such as software packages, should be made available to secure a meaningful integration.…”

“…Insufficient or inadequate training: Teachers lack access to adequate, relevant, high-quality, or frequent professional development opportunities to enhance their abilities to integrate ICT effectively. According to Mohd Ayub [28], some in-service mathematics teachers lacked the training and experience to use GeoGebra effectively, and in-service biology teachers were not given enough support or training when using Moodle LMS [6]. Similarly, preservice language teachers lacked training and feedback while using digital storytelling in their classrooms [24].…”

Computer Science in Schools: A Literature Mapping of Professional Development for In-Service Teachers

“…Some of the identified objectives are rather broad, for example, improving knowledge of programming and programming didactics as in [41]. Other studies have a much narrower focus, such as integrating CS in specific subjects [42] or specific CS areas, like robotics or AI. One of the topics receiving great attention is Computations Thinking (CT), with 32 papers with CT as a learning objective.…”

“…We were able to identify the research phase in 113 of 206 articles (See Figure 8). Most papers (42) fall under the category Design & Evaluation, 37 are under Inform design, 20 under Evaluation, and 16 under Design. In other words, about 69% of studies seem to be in Inform Design and Design and Evaluation.…”