Exploring 1:1 pedagogy through the lens of a veteran middle school teacher: The case of Ms. Goodman

Curricular integration of digital technologies in teaching processes

“…The most numerous samples are those of teachers [1,335 in the study by Selwyn et al (2020)] followed by those of students [1,174 in Dogan et al's (2021) research conducted]. Some single case studies are identified, being a teacher and his educational practice with digital technologies the object of study (Gómez, 2019;Trouche et al, 2020). Studies that stand out are those aimed at analyzing the integration of technology in the Educational System as the highest influential body in pedagogical use in classrooms (Williams, 2020) and of medium influence in Educational Centers (Skaftun et al, 2018;Lumagbas et al, 2019;Huang, 2021) or those addressed to the schools' Directorates (Thannimalai and Raman, 2018;Raman and Thannimalai, 2019;Ugur and Koç, 2019) to set strategies for the integration of technologies at the micro (classroom) level.…”

“…One of the models used as a frame of reference is the Technological Pedagogical and Content Knowledge (TPACK) and we see the research of several authors reflected (Lai and Lin, 2018;Lisene and Jita, 2018;Yildirim and Sensoy, 2018;De Freitas and Spangenberg, 2019;Gómez, 2019;Li et al, 2019;Walan, 2020;Williams, 2020;Pamuk, 2022).…”

“…The educational practices described in the research point toward a wide variety of technological tools and applications being used by teachers. In the results of research such as that by Macauda (2018), Kearney et al (2018), Cementina (2019), Ding et al (2019), Gómez (2019), Walan (2020), Cooper et al (2021), among others, there is mention of those tools and applications that teachers have reported using in their classrooms. The review of the studies shows that educational platforms and educational software are the most commonly used tools.…”