What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021

Consoli, Tessa; Désiron, Juliette C.; Cattáneo, Alberto

doi:10.1016/j.compedu.2023.104742

Cited by 22 publications

(6 citation statements)

References 68 publications

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“…Moreover, engaged learners exhibited greater persistence, effort, and enthusiasm in their studies. In the context of integrated curriculum approaches, students are more likely to be engaged when they see the relevance and interconnectedness of different subject areas, leading to a more comprehensive understanding of complex concepts and a deeper appreciation for the learning process (Consoli et al, 2023). Consequently, the study hypothesis that H12: Learner Engagement positively mediates between CI and SLO…”

Section: Learner Engagement Positively Mediates Between CI and Slomentioning

confidence: 97%

“…In today's digital age, technology has become an integral part of student's lives, and its integration into education has the potential to revolutionize the learning process (Caneva et al, 2023;Chakabwata, 2023;Zhan et al, 2022). By comprehending how technology interacts with pedagogical approaches and learner engagement, educators can design more effective and student-centered learning experiences (Consoli et al, 2023;Hazzam & Wilkins, 2023;Wu et al, 2022). Learner-centered pedagogies, when aligned with technology, can create a dynamic and interactive learning environment that fosters critical thinking, problem-solving skills, and a deep understanding of the subject matter.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Student Learning Outcomes: The Interplay of Technology Integration, Pedagogical Approaches, Learner Engagement, and Leadership Support

Aljehani

2024

EATP

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Section: Learner Engagement Positively Mediates Between CI and Slomentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Enhancing Student Learning Outcomes: The Interplay of Technology Integration, Pedagogical Approaches, Learner Engagement, and Leadership Support

Aljehani

2024

EATP

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“…The rapid development of technology, especially in the digital field, does not simplify work in education, but makes it more complex and disrupts established routines. It is evident that even when technology is available, teachers are far from homogeneous in terms of acceptance and actual use of digital technologies [35][36][37]. The heterogeneity of teachers in the adoption and use of digital technologies and the factors that explain their behaviour in digital worlds have been investigated in numerous studies [28,38,39]; however, it is beyond the scope of this paper to review them.…”

Section: Smartphones and Tablets In 21st-century Skills Developmentmentioning

confidence: 99%

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

Lang,

Šorgo

2024

Sustainability

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It is no longer just an opinion but a fact that the only way to prevent a catastrophic future for humanity on a planetary scale is to introduce sustainable practices in all areas of human endeavour. The key role in these processes is activity to education. The aim of this study is to investigate the perceptions of Slovenian secondary school students, parents, and teachers (SPTs) regarding the role of smartphones and tablets in promoting 21st-century skills. This study explores the views of Slovenian secondary school students, parents, and teachers (SPTs) on the value of smartphones and tablets in 21st-century skills education. The results show a consensus among participants that smartphones and tablets make a positive contribution to various aspects of 21st-century skills as a Prerequisite for Sustainable Future. Participants consistently rated the suggested benefits of smartphones and tablets above the middle of the scale, with a focus on internet, digital, and information literacy. However, there is still room for improvement in basic skills and higher-order thinking skills. The factorial analysis revealed three correlated factors: Holistic Learning skills, Higher-Level Cognitive skills, and Digital Information Literacy skills. Subsequent analysis revealed significant differences between the focus groups, with students showing stronger agreement with the positive impact of smartphones and tablets on a wide range of skills. While teachers recognized the value of smartphones and tablets for students’ digital literacy and engagement, the differences between teachers and other groups were relatively small. These findings underscore the importance of integrating smartphone strategies and technology tools to promote 21st-century skills as a Prerequisite for Sustainable Future. Educators and policymakers can use these findings to promote effective teaching and learning practices that meet the demands of the 21st century.

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“…As an institution, it should take the initiative to develop a school-enterprise cooperation demonstration project library that is synchronized with industrial development, closely matched with enterprise demand, closely related to the needs of school running, and with the full participation of teachers and students, covering talent cultivation, technological innovation, social service, employment and entrepreneurship, cultural inheritance, and international cooperation and exchanges that can effectively enhance the quality of school running, and to promote the transformation of industry-industry-enterprise resources into teaching resources for vocational education by leading the way with the project. Convert enterprise production technology resources into educational resources, guide enterprises to participate in the whole chain of vocational education with high quality so as to truly realize the dual-main sportsman of schools and enterprises [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

“…Meng Han. Applied Mathematics and Nonlinear Sciences, 9(1) (2024)[1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16] …”

mentioning

confidence: 99%

High-quality Construction and Development Path of College of Finance and Economics Industry in Higher Vocational Colleges under the Perspective of Industry-Teaching Integration

Han

2024

Applied Mathematics and Nonlinear Sciences

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Under the wave of digital technology, the integration of industry and education is increasingly becoming the direction of teaching construction in higher vocational colleges and universities. As the foundation of cultivating skilled talents, the construction of a financial industry college in higher vocational colleges is particularly important. Under the perspective of industry-teaching integration, the study combines the triple helix theory to carry out the high-quality construction of finance and economics colleges in higher vocational colleges, analyzes the influencing factors of the high-quality construction of finance and economics colleges in higher vocational colleges by using the DEMATEL algorithm and ISM algorithm, and explores the high-quality construction and development paths of finance and economics colleges by using the Fuzzy Set Qualitative Comparative Analysis (fsQCA) method. The results show that the top 6 influencing factors of high-quality construction of financial and industrial colleges in higher vocational institutions are infrastructure, public services, campus supervision, campus governance, safeguards, and teaching management, and their cause degrees are all greater than 0.5. The overall coverage of innovative development paths of financial and industrial colleges in higher vocational institutions is 0.692. The overall consistency is 0.925, and a total of 3 model paths have been explored, i.e., There are supply-based paths (H1, H3), environment-based paths (H2, H5), and supply-environment synergy paths (H4).

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What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021

Cited by 22 publications

References 68 publications

Enhancing Student Learning Outcomes: The Interplay of Technology Integration, Pedagogical Approaches, Learner Engagement, and Leadership Support

Enhancing Student Learning Outcomes: The Interplay of Technology Integration, Pedagogical Approaches, Learner Engagement, and Leadership Support

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

High-quality Construction and Development Path of College of Finance and Economics Industry in Higher Vocational Colleges under the Perspective of Industry-Teaching Integration

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