The DOI matches its Crossref record; 95 of the 100 references it cites were found in a registry or an index; 30 of the 172 sources its claims cite were checked for support.
Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review
Open accessAbstract
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.
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Claims the paper makes
60 Sources not found · 40 No full text of the sources · 15 Supported · 14 Own interpretation · 12 Partly supported · 10 Not checked yet · 8 Own result · 8 No basis given · 5 Own method · 1 Supported so far · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“metacognitive learning outcomes (Verschaffel et al., 2019)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Partly supportedcites Verschaffel et al., 2019 sourceExperimental — accuracy not yet measured
Section 3.2 reports positive metacognitive learning effects in mathematics environments combining ICT with metacognitive guidance. It also cautions that several study designs could not establish the added value of that combination over ICT alone, so the review does not establish that ICT use by itself yields those gains. (LLM, conf=0.88)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Lu et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Partly supportedcites Su & Yang, 2022 sourceExperimental — accuracy not yet measured
Section 3.1 reports that Google’s Teachable Machine enhanced children’s learning and computational thinking, supporting a positive gain for that specific technology. The review does not establish that ICT use generally yields such gains; its reported finding concerns a machine-learning tool used with young children in a non-school setting. (LLM, conf=0.82)
- Not matchedcites Su et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
Every source the paper cites for this claim was checked and supports it.
In the paper
“Sung et al. (2016) reported a moderate effect on students' performance from the use of mobile devices in the classroom compared to the use of desktop computers or the non-use of mobile devices.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Supportedcites Sung et al. (2016) source
Section 3.2 reports a moderate overall effect on learning achievement (0.523), and the Conclusions state that mobile-device interventions outperformed desktop-computer use or no mobile-device intervention. Section 3.3.4 also reports a medium effect for formal educational settings, consistent with the classroom phrasing. (LLM, conf=0.92)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“These issues were exacerbated during the COVID-19 pandemic, which forced teaching across education levels to move online (Daniel, 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Supportedcites Daniel, 2020 sourceExperimental — accuracy not yet measured
The Abstract says that, during COVID-19, many governments required institutions to stop face-to-face instruction for most students and move to online teaching. It frames the disruption as affecting education systems at all levels. The claim is a fair general paraphrase, though the paper does not say every institution moved online. (LLM, conf=0.90)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Lu et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Partly supportedcites Su & Yang, 2022 sourceExperimental — accuracy not yet measured
The review reports that AI toys improved young children’s related literacy skills (research summary in §4.2) and that teaching supported by intelligent tutoring systems improved English reading skills (§3.1). These findings support positive gains for particular AI-based activities in early childhood education, but not the broader claim that ICT use generally yields literacy gains. (LLM, conf=0.82)
- Not matchedcites Su et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
Every source the paper cites for this claim was checked and supports it.
In the paper
“Haßler et al. (2016) found that most interventions that included the use of tablets across the curriculum reported positive learning outcomes.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Supportedcites Haßler et al. (2016) source
Section 3.3 reports positive learning outcomes in 16 of the 23 studies reviewed—a majority. The “Positive learning outcomes” section describes tablet-supported activities in several subjects, including studies teaching multiple subjects. The copy does not give a separate majority count for multiple-subject interventions, but supports the sentence’s broader description of tablet use across the curriculum. (LLM, conf=0.90)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“However, it is a complex process that requires large-scale transformative changes beyond the technical aspects of technology and infrastructure (Pettersson, 2021).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Supportedcites Pettersson, 2021 source
Section 1.1 states that digitalization is a complex process requiring large-scale transformative changes. Sections 3.2 and 4.2 show that these changes extend beyond acquiring technology to teaching practices, administration, and organizational work. (LLM, conf=0.94)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“digital technologies were also found to be beneficial for enhancing students’ lifelong learning skills (Haleem et al., 2022)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Supportedcites Haleem et al., 2022 source
In “Making classroom instructions interesting” (page not specified), the review says digital learning tools help students develop self-directed learning abilities, including finding resources and applying what they learn. It also describes critical thinking and patience as skills developed through digital learning, supporting the paraphrase about lifelong learning skills. (LLM, conf=0.86)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“A recent meta-analysis (Baragash et al., 2022) with 119 participants with different disabilities, reported a significant overall effect size of AR on their functional skills acquisition.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Supportedcites Baragash et al., 2022 source
The Abstract reports that the meta-analysis included 119 individuals with different disabilities from seven studies and found a significant overall effect size of AR on functional skills acquisition. The Limitations and future works section cautions that the small sample limits generalization, but does not alter the reported finding. (LLM, conf=0.95)
plaindirectn = 119- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Lu et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Partly supportedcites Su & Yang, 2022 sourceExperimental — accuracy not yet measured
The Discussion reports improvements in collaborative inquiry from AI-based activities, and the review table in §4.2 specifically reports that AI toys improved children’s collaborative inquiry. This supports a positive effect for AI tools in early childhood education, but not the broader claim about ICT use generally. Page numbers are not available in the supplied passages. (LLM, conf=0.82)
- Not matchedcites Su et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
- It may state two separate claims as one. 53
- Probably not a substantial claim. 25
- The quote only partly states this claim. 2
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Escueta et al. (2017) reported several ICT programs that had improved the flow of information from the school to parents. Particularly, they documented that the use of ICTs (learning management systems, emails, dedicated websites, mobile phones) allowed for personalized and customized information exchange between schools and parents, such as attendance records, upcoming class assignments, school”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
What the sources say
- Partly supportedcites Escueta et al., 2017 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Delgado et al. (2015), meanwhile, reported studies that showed a strong positive association between teachers’ computer skills and students’ use of computers.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Supportedcites Delgado et al., 2015 source
The Conclusion/Discussion states that there is a strong positive association between teachers’ computer skills and students’ computer use, citing Becker, Ravitz, and Wong (1998). This supports the citing sentence’s description of what Delgado et al. reported. (LLM, conf=0.95)
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Archer et al. (2014) found that comfort levels in using technology are an important predictor of technology integration and argued that it is essential to provide teachers with appropriate training and ongoing support until they are comfortable with using ICTs in the classroom.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Supportedcites Archer et al., 2014 source
Section 1.4, “Training and support” (page not provided), explicitly calls comfort with technology an important predictor of integration and says teachers need appropriate training and ongoing support until they are comfortable using it in the classroom. (LLM, conf=0.95)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Sung et al. (2016) found that research on the use of mobile devices to support learning tends to report that the insufficient preparation of teachers is a major obstacle in implementing effective mobile learning programs in schools.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Supportedcites Sung et al., 2016 source
Section 4.3 states that reviews of mobile-device education identify insufficient teacher preparation as one of the largest obstacles to effective mobile learning programs. The same section discusses supporting school teachers in implementing those programs. (LLM, conf=0.94)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Delgado et al. (2015) reported that limited access to technology (insufficient computers, peripherals, and software) and lack of technical support are important barriers to ICT integration.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Supportedcites Delgado et al., 2015 source
The Conclusion/Discussion identifies resources as a primary barrier to technology integration and explicitly includes access to technology and technical support among those resources. It also specifies that lack of technology includes insufficient computers, peripherals, and software. (LLM, conf=0.92)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Based on these findings, several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Lei et al., 2022a).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Not checked — no full text of the sourcecites Tamim et al., 2011 source
- Not matchedcites Higgins et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Supportedcites Archer et al., 2014 source
In §4 (Discussion), Archer et al. conclude that implementation factors contribute to the effectiveness of technology-based interventions, particularly training and support. §1.1 (Previous Meta-Analyses) also discusses pedagogy, teacher effectiveness, subject matter, and implementation fidelity as factors beyond the technology itself. Page numbers were not supplied in our copy. (LLM, conf=0.91)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The study’s results identified multiple dimensions of the impact of digital technologies on students’ knowledge, skills, and attitudes; on equality, inclusion, and social integration; on teachers’ professional and teaching practices; and on other school-related aspects and stakeholders.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data analysis indicated various factors that might affect the schools’ digital capacity and transformation, such as digital competencies, the teachers’ personal characteristics and professional development, as well as the school’s leadership and management, administration, infrastructure, etc.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Specifically, the author reported that access to computer-assisted instruction (CAI) programs in simulation or tutorial modes—used to supplement rather than substitute instruction – could enhance student learning.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Eng (2005)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“The use of ICT resulted in further positive gains for students, namely increased attention, engagement, motivation, communication and process skills, teamwork, and gains related to their behaviour towards learning.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Balanskat et al. (2006)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Specifically, from 53 studies, 34 advocated positive effects of touchscreen devices on children’s learning, 17 obtained mixed findings and two studies reported negative effects.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not checked — no full text of the sourcecites Kalati and Kim (2022) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Higgins et al. (2012) reported that skills training about the use of digital technologies is essential for learners to fully exploit the benefits of instruction.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Higgins et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Tamim et al. (2015) reported that students faced challenges when using tablets and smart mobile devices, associated with the technical issues or expertise needed for their use and the distracting nature of the devices and highlighted the need for teachers’ professional development.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Tamim et al., 2015 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“There is evidence that the effective use of ICTs and the data transmission offered by broadband connections help improve administration (Balanskat et al., 2006). Specifically, ICTs have been found to provide better management systems to schools that have data gathering procedures in place.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Moreover, online assessment via ICTs benefits instruction. In particular, online assessments support the digitalization of students’ work and related logistics, allow teachers to gather immediate feedback and readjust to new objectives, and support the improvement of the technical quality of tests by providing more accurate results. Additionally, the capabilities of ICTs (e.g., interactive media,”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on teachers’ professional and teaching practices
What the sources say
- Not matchedcites Punie et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Friedel et al. (2013) found that the use of mobile devices by students enabled teachers to successfully deliver content (e.g., mobile serious games), provide scaffolding, and facilitate synchronous collaborative learning.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on teachers’ professional and teaching practices
What the sources say
- Not checked — no full text of the sourcecites Friedel et al., 2013
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Balanskat et al. (2006) documented studies that revealed that the use of digital technologies in education had a positive effect on teachers’ basic ICT skills. The greatest impact was found on teachers with enough experience in integrating ICTs in their teaching and/or who had recently participated in development courses for the pedagogical use of technologies in teaching.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on teachers’ professional and teaching practices
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Istenic Starcic and Bagon (2014) found that the role of ICT in inclusion and the design of pedagogical and technological interventions was not sufficiently explored in educational interventions with people with special needs”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Not checked — no full text of the sourcecites Istenic Starcic and Bagon, 2014 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Arztmann et al. (2022) reported no difference in the impact of game-based learning between boys and girls, arguing that boys and girls equally benefited from game-based interventions in STEM domains.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Not matchedcites Arztmann et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“results from a systematic review by Cussó-Calabuig et al. (2018) found limited and low-quality evidence on the effects of intensive use of computers on gender differences in computer anxiety, self-efficacy, and self-confidence. Based on their view, intensive use of computers can reduce gender differences in some areas and not in others, depending on contextual and implementation factors.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Not checked — no full text of the sourcecites Cussó-Calabuig et al., 2018 source
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Furthermore, ICT can increase efficiency in lesson planning and preparation by offering possibilities for a more collaborative approach among teachers. The sharing of curriculum plans and the analysis of students’ data led to clearer target settings and improvements in reporting to parents (Balanskat et al., 2006).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on teachers’ professional and teaching practices
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Condie and Munro (2007) reported impacts from the use of ICTs in schools in the following areas: attendance monitoring, assessment records, reporting to parents, financial management, creation of repositories for learning resources, and sharing of information amongst staff. Such data can be used strategically for self-evaluation and monitoring purposes which in turn can result in school improve”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
What the sources say
- Not matchedcites Condie and Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Zheng et al. (2016) reported a statistically significant positive interaction between one-to-one laptop programs and gender. Specifically, the results showed that girls and boys alike benefitted from the laptop program, but the effect on girls’ achievement was smaller than that on boys’.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Not checked — no full text of the sourcecites Zheng et al., 2016 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Furthermore, ICTs provided more efficient and successful examination management procedures, namely less time-consuming reporting processes compared to paper-based examinations and smooth communications between schools and examination authorities through electronic data exchange (Punie et al., 2006).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
What the sources say
- Not matchedcites Punie et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Tamim et al. (2015) compared two different pedagogical uses of tablets and found a significant moderate effect when the devices were used in a student-centered context and approach rather than within teacher-led environments.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Tamim et al., 2015 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Ferrari et al. (2011) found that while teachers’ use of ICT is high, 75% stated that they needed more institutional support and a shift in the mindset of educational actors to achieve more innovative teaching practices.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Ferrari et al., 2011 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Schmid et al. (2014) reported that learning was best supported when students were engaged in active, meaningful activities with the use of technological tools that provided cognitive support.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Schmid et al., 2014 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Fu (2013) reported that the lack of teachers’ knowledge and skills on the technical and instructional aspects of ICT use in the classroom, in-service training, pedagogy support, technical and financial support, as well as the lack of teachers’ motivation and encouragement to integrate ICT on their teaching were significant barriers to the integration of ICT in education.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Fu, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Garzón and Acevedo (2019) also emphasized that the success of a technology-enhanced intervention is based on both the technology per se and its characteristics and on the pedagogical strategies teachers choose to implement. For instance, their results indicated that the collaborative learning approach had the highest impact on students’ learning gains among other approaches (e.g., inquiry-based”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Garzón and Acevedo, 2019 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Strong leadership, strategic planning, and systematic integration of digital technologies are prerequisites for the digital transformation of education systems (Ređep, 2021).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Ređep, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The same author reported that the provision of technical support, motivation support (e.g., awards, sufficient time for planning), and training on how technologies can benefit teaching and learning can eliminate the above barriers to ICT integration.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Bingimlas, 2009 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“To achieve this, principals need to adopt and promote a whole-institution strategy and build a strong mutual support system that enables the school’s technological maturity (European Commission, 2019).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites European Commission, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Not matched
In the paper
“Specifically, school leaders need to create conditions in which the school staff is empowered to experiment and take risks with technology (Elkordy & Lovinelli, 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Elkordy & Lovinelli, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Trucano (2005) argued that positive impacts occur when digital technologies are used to enhance teachers’ existing pedagogical philosophies.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Trucano, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Results obtained from the Teaching and Learning International Survey (TALIS) (OECD, 2021) revealed that although schools are open to innovative practices and have the capacity to adopt them, only 39% of teachers in the European Union reported that they are well or very well prepared to use digital technologies for teaching.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites OECD, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Garzón et al. (2020) suggested that the pedagogical resources that teachers used to complement their lectures and the pedagogical approaches they applied were crucial to the effective integration of AR on students’ learning gains.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Garzón et al., 2020 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“It is worth noting that the way teachers are introduced to ICTs affects the impact of digital technologies on education. Previous studies have shown that teachers may avoid using digital technologies due to limited digital skills (Balanskat, 2006), or they prefer applying “safe” technologies, namely technologies that their own teachers used and with which they are familiar (Condie & Munro, 2007).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Balanskat, 2006
- Not matchedcites Condie & Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Policy support and leadership must include the provision of an overall vision for the use of digital technologies in education, guidance for students and parents, logistical support, as well as teacher training (Conrads et al., 2017).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Conrads et al., 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“Condie and Munro (2007) emphasized the importance of the principal’s enthusiasm and work as a source of inspiration for the school staff and the students to cultivate a culture of innovation and establish sustainable digital change.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Condie and Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“These were the most common subjects studied in the reviewed papers often drawing on national testing results, while studies that investigated other subject areas, such as social studies, were limited (Chauhan, 2017; Condie & Munro, 2007).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Not checked — no full text of the sourcecites Chauhan, 2017 source
- Not matchedcites Condie & Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“While the impact of ICTs on student achievement has been thoroughly investigated by researchers, other aspects related to school life that are also affected by ICTs, such as equality, inclusion, and social integration have received less attention.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Starting as early as 2005, when computers, simulations, and interactive boards were the most commonly applied tools in school interventions (e.g., Eng, 2005; Liao et al., 2007; Moran et al., 2008; Tamim et al., 2011), moving towards the use of learning platforms (Jewitt et al., 2011), then to the use of mobile devices and digital games”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The impact of emerging technologies on education, such as AR, VR, robotics, and AI has also been investigated recently, but more work needs to be done.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Future research could also focus on assessing the impact of digital technologies on various other subjects since there is a scarcity of research related to particular subjects, such as geography, history, arts, music, and design and technology.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“and touches many aspects of a school’s development (Delcker & Ifenthaler, 2021)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not checked — no full text of the sourcecites Delcker & Ifenthaler, 2021 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Online teaching accelerated the use of digital technologies generating questions regarding the process, the nature, the extent, and the effectiveness of digitalization in schools (Cachia et al., 2021; König et al., 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not matchedcites Cachia et al., 2021; König et al., 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“education systems worldwide have increased their investment in the integration of information and communication technology (ICT) (Fernández-Gutiérrez et al., 2020; Lawrence & Tar, 2018) and prioritized their educational agendas to adapt strategies or policies around ICT integration (European Commission, 2019).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not matchedcites Fernández-Gutiérrez et al., 2020; Lawrence & Tar, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites European Commission, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem (Eng, 2005)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not matchedcites Eng, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses.”
- Also stated in: § Introduction · boosted
“Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses (Blaskó et al., 2021; Di Pietro et al, 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Abstract
What the sources say
- Not matchedcites Blaskó et al., 2021; Di Pietro et al, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § Introduction · boosted
In the paper
“Studies have shown that despite the investment made in the integration of technology in schools, the results have not been promising, and the intended outcomes have not yet been achieved (Delgado et al., 2015; Lawrence & Tar, 2018).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not matchedcites Delgado et al., 2015; Lawrence & Tar, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These factors are interconnected and play a vital role in the digital transformation process.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The above findings suggest that the impact of ICT integration in schools goes beyond students’ performance in school subjects. Specifically, it affects a number of school-related aspects, such as equality and social integration, professional and teaching practices, and diverse stakeholders.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, based on the results of the literature review, there are many types of digital technologies with different affordances (see, for example, studies on VR vs Immersive VR), which evolve over time (e.g. starting from CAIs in 2005 to Augmented and Virtual reality 2020). Furthermore, these technologies are linked to different pedagogies and policy initiatives, which are critical factors in”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“There is evidence that ICT increases and formalizes cooperative planning between teachers and cooperation with managers, which in turn has a positive impact on teaching practices (Balanskat et al., 2006).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“In this regard, the socio-economic background of the learners and their socio-cultural environment also affect educational achievements (Punie et al., 2006).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Punie et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Looking at the findings of the above studies, we can conclude that the impact of digital technologies on education is influenced by various actors and touches many aspects of the school ecosystem.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The data showed that younger pupils needed additional support and guidance from parents and the challenges were greater for families in which parents had lower levels of education and little to no digital skills.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites European Commission, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Bingimlas (2009) reported that lack of technical support in the classroom and whole-school resources (e.g., failing to connect to the Internet, printers not printing, malfunctioning computers, and working on old computers) are significant barriers that discourage the use of ICT by teachers.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Bingimlas, 2009 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The sudden large-scale shift to distance and online teaching and learning also presented challenges around quality and equity in education, such as the risk of increased inequalities in learning, digital, and social, as well as teachers facing difficulties coping with this demanding situation (European Commission, 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites European Commission, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The digital transformation of schools involves organizational improvements at the level of internal workflows, communication between the different stakeholders, and potential for collaboration.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Trucano documented that the use of computers at home positively influenced students’ confidence and resulted in more frequent use at school, compared to students who had no home access (Trucano, 2005).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Trucano, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Specifically, Balanskat et al. (2006) reported that government interventions and training programs increased teachers’ enthusiasm and positive attitudes towards ICT and led to the routine use of embedded ICT.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“For example, the frequent use of ICTs and the use of laptops by students for instructional purposes positively affect the development of digital competencies (Zheng et al., 2016)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Not checked — no full text of the sourcecites Zheng et al., 2016 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These factors are interconnected and play a vital role in the transformation process.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“For instance, in a meta-analysis, the impact among the studies investigated is measured in a particular way, depending on policy or research targets (e.g., results from national examinations, pre-/post-tests). Meanwhile, in literature reviews, qualitative studies offer additional insights”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one. The quote only partly states this claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, the nature of the studies included in meta-analyses and reviews is different as they are based on different research methodologies and data gathering processes.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, the concept of digital technologies is a concept in flux as technologies are not only different among them calling for different uses in the educational practice but they also change through time.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Digital transformation is a complex process that requires large-scale transformative changes that presuppose digital capacity and preparedness.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Conclusions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The study results were based on a non-systematic literature review grounded on the acquisition of documentation in specific databases.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Also, the study drew information from meta-analyses and literature reviews to acquire evidence about the effects of ICT integration in schools. Such evidence was mostly based on the general conclusions of the studies.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As a result, it was challenging to draw causal relationships between so many interrelating variables.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper relies on this without support.
Better broadband connectivity in schools raises both the amount and quality of educational activities.
“Particularly, a high-quality broadband connection in the school increases the quality and quantity of educational activities.”
The paper relies on this without support.
Data in digital form shapes what is known about schools and can change educational practice.
“There is evidence that digital data affects the production of knowledge about schools and has the power to transform how schooling takes place.”
The paper relies on this without support.
Quantifying information into data has become central to decisions that rely on accountability reports of school quality.
“In this regard, practices, such as datafication which refers to the “translation of information about all kinds of things and processes into quantified formats” have become essential for decision-making based on accountability reports about the school’s quality.”
The paper relies on this without support.
The socio-economic context of a school is closely related to its digital transformation.
“The socio-economic context of the school is closely related to a school’s digital transformation.”
The paper relies on this without support.
Emergency periods affect the digitalization of schools.
“Emergency periods also affect the digitalization of schools.”
The paper relies on this without support.
Digital technologies hold great promise for bringing about fundamental school improvement.
“Digital technologies offer immense potential for fundamental improvement in schools.”
Citations
Cites
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“Research show that the active engagement of parents in the school and their support for the school’s work can make a difference to their children’s attitudes towards learning and, as a result, their achievement (Hattie, 2008).”
BackgroundUnderstanding the role of digital technologies in education: A review
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022) · Sustainable Operations and Computers · doi:10.1016/j.susoc.2022.05.004 · Cited by 2,647 · cited 1×
“Lastly, digital technologies were also found to be beneficial for enhancing students’ lifelong learning skills (Haleem et al., 2022).”
BackgroundEducation and the COVID-19 pandemic
Daniel, S. J. (2020) · PROSPECTS · doi:10.1007/s11125-020-09464-3 · Cited by 2,425 · cited 1×
“These issues were exacerbated during the COVID-19 pandemic, which forced teaching across education levels to move online (Daniel, 2020).”
BackgroundKönig, J., Jäger-Biela, D. J., & Glutsch, N. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1809650 · Cited by 1,668 · cited 1×
“Online teaching accelerated the use of digital technologies generating questions regarding the process, the nature, the extent, and the effectiveness of digitalization in schools (Cachia et al., 2021; König et al., 2020).”
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“…2011), then to the use 1 3 Education and Information Technologies (2023) 28:6695–6726 of mobile devices and digital games (e.g., Tamim et al., 2015; Sung et al., 2016; Talan et al., 2020), as well as e-books (e.g., Savva et al., 2022), to the more recent advanced technologies, such as AR and VR…”
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“Moreover, poor quality Education and Information Technologies (2023) 28:6695–6726 and inadequate hardware maintenance, and unsuitable educational software may discourage teachers from using ICTs (Balanskat et al., 2006; Bingimlas, 2009).”
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Students, Computers and Learning: Making the Connection
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“Theory of change as a methodological approach has also been used by researchers to develop models for evaluation in the field of education (e.g., Aromatario et al., 2019; Chapman & Sammons, 2013; De Silva et al., 2014).”
MethodTeaching in a Digital Age: Guidelines for Designing Teaching and Learning
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Factors that influence teachers’ adoption and integration of ICT in teaching/learning process
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“Studies have shown that despite the investment made in the integration of technology in schools, the results have not been promising, and the intended outcomes have not yet been achieved (Delgado et al., 2015; Lawrence & Tar, 2018).”
BackgroundHillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103897 · Cited by 574 · cited 3×
“Specifically, a number of studies reported positive impacts on students’ achievement in mathematics (Balanskat et al., 2006; Hillmayr et al., 2020; Li & Ma, 2010; Pan et al., 2022; Ran et al., 2022; Verschaffel et al., 2019; Zheng et al., 2016).”
BackgroundA Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning
Li, Q., & Ma, X. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9125-8 · Cited by 558 · cited 2×
“Specifically, a number of studies reported positive impacts on students’ achievement in mathematics (Balanskat et al., 2006; Hillmayr et al., 2020; Li & Ma, 2010; Pan et al., 2022; Ran et al., 2022; Verschaffel et al., 2019; Zheng et al., 2016).”
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“The COVID-19 pandemic led to the closure of schools and forced them to seek appropriate and connective ways to keep working on the curriculum (Di Pietro et al., 2020).”
BackgroundInfluentialMeta-analysis of the impact of Augmented Reality on students’ learning gains
Garzón, J., & Acevedo, J. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.04.001 · Cited by 491 · cited 6×
“…learning outcomes has effects that are small (Coban et al., 2022; Eng, 2005; Higgins et al., 2012; Schmid et al., 2014; Tamim et al., 2015; Zheng et al., 2016) to moderate (Garzón & Acevedo, 2019; Garzón et al., 2020; Liao et al., 2007; Sung al., 2016; Talan et al., 2020; Wen & Walters, 2022).”
BackgroundInfluentialICT in Education: A Critical Literature Review and Its Implications
Fu, J. S. (2013) · Cited by 414
A meta-analysis of the impact of technology on learning effectiveness of elementary students
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“…gains from the use of ICTs across the curriculum Eng, 2005; Balanskat et al., 2006; Liao et al., 2007; Tamim et al., 2011; Higgins et al., 2012; Chauhan, 2017; Sung et al., 2016; Schmid et al., 2014; Tamim et al., 2015; Zheng et al., 2016; Haßler et al., 2016; Kalati & Kim, 2022; Martinez…”
BackgroundMethodInfluentialEffects of virtual reality on learning outcomes in K-6 education: A meta-analysis
Villena-Taranilla, R., Tirado‐Olivares, S., Gutiérrez, R. C., & González‐Calero, J. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100434 · Cited by 395 · cited 2×
“Villena-Taranilla et al. (2022) noted the moderate effect of VR technologies on students’ learning when these were applied in STEM disciplines.”
BackgroundEducation Technology: An Evidence-Based Review
Escueta, M., Quan, V., Nickow, A. J., & Oreopoulos, P. (2017) · doi:10.3386/w23744 · Cited by 389 · cited 3×
“Additionally, Escueta et al. (2017) reported several ICT programs that had improved the flow of information from the school to parents.”
BackgroundTablet use in schools: a critical review of the evidence for learning outcomes
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“…et al., 2016; Talan et al., 2020), as well as e-books (e.g., Savva et al., 2022), to the more recent advanced technologies, such as AR and VR applications (e.g., Garzón & Acevedo, 2019; Garzón et al., 2020; Kalemkuş & Kalemkuş, 2022), or robotics and AI (e.g., Su & Yang, 2022; Su et al., 2022).”
BackgroundThe potential of immersive virtual reality to enhance learning: A meta-analysis
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Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis
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“Integration of digital games in teaching was also found as a promising pedagogical practice in STEM education that could lead to increased learning gains (Martinez et al., 2022; Wang et al., 2022).”
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“Schmid et al. (2014) reported that learning was best supported when students were engaged in active, meaningful activities with the use of technological tools that provided cognitive support.”
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“…et al., 2016; Talan et al., 2020), as well as e-books (e.g., Savva et al., 2022), to the more recent advanced technologies, such as AR and VR applications (e.g., Garzón & Acevedo, 2019; Garzón et al., 2020; Kalemkuş & Kalemkuş, 2022), or robotics and AI (e.g., Su & Yang, 2022; Su et al., 2022).”
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“Specifically, several studies examined the impact of digital technologies on students’ literacy skills and reported positive effects on language learning (Balanskat et al., 2006; Grgurović et al., 2013; Friedel et al., 2013; Zheng et al., 2016; Chen et al., 2022b; Savva et al., 2022).”
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“Apart from gaining knowledge and skills, studies also reported improvement in motivation and interest in mathematics (Higgins et. al., 2019; Fadda et al., 2022) and increased positive achievement emotions towards several subjects during interventions using educational games (Lei et al., 2022a).”
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Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2011.00453.x · Cited by 246 · cited 1×
“The effective integration of digital technologies across levels of education presup-poses the development of infrastructure, the provision of digital content, and the selection of proper resources (Voogt et al., 2013).”
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“…in recent years, education systems worldwide have increased their investment in the integration of information and communication technology (ICT) (Fernández-Gutiérrez et al., 2020; Lawrence & Tar, 2018) and prioritized their educational agendas to adapt strategies or policies around ICT…”
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“However, it is a complex process that requires large-scale transformative changes beyond the technical aspects of technology and infrastructure (Pettersson, 2021).”
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“…to the school context, teaching practices and professional development, the curriculum, and learners’ characteristics (Underwood, 2009; Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Tang et al., 2022).”
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“Integration of digital games in teaching was also found as a promising pedagogical practice in STEM education that could lead to increased learning gains (Martinez et al., 2022; Wang et al., 2022).”
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“Studies have shown that despite the investment made in the integration of technology in schools, the results have not been promising, and the intended outcomes have not yet been achieved (Delgado et al., 2015; Lawrence & Tar, 2018).”
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“Specifically, Bado (2022) found that teachers who implemented instructional activities in three stages (pre-game, game, and post-game) maximized students’ learning outcomes and engagement.”
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“Apart from gaining knowledge and skills, studies also reported improvement in motivation and interest in mathematics (Higgins et. al., 2019; Fadda et al., 2022) and increased positive achievement emotions towards several subjects during interventions using educational games (Lei et al., 2022a).”
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“…several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Lei et al., 2022a).”
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“Additionally, from an instructional perspective, there has been a growing interest in different modes and models of content delivery such as online, blended, and hybrid modes (e.g., Cheok & Wong, 2015; Kazu & Yalçin, 2022; Ulum, 2022).”
BackgroundDigital Education Policies in Europe and Beyond: Key Design Principles for More Effective PoliciesPreprint
Johannes, C., Morten, R., Winters, N., et al. (2017) · RePEc: Research Papers in Economics · doi:10.2760/462941 · Cited by 126 · cited 1×
“Policy support and leadership must include the provision of an overall vision for the use of digital technologies in education, guidance for students and parents, logistical support, as well as teacher training (Conrads et al., 2017).”
BackgroundEffects of Game-Based Learning on Students’ Achievement in Science: A Meta-Analysis
Lei, H., Chiu, M. M., Wang, D., Wang, C., & Xie, T. (2022) · Journal of Educational Computing Research · doi:10.1177/07356331211064543 · Cited by 126 · cited 3×
“…several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Lei et al., 2022a).”
BackgroundACADEMICIANS' VIEWS ON DIGITAL TRANSFORMATION IN EDUCATION
Balyer, A., & ÖZ, Ö. (2018) · International online journal of education and teaching · Cited by 118
The Effects of Virtual Reality-Assisted Language Learning: A Meta-Analysis
Chen, B., Wang, Y., & Wang, L.-H. (2022) · Sustainability · doi:10.3390/su14063147 · Cited by 116 · cited 8×
“Liao et al. (2007) reported moderate positive effects of computer application instruction (CAI, computer simulations, and web-based learning) over traditional instruction on primary school student’s achievement.”
BackgroundInfluentialCapturing schools' digital capacity: Psychometric analyses of the SELFIE self-reflection tool
Costa, P., Castaño‐Muñoz, J., & Kampylis, P. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.104080 · Cited by 115 · cited 2×
“Such results have engendered the need for schools to learn and build upon the experience in order to enhance their digital capacity (European Commission,2020) and increase their digitalization levels (Costa et al., 2021).”
BackgroundIstenic Starcic, A., & Bagon, S. (2014) · British Journal of Educational Technology · doi:10.1111/bjet.12086 · Cited by 110 · cited 1×
“Istenic Starcic and Bagon (2014) found that the role of ICT in inclusion and the design of pedagogical and technological interventions was not sufficiently explored in educational interventions with people with special needs; however, some benefits of ICT use were found in students’ social…”
BackgroundPan, Y., Ke, F., & Xu, X. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100448 · Cited by 107 · cited 2×
“Specifically, a number of studies reported positive impacts on students’ achievement in mathematics (Balanskat et al., 2006; Hillmayr et al., 2020; Li & Ma, 2010; Pan et al., 2022; Ran et al., 2022; Verschaffel et al., 2019; Zheng et al., 2016).”
BackgroundMoran, J., Ferdig, R. E., Pearson, P. D., Wardrop, J., & Blomeyer, R. L. (2008) · Journal of Literacy Research · doi:10.1080/10862960802070483 · Cited by 106 · cited 1×
“…computers, simulations, and interactive boards were the most commonly applied tools in school interventions (e.g., Eng, 2005; Liao et al., 2007; Moran et al., 2008; Tamim et al., 2011), moving towards the use of learning platforms (Jewitt et al., 2011), then to the use 1 3 Education and…”
MethodDigital Transformation of Learning Organizations
Ifenthaler, D., Hofhues, S., Egloffstein, M., & Helbig, C. (2021) · Springer eBooks · doi:10.1007/978-3-030-55878-9 · Cited by 96
The effects of online education on academic success: A meta-analysis study
Ulum, H. (2022) · Education and Information Technologies · doi:10.1007/s10639-021-10740-8 · Cited by 96 · cited 1×
“Additionally, from an instructional perspective, there has been a growing interest in different modes and models of content delivery such as online, blended, and hybrid modes (e.g., Cheok & Wong, 2015; Kazu & Yalçin, 2022; Ulum, 2022).”
BackgroundTalan, T., Doğan, Y., & Batdı, V. (2020) · Journal of Research on Technology in Education · doi:10.1080/15391523.2020.1743798 · Cited by 95 · cited 4×
“However, although Talan et al. (2020) reported a medium effect of the use of educational games (both digital and non-digital) on academic achievement, the effect of non-digital games was higher.”
BackgroundInfluentialLee, S., Kuo, L., Xu, Z., & Hu, X. (2020) · Computer Assisted Language Learning · doi:10.1080/09588221.2020.1774612 · Cited by 93 · cited 2×
“…several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Lei et al., 2022a).”
BackgroundDelcker, J., & Ifenthaler, D. (2021) · Technology, Pedagogy and Education · doi:10.1080/1475939x.2020.1857826 · Cited by 88 · cited 1×
“Digitalization offers possibilities for fundamental improvement in schools (OECD, 2021; Rott & Marouane, 2018) and touches many aspects of a school’s development (Delcker & Ifenthaler, 2021) .”
BackgroundQuah, C. Y., & Ng, K. H. (2022) · International Journal of Human–Computer Interaction · doi:10.1080/10447318.2021.1972608 · Cited by 87 · cited 1×
“Additionally, several investigations have reported benefits from the use of ICT on students’ creativity (Fielding & Murcia, 2022; Liu et al., 2022; Quah & Ng, 2022).”
BackgroundSavva, M., Higgins, S., & Beckmann, N. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12623 · Cited by 87
Blaskó, Z., Costa, P. D., & Schnepf, S. V. (2022) · Journal of European Social Policy · doi:10.1177/09589287221091687 · Cited by 87
The Impact of Technology on Students’ Writing Performances in Elementary Classrooms: A Meta-Analysis
Wen, X., & Walters, S. M. (2022) · Computers and Education Open · doi:10.1016/j.caeo.2022.100082 · Cited by 85 · cited 2×
“…learning outcomes has effects that are small (Coban et al., 2022; Eng, 2005; Higgins et al., 2012; Schmid et al., 2014; Tamim et al., 2015; Zheng et al., 2016) to moderate (Garzón & Acevedo, 2019; Garzón et al., 2020; Liao et al., 2007; Sung al., 2016; Talan et al., 2020; Wen & Walters, 2022).”
BackgroundSellar, S. (2015) · Discourse: Studies in the Cultural Politics of Education · doi:10.1080/01596306.2014.931117 · Cited by 84 · cited 1×
“Specifically, Sellar (2015) reported that data infrastructure in education is developing due to the demand for “ information about student outcomes, teacher quality, school performance, and adult skills, associated with policy efforts to increase human capital and productivity practices ” (p. 771).”
BackgroundSchwabe, A., Lind, F., Kosch, L., & Boomgaarden, H. G. (2022) · Media Psychology · doi:10.1080/15213269.2022.2070216 · Cited by 75 · cited 1×
“…studies documented positive effects on specific language learning areas, namely foreign language learning (Kao, 2014), writing (Higgins et al., 2012; Wen & Walters, 2022; Zheng et al., 2016), as well as reading and comprehension (Cheung & Slavin, 2011; Liao et al., 2007; Schwabe et al., 2022).”
BackgroundArztmann, M., Hornstra, L., Jeuring, J., & Kester, L. (2023) · Studies in Science Education · doi:10.1080/03057267.2022.2057732 · Cited by 74 · cited 3×
“Along the same lines, Arztmann et al. (2022) reported no difference in the impact of game-based learning between boys and girls, arguing that boys and girls equally benefited from game-based interventions in STEM domains.”
BackgroundKalemkuş, J., & Kalemkuş, F. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2027458 · Cited by 73 · cited 2×
“…et al., 2016; Talan et al., 2020), as well as e-books (e.g., Savva et al., 2022), to the more recent advanced technologies, such as AR and VR applications (e.g., Garzón & Acevedo, 2019; Garzón et al., 2020; Kalemkuş & Kalemkuş, 2022), or robotics and AI (e.g., Su & Yang, 2022; Su et al., 2022).”
BackgroundRan, H., Kim, N. J., & Secada, W. G. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12611 · Cited by 69
(2009) · Digital Education Resource Archive (University College London) · Cited by 65
The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis.
Cheung, A., & Slavin, R. E. (2011) · Cited by 61
Chen, Q., Chan, K. L., Guo, S., Chen, M., Lo, C. K.-M., & Ip, P. (2023) · Trauma, Violence, & Abuse · doi:10.1177/15248380221082090 · Cited by 60 · cited 8×
“Liao et al. (2007) reported moderate positive effects of computer application instruction (CAI, computer simulations, and web-based learning) over traditional instruction on primary school student’s achievement.”
BackgroundInfluentialHardman, J. (2019) · Heliyon · doi:10.1016/j.heliyon.2019.e01726 · Cited by 52 · cited 1×
“Li and Ma (2010) and Hardman (2019) showed that the positive effect of technology on students’ achievement depends on the pedagogical practices used by teachers.”
BackgroundInvestigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study
Üniversitesi, F., Kazu, İ. Y., Ministry of Education, & Kurtoğlu Yalçın, C. (2022) · International Journal of Progressive Education · doi:10.29329/ijpe.2022.426.14 · Cited by 50 · cited 2×
“Additionally, from an instructional perspective, there has been a growing interest in different modes and models of content delivery such as online, blended, and hybrid modes (e.g., Cheok & Wong, 2015; Kazu & Yalçin, 2022; Ulum, 2022).”
BackgroundVerschaffel, L., Depaepe, F., & Mevarech, Z. (2019) · Education Research International · doi:10.1155/2019/3402035 · Cited by 49 · cited 2×
“Specifically, a number of studies reported positive impacts on students’ achievement in mathematics (Balanskat et al., 2006; Hillmayr et al., 2020; Li & Ma, 2010; Pan et al., 2022; Ran et al., 2022; Verschaffel et al., 2019; Zheng et al., 2016).”
BackgroundBaragash, R. S., Al-Samarraie, H., Moody, L., & Zaqout, F. (2022) · Journal of Special Education Technology · doi:10.1177/0162643420910413 · Cited by 49 · cited 1×
“A recent meta-analysis (Baragash et al., 2022) with 119 participants with different disabilities, reported a significant overall effect size of AR on their functional skills acquisition.”
Effects of Game-Based Learning on Students’ Computational Thinking: A Meta-Analysis
Lu, Z., Chiu, M. M., Cui, Y., Mao, W., & Lei, H. (2022) · Journal of Educational Computing Research · doi:10.1177/07356331221100740 · Cited by 46 · cited 1×
“…problem-solving skills and pattern exploration skills (Higgins et al., 2012), meta-cognitive learning outcomes (Verschaffel et al., 2019), literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022).”
BackgroundWhat is the effect of touchscreen technology on young children’s learning?: A systematic review
Taherian Kalati, A., & Kim, M. S. (2022) · Education and Information Technologies · doi:10.1007/s10639-021-10816-5 · Cited by 43
An Analysis of the Research and Impact of ICT in Education in Developing Country Contexts
Tolani-Brown, N., McCormac, M., & Zimmermann, R. (2010) · IGI Global eBooks · doi:10.4018/978-1-61520-799-2.ch011 · Cited by 42 · cited 3×
“results regarding the impact of educational interventions that integrate digital technologies in school classrooms (Higgins et al., 2012; Tolani-Brown et al., 2011).”
BackgroundThe Importance of Effect Sizes in the Interpretation of Research: Primer on Research: Part 3
Schuele, C. M., & Justice, L. M. (2006) · The ASHA Leader · doi:10.1044/leader.ftr4.11102006.14 · Cited by 40 · cited 1×
“We relied on meta-analyses and review studies as these consider the findings of multiple studies to offer a more comprehensive view of the research in a given area (Schuele & Justice, 2006).”
MethodCussó-Calabuig, R., Farran, X. C., & Bosch-Capblanch, X. (2018) · Education and Information Technologies · doi:10.1007/s10639-018-9706-6 · Cited by 40 · cited 1×
“However, results from a systematic review by Cussó-Calabuig et al. (2018) found limited and low-quality evidence on the effects of intensive use of computers on gender differences in computer anxiety, self-efficacy, and self-confidence.”
BackgroundDo educational games affect students' achievement emotions? Evidence from a meta‐analysis
Lei, H., Wang, C., Chiu, M. M., & Chen, S. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12664 · Cited by 40 · cited 3×
“…several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Lei et al., 2022a).”
BackgroundThe use of learning platforms to organise learning in English primary and secondary schools
Jewitt, C., Clark, W., & Hadjithoma‐Garstka, C. (2011) · Learning Media and Technology · doi:10.1080/17439884.2011.621955 · Cited by 37 · cited 2×
“Jewitt et al., (2011) found that the use of learning platforms (LPs) (virtual learning environments, management information systems, communication technologies, and information-and resource-sharing technologies) in schools allowed primary and secondary students to access a wider variety of quality…”
BackgroundAromatario, O., Hoye, A. V., Vuillemin, A., Foucaut, A.-M., Pommier, J., & Cambon, L. (2019) · BMC Public Health · doi:10.1186/s12889-019-7828-4 · Cited by 32 · cited 1×
“Theory of change as a methodological approach has also been used by researchers to develop models for evaluation in the field of education (e.g., Aromatario et al., 2019; Chapman & Sammons, 2013; De Silva et al., 2014).”
MethodTablets for teaching and learning: A systematic review and meta-analysis
Tamim, R., Borokhovski, E., Pickup, D., Bernard, R. M., & Saadi, L. E. (2015) · Commonwealth of Learning · doi:10.13140/rg.2.1.3670.5042 · Cited by 31
School Self-evaluation for School Improvement: What Works and Why?
Chapman, C., & Sammons, P. (2013) · Cited by 30
Koh, C. (2022) · International Journal of Disability, Development and Education · doi:10.1080/1034912x.2020.1746245 · Cited by 29
Special section editorial: The frontiers of augmented and mixed reality in all levels of education
Gaol, F. L., & Prasolova‐Førland, E. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10746-2 · Cited by 29 · cited 1×
“…innovations, such as smart devices, the Internet of Things (IoT), artificial intelligence (AI), augmented reality (AR) and virtual reality (VR), blockchain, and software applications have opened up new opportunities for advancing teaching and learning (Gaol & Prasolova-Førland, 2021; OECD, 2021).”
BackgroundThe Effects of Computer Simulations on Students’ Science Process Skills: Literature Review
(2022) · Canadian Journal of Educational and Social Studies · doi:10.53103/cjess.v2i1.17 · Cited by 29 · cited 2×
“Çelik (2022) also noted that computer simulations can help students understand learning concepts related to science.”
BackgroundKao, C.-W. (2014) · Cited by 25
A Meta-analysis of the Effect of Multimedia Technology on Creative Performance
Liu, M., Pang, W., Guo, J., & Zhang, Y. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10981-1 · Cited by 25 · cited 1×
“Additionally, several investigations have reported benefits from the use of ICT on students’ creativity (Fielding & Murcia, 2022; Liu et al., 2022; Quah & Ng, 2022).”
BackgroundThe Role of Meta-analysis in Educational Research
Hattie, J., Rogers, H. J., & Swaminathan, H. (2013) · Springer eBooks · doi:10.1007/978-94-007-6809-3_26 · Cited by 21 · cited 1×
“These studies tended to refer to student achievement (Hattie et al., 2014).”
BackgroundLiao, Y.-K. C., Chang, H.-W., & Chen, Y.-W. (2007) · Computers in the Schools · doi:10.1300/j025v24n03_04 · Cited by 16 · cited 8×
“Furthermore, studies documented positive effects of ICTs on science learning (Balanskat et al., 2006; Liao et al., 2007; Zheng et al., 2016; Hillmayr et al., 2020; Kalemkuş & Kalemkuş, 2022; Lei et al., 2022a).”
BackgroundInfluential(2013) · Society for Information Technology & Teacher Education International Conference · Cited by 12
Competencies, Culture, and Change: A Model for Digital Transformation in K-12 Educational Contexts
Elkordy, A., & Iovinelli, J. (2021) · Springer eBooks · doi:10.1007/978-3-030-55878-9_12 · Cited by 9 · cited 1×
“Specifically, school leaders need to create conditions in which the school staff is empowered to experiment and take risks with technology (Elkordy & Lovinelli, 2020).”
BackgroundDigitalization in Schools – Organization, Collaboration and Communication
Rott, B., & Marouane, C. (2017) · Springer eBooks · doi:10.1007/978-3-662-49275-8_14 · Cited by 5 · cited 1×
“Digitalization offers possibilities for fundamental improvement in schools (OECD, 2021; Rott & Marouane, 2018) and touches many aspects of a school’s development (Delcker & Ifenthaler, 2021) .”
BackgroundEducational Change through Technology: A Challenge for Obligatory Schooling in Europe
Ferrari, A., Cachia, R., & Punie, Y. (2011) · Lecture Notes in Computer Science · doi:10.1007/978-3-642-23985-4_9 · Cited by 4 · cited 1×
“Ferrari et al. (2011) found that while teachers’ use of ICT is high, 75% stated that they needed more institutional support and a shift in the mindset of educational actors to achieve more innovative teaching practices.”
BackgroundSelf-citation
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AI Adoption and Educational Sustainability in Higher Education in the UAE
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“Teaching performance must evolve with technological advancement, as education continually adapts to new technology (Timotheou et al., 2023).”
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Metadata
- Authors
- Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A.
- Affiliations
- Cyprus University of Technology (CY)
- Universidad de Valladolid (ES)
- European Commission (BE)
- Corresponding author
- Ioannou, Andri
- ORCID
- Ioannou, Andri
- Venue
- Education and Information Technologies
- Published
- 2022-11-21
- Volume
- 28
- Issue
- 6
- Pages
- 6695-6726
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- PMC
- PMC9684747
- OpenAlex
- W4309777554
- Semantic Scholar
- 4447bd895dc715a37b1114043f0702916d878f55
- Cited by
- 816
- References
- 100
- Citations by year
- 2026: 242 · 2025: 337 · 2024: 213 · 2023: 32
- FWCI
- 188.36
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Education and Information Technologies (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Ktisis at Cyprus University of Technology (Cyprus University of Technology) (submittedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Social Sciences › Education › Digital literacy in education
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- digital technologies in education, digital transformation of schools, ICT integration in schools, COVID-19 pandemic, school digitalization, educational inequality, learning loss, school stakeholders
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