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
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Teachers’ lack of ICT skills and familiarization with technologies can become a constraint to the effective use of technology in the classroom (Balanskat et al., 2006; Delgado et al., 2015).”
§ 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.
- Supportedcites Delgado et al., 2015 source
The Conclusion/Discussion identifies teachers’ lack of computer skills and insufficient time to learn and familiarize themselves with computers as reasons classroom technology use may remain low. This supports the claim that these factors can constrain effective classroom use; the passage does not provide a page number. (LLM, conf=0.93)
plainconditional- 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
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.
- Supportedcites Su & Yang, 2022 source
The Discussion (section 4) reports that studies found AI improved children’s emotion control, alongside the other skills listed in the citing sentence. The finding concerns AI use in early childhood education, a specific form of ICT use. (LLM, conf=0.90)
- 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
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Cheok and Wong (2015) found that teachers’ personal characteristics (e.g., anxiety, self-efficacy) are associated with their satisfaction and engagement with technology.”
§ 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
- Partly supportedcites Cheok and Wong, 2015 sourceExperimental — accuracy not yet measured
The User-Related Factors section identifies anxiety and self-efficacy as potential predictors of e-learning satisfaction, and the sections on each propose relationships among secondary school teachers. But this literature review proposes those relationships rather than reporting that it found them, and it does not establish an association between both characteristics and teachers’ engagement with technology. Page numbers were not supplied in our copy. (LLM, conf=0.86)
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.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The provision of support can reduce time and effort as well as cognitive constraints, which could cause limited ICT integration in the school lessons by teachers (Escueta 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
- Partly supportedcites Escueta et al., 2017 sourceExperimental — accuracy not yet measured
Section 3.2, “Investing in Access” (page unavailable), says teachers facing time and cognitive-capacity constraints may be reluctant to adopt technology. The review also describes supports intended to promote teachers’ use of online lessons, but it does not establish that those supports reduce teachers’ time, effort, or cognitive constraints. (LLM, conf=0.84)
hedgeddirect- 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
“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.”
§ 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 Li and Ma, 2010 source
- Partly supportedcites Hardman, 2019 sourceExperimental — accuracy not yet measured
The Abstract states that technology can positively affect students’ mathematics achievement depending on teachers’ pedagogical practices, and the Conclusion specifies primary-school mathematics. The citing sentence conveys that finding but omits its subject and school-level limits, making it broader than the review’s conclusion. (LLM, conf=0.84)
plainconditional- 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.
Every source the paper cites for this claim was checked and supports it.
In the paper
“Hillmayr et al. (2020) documented that training teachers on ICT had an important effecton students’ learning.”
§ 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 Hillmayr et al., 2020 source
Section 5.5 reports significantly larger positive effects on student learning outcomes when teachers received specific training in the digital tools used in class (g = 0.84 versus 0.56). Section 6.3 identifies teacher training as important for successfully using those tools. The finding concerns mathematics and science learning in secondary schools. (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
“Apart from digital competence, technical support in the school setting has also been shown to affect teachers’ use of technology in their classrooms (Delgado et al., 2015).”
§ 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 (page not provided) explicitly states that technical support in the school setting has been shown to affect teachers’ classroom technology use. The paper reports this finding while citing Sandholtz and Reilly (2004). (LLM, conf=0.95)
boosteddirect- 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
“The effective integration of digital technologies across levels of education presupposes the development of infrastructure, the provision of digital content, and the selection of proper resources (Voogt et al., 2013).”
§ 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
- Partly supportedcites Voogt et al., 2013 sourceExperimental — accuracy not yet measured
Action 3 calls for integrated development of infrastructure and digital content to help schools use technology-enhanced teaching. “Policy for equity and practice” also discusses ICT resources and access to digital content. The passages address schools, however, and do not establish the claim across levels of education or specifically call for selecting proper resources. Page numbers are unavailable in our copy. (LLM, conf=0.85)
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.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Additionally, ICT resources, including software and hardware, increase the likelihood of teachers integrating technology into the curriculum to enhance their teaching practices (Delgado et al., 2015).”
§ 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 (page not supplied) reports that inadequate hardware and software leave teachers little opportunity to integrate technology into the curriculum. The Findings (RQ1) section also says limited access to devices makes integration difficult and constrains teachers’ ability to transform instruction. (LLM, conf=0.93)
hedgeddirect- 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
“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).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Could not verifycites Cheok & Wong, 2015 sourceExperimental — accuracy not yet measured
The Flexibility and E-Learning Satisfaction section discusses access to e-learning content, and the References list includes work on online and blended learning. Neither establishes growing interest in delivery formats or discusses hybrid instruction; searches for those terms and the claimed trend found no supporting passage in our copy. (LLM, conf=0.72)
- Supportedcites Kazu & Yalçin, 2022 source
The Introduction says distance education was rapidly adopted and hybrid education came to the fore. The Discussion says digitally supported learning is increasingly valued and hybrid learning has become a focus of researchers and educators. Together, these passages support the broad claim of growing interest in online, blended, and hybrid delivery. (LLM, conf=0.87)
- Partly supportedcites Ulum, 2022 sourceExperimental — accuracy not yet measured
The Introduction (page unavailable) says online education has been discussed more intensely than before, and Findings and results (page unavailable) describes different approaches, including blended learning. These passages support growing interest in online instruction and the existence of varied formats, but they do not specifically address growing interest in hybrid instruction. (LLM, conf=0.84)
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.
- Could not verify
Every source the paper cites for this claim was checked and supports it.
In the paper
“That said, a number of recent studies have reported high effect sizes (e.g., Kazu & Yalçin, 2022).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Supportedcites Kazu & Yalçin, 2022 source
The Meta-Analysis Findings section reports a random-effects estimate of d = 1.032 across 45 studies and classifies it as a large effect. The Discussion likewise calls the effect of hybrid learning on academic achievement large, supporting this paper as the cited example. (LLM, conf=0.94)
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.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“In recent years, digital technologies have been used for more effective communication between school and family (Escueta 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
- Supportedcites Escueta et al., 2017 source
Section 5.2 describes programs using technology to improve the flow of information from schools to parents, including texts and personalized messages. It reports generally positive results, supporting the citing sentence’s broad paraphrase. (LLM, conf=0.91)
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
In the paper
“Management and leadership are important cornerstones in the digital transformation process (Pihir et al., 2018).”
§ 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 Pihir et al., 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
correlational- 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
In the paper
“A review by Pan et al. (2022) that examined the role of learning games in fostering mathematics education in K-12 settings, reported that gameplay improved students’ performance.”
§ 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 Pan et al. (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.
In the paper
“Similarly, Tamim et al. (2011) reported small to moderate positive effects between the use of computer technology (CAI, ICT, simulations, computer-based instruction, digital and hypermedia) and student achievement in formal face-to-face classrooms compared to classrooms that did not use technology.”
§ 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 Tamim et al. (2011) 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.
In the paper
“Schmid et al. (2014) reported medium–low to low positive effects of technology integration (e.g., CAI, ICTs) in the classroom on students' achievement and attitude compared to not using technology or using technology to varying degrees.”
§ 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 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Çelik (2022) also noted that computer simulations can help students understand learning concepts related to science.”
§ 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 Çelik, 2022 source
plainconditional- 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.
In the paper
“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.”
§ 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 Liao et al. (2007) 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.
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 findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Abstract
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.
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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
“Furthermore, various factors affect the impact of digital technologies on education.”
§ 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.
In the paper
“Additionally, Chauhan (2017) reported a medium positive effect of technology on the learning effectiveness of primary school students compared to students who followed traditional learning instruction.”
§ 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 Chauhan (2017) 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.
In the paper
“Higgins et al. (2012) found consistent but small positive associations between the use of technology and learning outcomes of school-age learners (5–18-year-olds) in studies linking the provision and use of technology with attainment.”
§ 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 Higgins et al. (2012)
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: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“some studies documented that the use of ICTs had a positive impact on students’ achievement in other subjects, such as geography, history, music, and arts (Chauhan, 2017; Condie & Munro, 2007), and design and technology (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 students’ knowledge, skills, attitudes, and emotions
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.
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- 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.
In the paper
“More specific positive learning gains were reported in a number of skills, e.g., problem-solving skills and pattern exploration skills (Higgins et al., 2012)”
§ 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 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
In the paper
“Zheng et al. (2016) reported a small positive effect of one-to-one laptop programs on students’ academic achievement across subject areas.”
§ 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 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.
In the paper
“Tamim et al. (2015) found a low statistically significant effect of the use of tablets and other smart devices in educational contexts on students' achievement 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
- Not checked — no full text of the sourcecites Tamim et al. (2015) 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.
In the paper
“Balanskat et al. (2006) found a statistically significant positive association between ICT use and higher student achievement in primary and secondary education.”
§ 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.
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.
- Not matched
In the paper
“Eng (2005) found a small positive effect between ICT use and students' 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.
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.
- Not matched
In the paper
“Arztmann et al. (2022) reported positive effects of digital games on motivation and behaviour towards STEM subjects.”
§ 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 Arztmann 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
None of the sources cited for this claim have been checked yet.
In the paper
“Additionally, the use and application of digital technologies in teaching and learning were found to enhance teachers’ digital competence.”
§ 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
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.
In the paper
“however, some benefits of ICT use were found in students’ social integration.”
§ 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
plainconditional- 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.
In the paper
“Fu (2013) found that students’ lack of technical skills is a barrier to the effective use of ICT 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
- 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“Several other researchers suggested that a number of variables play a significant role in the impact of ICTs on students’ learning that could be attributed 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; Chau”
§ 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 Underwood, 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- 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.
hedgedcorrelational- 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.
- Not matched
In the paper
“Zheng et al. (2016) reported that the use of ICTs improved home-school relationships.”
§ 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 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.
In the paper
“Additionally, they reported that online access to other people with similar roles helped to reduce headteachers’ isolation by offering them opportunities to share insights into the use of ICT in learning and teaching and how it could be used to support school improvement.”
§ 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
In the paper
“Bado (2022) found that teachers who implemented instructional activities in three stages (pre-game, game, and post-game) maximized students’ learning outcomes and engagement.”
§ 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 Bado, 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.
In the paper
“Chen et al. (2022a) also reported a small but positive effect of digital health approaches in bullying and cyberbullying interventions with K-12 students, demonstrating that technology-based approaches can help reduce bullying and related consequences by providing emotional support, empowerment, and change of attitude.”
§ 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 Chen et al., 2022a
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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“several investigations have reported benefits from the use of ICT on students’ creativity (Fielding & Murcia, 2022; Liu et al., 2022; Quah & Ng, 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
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.
In the paper
“Koh’s meta-analysis (2022) also revealed that students with intellectual and developmental disabilities improved their competence and performance when they used digital games in the lessons.”
§ 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 Koh, 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.
In the paper
“Su et al. (2022) also documented that AI technologies effectively strengthened students’ attitudes 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 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
In the paper
“The integration of digital games in teaching and learning activities also gave teachers the opportunity to study and apply various pedagogical practices (Bado, 2022).”
§ 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 Bado, 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.
In the paper
“increased positive achievement emotions towards several subjects during interventions using educational games (Lei et al., 2022a)”
§ 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 Lei et al., 2022a
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
In the paper
“Punie et al. (2006) reported that the provision of fully equipped multimedia portable computers and the development of online teacher communities had positive impacts on teachers’ confidence and competence in the use of ICTs.”
§ 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.
- Not matched
In the paper
“their findings indicated that the use of ICTs enabled the development of communication, participation, and self-esteem.”
§ 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 Condie and Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- 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
None of the sources cited for this claim have been checked yet.
In the paper
“studies also reported improvement in motivation and interest in mathematics (Higgins et. al., 2019; Fadda 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 Higgins et. al., 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Fadda et al., 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.
- Not matched
In the paper
“Zheng et al. (2016) documented leadership among the factors positively affecting the successful implementation of technology integration 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
- 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: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Unless there is a commitment throughout the school, with accountability for progress at key points, it is unlikely for ICT integration to be sustained or become part of the culture (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 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.
- Not matched
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
“In this context, school culture plays an essential role in shaping the mindsets and beliefs of school actors towards successful technology 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
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.
In the paper
“According to Balanskat et al. (2006), the impact of ICTs on students’ learning is highly dependent on the teachers’ capacity to efficiently exploit their application for pedagogical purposes.”
§ 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.
plainconditional- 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.
- Not matched
In the paper
“The authors suggested that training and professional development of teachers that focuses on the effective pedagogical use of technology to support teaching and learning is an important component of successful instructional approaches (Higgins et al., 2012).”
§ 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.
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.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Garzón and Acevedo (2019) and Garzón et al. (2020) reported that the positive results from the integration of AR applications could be attributed to the existence of different variables which could influence AR interventions (e.g., pedagogical approach, learning environment, and duration of the intervention).”
§ 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
hedgeddirect- 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.
In the paper
“In this regard, the provision of digital skills training and exposure to new digital tools might encourage teachers to apply various technologies in their lessons (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 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.
- Not matched
In the paper
“Ran et al. (2022) also found that the use of technology to design collaborative and communicative environments showed the largest moderator effects among the other approaches.”
§ 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 Ran et al., 2022 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.
In the paper
“Friedel et al. (2013) found that providing training and support to teachers increased the positive impact of the interventions 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 matchedcites Friedel et al., 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.
- Not matched
In the paper
“Bingimlas (2009) reported that lack of confidence, resistance to change, and negative attitudes in using new technologies in teaching are significant determinants of teachers’ levels of engagement in 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 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.
In the paper
“Hattie (2008) reported that the effective use of computers is associated with training teachers in using computers as a teaching and learning tool.”
§ 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 Hattie, 2008 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.
In the paper
“Specifically, only a third of the education systems in Europe have put in place national strategies that explicitly refer to the training of school principals (European Commission, 2019, p. 16).”
§ 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.
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.
- Not matched
In the paper
“Zheng et al. (2016) noted that in addition to the strategies teachers adopt in teaching, ongoing professional development is also vital in ensuring the success of technology implementation programs.”
§ 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 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.
In the paper
“Management and leadership play a significant role in formulating policies that are translated into practice and ensure that developments in ICT become embedded into the life of the school and in the experiences of staff and pupils (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 matchedcites Condie & 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.
- Not matched
In the paper
“Higgins et al. (2012) found that the types of technologies used and how they are used could also affect students’ learning.”
§ 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.
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.
- Not matched
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
“First, we observed that as technologies evolve, so does the interest of the research community to apply them to school settings.”
§ 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“Further analysis of the literature review has revealed a greater investment in ICT interventions to support learning and teaching in the core subjects of literacy and STEM disciplines, especially mathematics, and science.”
§ 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“As such, research is still lacking impact studies that focus on the effects of ICTs on a range of curriculum subjects.”
§ 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.
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
“Specifically, these factors include a) digital competencies; b) teachers’ personal characteristics and professional development; c) school leadership and management; d) connectivity, infrastructure, and government support; e) administration and data management practices; f) students’ socio-economic background and family support and g) the socioeconomic context of the school and emergency situation”
§ 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.
None of the sources cited for this claim have been checked yet.
In the paper
“The impact results from the literature review indicate that ICT integration on students’ 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 et al., 2016; Talan et al., 2020; Wen & Walters, 2022).”
§ 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 Coban et al., 2022 source
- Not matchedcites Eng, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Higgins et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
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
“Regarding teaching and learning approaches, it is worth noting that studies referred to STEM or STEAM did not investigate the impact of STEM/STEAM as an interdisciplinary approach to learning but only investigated the impact of ICTs on learning in each domain as a separate subject (science, technology, engineering, arts, mathematics).”
§ 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.
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
“Additionally, although new forms of teaching and learning with the use of ICTs (e.g., blended, hybrid, and online learning) have initiated several investigations in mainstream classrooms, only a few studies have measured their impact on students’ learning.”
§ 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.
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
“Additionally, our review did not document any study about the impact of flipped classrooms on K-12 education.”
§ 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“It is worth mentioning that, we located individual studies which showed different, such as negative or neutral results.”
§ 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Digitalization offers possibilities for fundamental improvement in schools (OECD, 2021; Rott & Marouane, 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 OECD, 2021; Rott & Marouane, 2018
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: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
In the paper
“Furthermore, parents from different socio-economic backgrounds may have different abilities and availability to support their children in their learning process (Di Pietro et al., 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 Di Pietro et al., 2020
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.
- 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
“This is an indication that the value of technologies to support teaching and learning as well as other school-related practices is increasingly recognized by the research and school community.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
hedged- 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.
In the paper
“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).”
§ 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 Di Pietro 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- 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
“It is worth noting that we observed factors that affect the integration of ICTs in education but may also be affected by it.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
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.
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
“Lastly, another important factor affecting digital transformation is the development and quality assurance of digital learning resources.”
§ 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
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.
In the paper
“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).”
§ 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 Sellar, 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.
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 findings revealed that the use of digital technologies in education affects a variety of actors within a school’s ecosystem.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
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.
In the paper
“For example, Zheng et al. (2016) found that the use of one-on-one laptop programs resulted in positive changes in teaching and learning, which would not have been accomplished without the infrastructure and technical support provided to 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 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.
In the paper
“Vuorikari et al. (2020) presented evidence that digital technologies supported the automation of administrative practices in schools and reduced the administration’s workload.”
§ 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 Vuorikari 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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
In the paper
“Effective technical support is a central element of the whole-school strategy for ICT (Underwood, 2009).”
§ 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 Underwood, 2009
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.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“Moreover, poor quality and inadequate hardware maintenance, and unsuitable educational software may discourage teachers from using ICTs (Balanskat et al., 2006; Bingimlas, 2009).”
§ 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.
- Not checked — no full text of the sourcecites Bingimlas, 2009 source
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.
- 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
“which in turn influences the experience of ICT, an important factor for school achievement (Punie et al., 2006; Underwood, 2009).”
§ 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.
- Not matchedcites Underwood, 2009
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
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Specifically, the findings regarding the role of ICTs in supporting learning highlight the importance of teachers’ instructional practice and the learning context in the use of technologies and consequently their impact on instruction (Çelik, 2022; Schmid et al., 2014; Tamim et al., 2015).”
§ 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: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“For example, measuring students’ online engagement with the learning material and drawing meaningful conclusions can allow teachers to improve their educational interventions (Vuorikari et al., 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 Vuorikari et al., 2020
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: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
In the paper
“Data collected from school principals confirmed that in several countries, there is a rural/urban divide in connectivity (OECD, 2015).”
§ 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 OECD, 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.
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
“which in turn influences the experience of ICT, an important factor for school achievement (Punie et al., 2006; Underwood, 2009).”
§ 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.
- Not matchedcites Underwood, 2009
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.
- Not matched
In the paper
“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).”
§ 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 Hattie, 2008 source
plainconditional- 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.
In the paper
“In this sense, the socio-economic background affects the access to computers at home (OECD, 2015)”
§ 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 OECD, 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.
In the paper
“For example, schools in disadvantaged, rural, or deprived areas are likely to lack the digital capacity and infrastructure required to adapt to the use of digital technologies during emergency periods, such as the COVID-19 pandemic (Di Pietro et al., 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 Di Pietro et al., 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- 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
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
“and at the same time, the digital competencies affect the use of ICTs (Fu, 2013; Higgins et al., 2012).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Not matchedcites Fu, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- 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: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- 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
“showed that the impact of digital technologies touches upon many different aspects of school life, which are often overlooked when the focus is on student achievement as the final output of education.”
§ 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.
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
“However, investment in ICT infrastructure and professional development to improve school education are yet to provide fruitful results.”
§ 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: 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. 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
Hattie, J. (2008) · doi:10.4324/9780203887332 · Cited by 3,051 · cited 2×
“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).”
BackgroundSung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.11.008 · Cited by 1,574 · cited 7×
“…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…”
BackgroundMethodInfluentialBingimlas, K. A. (2009) · EURASIA Journal of Mathematics, Science and Technology Education · doi:10.12973/ejmste/75275 · Cited by 1,209 · cited 3×
“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).”
BackgroundTamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011) · Review of Educational Research · doi:10.3102/0034654310393361 · Cited by 1,029 · cited 5×
“…Technologies (2023) 28:6695–6726 • Learning 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…”
BackgroundMethodInfluentialThe Handbook of Research Synthesis
Ziegel, E. R., Cooper, H., & Hedges, L. V. (1995) · Technometrics · doi:10.2307/1269651 · Cited by 936
Students, Computers and Learning: Making the Connection
OECD (2015) · PISA · doi:10.1787/9789264239555-en · Cited by 787
De Silva, M. J., Breuer, E., Lee, L., Asher, L., Chowdhary, N., Lund, C., & Patel, V. (2014) · Trials · doi:10.1186/1745-6215-15-267 · Cited by 738 · 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).”
Method
Research works printed but not linked: 5
- Bocconi, S., & Lightfoot, M. (2021). Scaling up and integrating the selfie tool for schools’ digital capacity in education and training systems: Methodology and lessons learnt. European Training Foundation. https://doi.org/10.2816/907029,JRC123936. Accessed 30 June 2022. · DOI
- Condie, R., & Munro, R. K. (2007). The impact of ICT in schools-a landscape review. Retrieved 30 June 2022 from: https://oei.org.ar/ibertic/evaluacion/sites/default/files/biblioteca/33_impact_ict_in_schools.pdf
- Eng, T. S. (2005). The impact of ICT on learning: A review of research. International Education Journal, 6(5), 635–650.
- Fielding, K., & Murcia, K. (2022). Research linking digital technologies to young children’s creativity: An interpretive framework and systematic review. Issues in Educational Research, 32(1), 105–125. Retrieved 30 June 2022 from http://www.iier.org.au/iier32/fielding-abs.html
- Pihir, I., Tomičić-Pupek, K., & Furjan, M. T. (2018). Digital transformation insights and trends. In Central European Conference on Information and Intelligent Systems (pp. 141–149). Faculty of Organization and Informatics Varazdin. Retrieved 30 June 2022 from https://www.proquest.com/conference-papers-proceedings/digital-transformation-insights-trends/docview/2125639934/se-2
Cited by
Sorted by citations
Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02717-y · Cited by 458
Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024) · World Journal of Advanced Engineering Technology and Sciences · doi:10.30574/wjaets.2024.11.2.0071 · Cited by 165
AI Adoption and Educational Sustainability in Higher Education in the UAE
Shwedeh, F., Salloum, S. A., Aburayya, A., Fatin, B., Elbadawi, M. A., Ghurabli, Z. A., & Aldabbagh, T. (2024) · Studies in big data · doi:10.1007/978-3-031-52280-2_14 · Cited by 87
Transforming education: exploring the influence of generative AI on teaching performance
Mulyani, H., Azim, M. I., Shauki, E. R., Kurniati, F., & Arlinda, H. (2025) · Cogent Education · doi:10.1080/2331186x.2024.2448066 · Cited by 116
“Teaching performance must evolve with technological advancement, as education continually adapts to new technology (Timotheou et al., 2023).”
Martín-Rodríguez, A., & Madrigal-Cerezo, R. (2025) · Education Sciences · doi:10.3390/educsci15040409 · Cited by 128
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (prompt extract-v3).
A second model labelled each claim on 2026-09-28 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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