Consequently, the DEP must provide both strategic and operational elements to guide the process of ICT integration in schools (Vanderlinde et al., 2010, 2012b).

Inclusion and exclusion criteria. The ICT coordinator in a pedagogical leadership role, acts as a dynamiser and guide for the process and helps in the planning of ICT policies; provides sufficient digital skills and knowledge of the didactic use of technologies and improves teaching-learning processes (Area, 2010; Hadjithoma-Garstka, 2011; Papaioannou and Charalambous, 2011; Moses et al., 2012; Valverde-Berrocoso and Sosa-Daz, 2014; Vanderlinde et al., 2014).

The management team and mainly principals have a leading role in ICT integration, as they are the main agents of change in schools (Blignaut et al., 2010; Papaioannou and Charalambous, 2011; Martn et al., 2013; Banolu et al., 2016; Larosiliere et al., 2016; Fernndez-Miravete and Prendes-Espinosa, 2021a,b). The role of the principals leadership style in the implementation of ICT policy. Technol. Front. Inf.

doi: 10.1371/journal.pone.0256283. However, the research reviewed points out that these investments have often not borne fruit in the actual use of technologies in educational centres (Hatlevik and Hatlevik, 2018) or in other words, the innovation that is taking place is slow and gradual (Rivero and Alonso, 2016). Coaches and Champions The Essentials of, Data in Schools: Approaches to Data System Architecture, Digital Citizenship is the Bridge to Contemporary, The Gap in Educational Technology Leadership, Digital Branding is Key for Everyone in Education. The International Association for K-12 Online Learning (iNACOL) authored a set of standards for quality teaching and program design for online and blended learning programs. Area, M., and Correa, J. M. (2010). Considering the evaluation tools analysed by the various research studies, it is interesting to note the importance placed on the reflective, holistic, and systemic character of evaluations in the process of ICT integration in schools. Furthermore, the technical assistance usually provided by an ICT coordinator has a stimulating impact on the educators own uses of ICT, since the lack of it can create difficulties with the use of computers (Moses et al., 2012; Peirats and San Martn, 2012). Some research shows the relationship between the implementation of innovative initiatives and projects with the presence of dynamic management teams that are aware of the use of technologies (Papaioannou and Charalambous, 2011; Martn et al., 2013).

Supporting management teams in the development of pedagogical innovation projects with ICT and promoting the training of their members should be a priority (Bocconi et al., 2020). Technological educational practices require an organisational base that extends across different levels and strata and which is embodied in examples such as the DEP or the PICTOS programme mentioned above. Ir. (2016) also point out the importance of the learning organisation culture, where the main components of this organisational vision are team learning, shared vision, and systems thinking disciplines. It is important to note that these tools emphasise that strategic planning should be the result of school culture and climate in the educational community with respect to technologies (Vanderlinde et al., 2010, 2012b). (2013), highlight the pedagogical leadership role of the ICT coordinator. Niemi et al. Registered in England & Wales No. J. Comput. Another framework, the PICRAT matrix, is very similar toSAMR, but it prompts teachers to consider how exactly students engage with tech tools. Rev. Pour et al. 41, 718. As can be seen in Table 1, the following research questions have been formulated to meet the proposed objective from different areas of analysis: conceptual framework, documentary characteristics, and pedagogical dimension. TechTrends 52, 2326. The period of publication of documents was established such that studies published between January 2010 and December 2021 (last 12 years) were considered. The Partnership for 21st Century Learning developed a framework to describe the relationship between student learning outcomes, support systems, and key knowledge in creating 21st century learning environments that leverage Educational Technology. The editor and reviewer's affiliations are the latest provided on their Loop research profiles and may not reflect their situation at the time of review. Published By: Educational Technology Publications, Inc. Read Online (Free) relies on page scans, which are not currently available to screen readers. According to the characteristics of our research problem and the stated objective, we selected a qualitative methodology based on a systematic literature review (SLR), guided by the PRISMA protocol (Moher et al., 2009), on the strategic planning of technology in primary and secondary schools from 2010 to 2021. There is a claim that many leaders feel overwhelmed by the task of technology implementation, as they often lack formal training or experience with ICT. Las TIC entran en las escuelas. This SLR concludes by providing an explanatory theoretical model, defining the integration of ICT in educational centres as a complex, systemic and ecological process, where legislative and organisational structures, such as leadership, strategic planning, and collaboration among professionals, are essential elements. Purchase this issue for $54.00 USD. Garca-Valcarcel, A., and Tejedor, F. J. However, educational centres are acquiring more and more autonomy and responsibility, which makes the existence of an educational policy developed by these centres essential and even more important and necessary than the policies established by the Administration (Valverde-Berrocoso, 2012). Syst. Technol. Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables: teacher variable and ICT integration. Therefore, taking into account this series of theoretical contributions, it can be stated that the integration of ICT in educational centres is a complex, systemic and ecological process, where legislative and organisational structures, such as leadership, strategic planning, and collaboration among professionals, are essential elements, fostering or preventing ICT tools from being explored and pedagogically appropriate (Valverde-Berrocoso et al., 2010; Judge, 2013). Summak et al. Rev. Kybernetes 46, 13031324. Rivero, V. M. H., and Alonso, J. J. S. (2016). Educ. Did you know that with a free Taylor & Francis Online account you can gain access to the following benefits? Figure 3. Cambio y continuidad en sistemas educativos en transformacin. Rev. MGRMs Educational E-governance framework helps countries set new educational standards by transforming mass-producing based education systems into complete-personality based education systems an indispensable framework for any education system seeking to reform and integrate students that silently slip through the cracks. ICT Secretary/Accountant, as he/she must manage, spend, and administer the budget, seeking to optimise the integration of ICT in the school. Educational Technology doi: 10.1007/s10833-015-9253-5. Lead.

doi: 10.1007/s10956-010-9230-y. Tondeur, J., Van Keer, H., Van Braak, J., and Valcke, M. (2008). For this purpose, a keyword-based document search was carried out in three databases: Eric, Scopus, and WOS. As a result, schools are increasingly encouraged to write a school-based ICT policy plan. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

doi: 10.1016/j.compedu.2010.06.021, Bocconi, S., Panesi, S., and Kampylis, P. (2020). 40, 305327. Implementing an ICT curriculum in a decentralized policy context: description of ICT practices in three Flemish primary schools. Comput. Database of systematic review of the literature. doi: 10.1007/s11423-006-9022-5, Inan, F., and Lowther, D. (2010). It is important in the elaboration of the DEP, to analyse the results obtained in the development of the process, so that we get a plan that varies in accordance with circumstances, needs and results obtained (Vanderlinde et al., 2010, 2012a,2012b). Educ. For this purpose, a previous search for systematic reviews on ICT strategic planning in educational centres was carried out. This approach is supported by studies that investigate the perception of the ICT coordinator in the implementation of technologies, where it is concluded that normally ICT initiatives are proposed by a group of teachers, led by an ICT coordinator, who is the one who dynamizes, disseminates, and propagates different actions (Moses et al., 2012; Rivero and Alonso, 2016). Innovative technology integration practices from around the world. Bordn 61, 95108. Authentic task or problem to solve. The names of the repository/repositories and accession number(s) can be found at Sosa-Daz et al. Soc. 43, 505519. On the contrary, other studies affirm that the integration and use of technologies depends on educational policies and social and organisational contexts (Blignaut et al., 2010; Valverde-Berrocoso et al., 2010; Matviichuk et al., 2017), above all, on the perception and expectations that teachers have of such (Inan and Lowther, 2010; Sang et al., 2011; Ruiz and Snchez, 2012). J. Educ. In this sense, authors such as Niemi et al. Despite these recommendations, coordinators continue to focus on the functions of technology review, editing and maintenance of a centres digital spaces, as well as on communication with technical services for equipment maintenance (Vanderlinde and Van Braak, 2010a; Valverde-Berrocoso and Sosa-Daz, 2014). Thus, it is necessary for pedagogical leaders or ICT coordinators to focus their work on fostering work teams or learning communities, which facilitate the development of ICT strategic planning and policies. Profesorado 18, 4162. Banolu et al. Educ. Secondly, it responds to organisational learning models, interpreting educational change and transformation as continuous and cyclical, where formative evaluation has a central place and is an essential element in the process (Banolu et al., 2016; Rikkerink et al., 2016; Caro and Flores, 2018). Did the technology improve student performance? Educational Technology Publications, Inc. Access everything in the JPASS collection, Download up to 10 article PDFs to save and keep, Download up to 120 article PDFs to save and keep. Sci. Am I reading it wrong? Polticas educativas en tecnologa educativa: el papel de la investigacin y la autonoma del centro en la toma de decisiones. J. Educ. JITE Res. The problem lies in trying to promote a solid leadership by the schools management teams that is embodied in different strategies and carried out by the ICT coordinator. Br. Notify me of follow-up comments by email. That said, the need to develop this study is evident, in order to provide greater knowledge about ICT planning in educational centres. Training evaluations are an essential tool for improving strategic planning (Vanderlinde et al., 2012a). We use cookies to improve your website experience. Learn. Imagine a student writing an essay with pen and paper. 352, 99124. It is also considered necessary to properly manage the economic budget of that which is involved in the implementation of ICT at the centre, where decisions are made about how to invest money, in addition to establishing the necessary funding mechanisms to develop such ICT policy (Vanderlinde et al., 2012b; Goktas et al., 2013). 55, 541553. Factors involver in the implementation of pedagogical innovations using technology. A Review of #ISTE2015 from My Viewpoint as Chair-Elect, Click to email this to a friend (Opens in new window), Click to share on Facebook (Opens in new window), Click to share on LinkedIn (Opens in new window), Click to share on Twitter (Opens in new window), Educational Technology Standards and Frameworks. Rev. The results obtained in this SLR are presented in a manner consistent with the general objective and research questions described in the methodological section. Register a free Taylor & Francis Online account today to boost your research and gain these benefits: Deconstructing EdTech frameworks based on their creators, features, and usefulness, a School of Education, University of North Carolina, Chapel Hill, NC, USA, /doi/full/10.1080/17439884.2020.1773852?needAccess=true. (2010a). doi: 10.1080/08874417.2016.1164494, Martn, J., Momin, J., and Carrere, J. Area, M. (2005). Developing a new framework for evaluating e-learning systems: integrating BSC and FAHP. Evaluacin de procesos de innovacin escolar basados en el uso de las TIC desarrollados en la comunidad de Catilla y Len. MJS-D wrote the first draft of the manuscript. The research published so far, coincides in pointing out the importance of the human factor, especially in issues related to leadership and the usefulness of technology in the classroom. Educ. Br. (2010). This doesnt appear to be a framework, but a tool. Programas educativos con uso de TIC en la regin de Bogot Cundinamarca - Colombia- un modelo de evaluacin. Two models of leadership performance within management teams have been identified: e-competent and laissez faire (Valverde-Berrocoso and Sosa-Daz, 2014). ICT Planner, performing tasks related to strategic planning, development of the ICT vision, and control of the process of creating the Digital Education Plan.. Register to receive personalised research and resources by email. The Learning Technology Framework outlines major areas of learning technology support for educators. A total of 6,187 files were registered and uploaded to the CADIMA platform for proper management and selection of the final readings was made according to the established inclusion and exclusion criteria. Along these lines, there is research that concludes that the management leadership work performed by school principals is a determining factor in the success of the ICT integration process (Hadjithoma-Garstka, 2011; Martn et al., 2013), since it is the principal who provides the vision and ICT objectives shared by the entire teaching staff, which are essential for the construction of the DEP and its implementation. Ready to embark on a fresh initiative that affects every student and staff member? ICT aspects in the school: this refers to the influence of all those school agents related to the planning and programming of ICT micro-policies, such as the joint vision of ICT integration of the entire educational community, as well as the amount, type, location, and access of infrastructure and technological resources, or the methods and materials to be used in the teaching-learning process, in addition to the technical support for their use. Larosiliere, G. D., McHaney, R., and Kobelsky, K. (2016). The scientific literature therefore emphasises the importance of two leadership figures for the achievement of these functions. Request Permissions. Replacement, Amplification, and Transformation (RAT) Model was developed by Dr. Joan E. Hughes et al from the University of Minnesota as an assessment framework for understanding Educational Technologys role in teaching, learning and curricular practices. J. Educ. In this sense, Rikkerink et al. Copyright 2022 Sosa-Daz, Sierra-Daza, Arriazu-Muoz, Llamas-Salguero and Durn-Rodrguez. The most relevant studies pinpoint the following systemic levels of integration: teachers, schools, and educational policy (Zhao et al., 2002; Kozma, 2003; Tilve and lvarez, 2009; Area and Correa, 2010; Correa and Martnez, 2010; Sanz et al., 2010; Gewerc and Montero, 2013). Technol. To access this article, please. Educ. Zhao, Y., Pugh, K., Sheldon, S., and Byers, J. L. (2002). What tools do my students know, and are those tools available to them? (2017) analyse the Balanced scorecard (BSC) as a strategic method of measuring ICT integration in schools, using pedagogical principles and organisational techniques, helping educational institutions to identify weaknesses and strengths in e-learning projects and guide them towards selecting appropriate strategies for the process. Cited by lists all citing articles based on Crossref citations.Articles with the Crossref icon will open in a new tab. Institutionalised ICT use in primary education: a multilevel analysis. Behav. (2010). For example, imagine an elementary science teacher planning a lesson on the water cycle. Sci. of Contents. The vision of specialist adviser in technology on the process of implementation of ICT in schools, its impact on learning and institutional organization. ND-R reviewed and organised the references.

38, 5771. Variety of student-developed choices for product creation, where collaboration, evaluation, and analysis is required, Teachers providing questions and resources for students, Teachers guiding question development with students, Students asking questions, finding answers to their resources, Students asking questions, researching answers, providing findings to global audience, Iowa Statewide Assessment of Student Progress, Curriculum, Instruction, and Assessment Network (CIA), Professional Learning Series: MTSS for the Content Areas. 39, 395414. Schools should try to achieve a pedagogical leadership perspective that helps in the planning of ICT policies (Larosiliere et al., 2016). When teachers take time to reflect on where they stand with technology and how to best integrate it into their practice, theyre better prepared for postpandemic instruction. 9:935. doi: 10.3389/fpsyg.2018.00935, PubMed Abstract | CrossRef Full Text | Google Scholar, Hew, K. F., and Brush, T. (2007). From the outset, it is necessary to assess needs and oversee previous conditions, as well as analyse results obtained in the development of the process, so that we achieve a plan that varies accordingly (Vanderlinde et al., 2010, 2012a,2012b). There are several problems that will pop up, but one of the most difficult (aside from shifting attitudes, behaviors of human beings) and expensive is finding out your network isn't up to your vision. Res. Profesorado 20, 433466. However, most of the research studies implemented on ICT integration are too biassed and focus mainly on the influence of some characteristics of the ICT integration process, forgetting the systemic nature of the phenomenon (Tondeur et al., 2008). With redefinition, the lesson is reimagined entirely; the student might create a multimedia project rather than a traditional essay. Common Sense Media developed a Digital Citizenship curriculum scope and sequence to cover it 8 key topics of Digital Citizenship knowledge for students. 26, 6873. I am not familiar with this one. Thus, numerous research studies point out that an educational centres ICT policy is a key factor in the process of integrating technologies (Tondeur et al., 2008). Learn. To define the sample, the educational level was taken into account in a compulsory manner, accepting studies proposed in the educational stages of Primary Education and Compulsory Secondary Education, excluding Higher Education and centres exclusively dedicated to Early Childhood Education. It should be taken into account that quotation marks are used in searches with two or more keywords. Cient. The development of this SLR, concerned with the strategic planning of technology in primary and secondary schools, has made it possible to elaborate a theoretical, visual, and explanatory proposal for the phenomenon of ICT integration, which has been called EdTech Integration Framework in Schools (ETIFS).

Technological, Pedagogical, and Content Knowledge (TPACK) is framework for understanding the intersection of Educational Technology, teaching practices, and learning outcomes with context for educators and students.

Vanderlinde, R., and Van Braak, J. Stud. Educ. Factors affecting technology integration in K-12 classrooms: a path model. Australian Curriculum, as part of the Department of Education, created a framework to illustrate the key Educational Technology factors that influence student capacity with ICT. Kozma, R. (2003).

Teora Educ. Vanderlinde, R., and Van Braak, J. The general objective of this work is to carry out a Systematic Literature Review (SLR) on the strategic planning of technology in primary and secondary schools from 2010 to 2021. This model aims to help build and plan ICT programmes characterised by their efficacy, effectiveness and efficiency. doi: 10.1016/j.sbspro.2010.03.973. This highlights the importance of generating a vision of ICT integration among all agents in schools and the ability to create technology-specific learning communities who work in groups and reduce anxiety and lack of confidence among teachers (Wachira and Keengwe, 2011). doi: 10.1016/j.compedu.2007.05.003. To access these examples, click on more in each box of the Technology Integration Matrix. In such a plan, hereafter Digital Education Plan (DEP), a school describes its expectations, goals, content, and actions related to the future role of ICT in teaching and learning, in addition to the existing and future technical and infrastructure specifications of the school (Vanderlinde et al., 2012a). In this sense, the authors indicate that ICT policy planning is the process and the SDP is the product. Sang, G., Valcke, M., van Braak, J., Tondeur, J., and Zhu, C. (2011). It uses these facets to help schools determine the magic ingredients for digital transformation. Relatec Rev. 10, 349369. Keep me logged in. Parallel to the chronological and conceptual advancement of technology, there is also a new set of terms that, although they do not contradict the previous concepts, they do define a new set of independent terms related to the organisation and planning of ICT in schools. Description of Boolean operators. Organizing educational institutions networking cooperation through distance learning technologies within regional education system. To accompany the process and facilitate the creation of the DEP in the literature reviewed, we found two instruments. Complut. Building on the work of Mishra and Koehler, Dr. Ruben Puentedura,Ph.D.developed the SAMR Model (Substitution, Augment, Modification, Redefinition) in 2010. By demonstrating the sense and importance of learning with and through technology we can motivate, encourage, and ultimately incorporate each and every one of the professionals and agents involved in the educational process. Inf. The search and selection of articles runs from May 30, 2019 until December 2021. doi: 10.1007/s11528-008-0131-3, Volungeviciene, A., Tereseviciene, M., and Tait, A. W. (2014). By closing this message, you are consenting to our use of cookies. They can shift among SAMR levels from lesson to lessonand they dont have to strive for modification or redefinition with every lesson. See the table below to see how you can apply the SAMR model to other aspects of the classroom environment. To conclude, implications for contextualizing these frameworks within the EdTech Ecosystem will be offered along with critical considerations for practitioners and researchers to use when selecting edtech frameworks for their work. Tecnol. For the identification of research studies, articles have been consulted by applying keywords in the Eric, Scopus, and WOS databases. Assist. The keywords established have been applied equally in the search of each database, as can be seen in the documents prepared for their management (Sosa-Daz et al., 2022). Although it is not one of the most commonly studied elements, when conducting the SLR with the objective of understanding how strategic planning influences ICT introduction process and the organisational dynamics of an educational centre, a strong body of high impact research has been found. Correa, J. M., and Martnez, A. Therefore, it is worth focussing on the systemic model of ICT strategic planning, which highlights the importance of the relationship between management, ICT coordination and school leadership in the process, as well as that within the educational community, the ICT team and the active participation of teachers for the sake of implementation and proper planning and educational practices with ICT. (2012b), primary schools in Flanders carry out ICT planning focussed on what a curricular reform entails, so that it is considered to be a multifaceted phenomenon based on school culture. Your email address will not be published. In this sense, the objective of this research is to understand and analyse how strategic planning influences the process of introduction and use of ICT and the organisational dynamics of an educational centre to face technological changes.

What technology tools can I bring into this lesson? Valverde-Berrocoso, J. (2013). (2014). doi: 10.1080/17439884.2011.651473, Papaioannou, P., and Charalambous, K. (2011). RA-M performed the statistical analysis. This may be considered a limitation to the work, and it may have contributed to the foresight of this study to have had some of this research to reference which offers new lines of work and inquiry. Rev. (2011). This item is part of a JSTOR Collection. Because it caters to the complete life cycle of all stakeholders Student, Teacher, Alumni, Management & Parent. Nuevos retos educativos, nuevas prcticas docentes, in Polticas Educativas y Buenas Prcticas con TIC, eds J. P. Pons, M. A. Moreira, J. V. Berrocoso, and J. M. Correa Gorospe (Barcelona: Gra), 4377. Learn how your comment data is processed. Technology planning is a continuous process and characteristic to each educational centre (Vanderlinde and Van Braak, 2010a), where the vision of ICT and the policy at school level, are essential elements for strategic planning and for generating a school culture related to technology. Access supplemental materials and multimedia. At the same time, research on digital technologies from a general perspective has been considered fundamental, excluding studies on specific technologies. doi: 10.1111/j.1467-8535.2011.01191.x, Vanderlinde, R., Van Braak, J., and Dexter, S. (2012b). 58, 13391350. Educ. Evolutionary development: a model for the design, implementation, and evaluation of ICT for education programmes. As shown in Table 2, in keeping with the documentary characteristics of the papers, only articles from scientific journals have been included, accepting in press articles and documents that have, at the least, the abstract available in English and/or Spanish. Knowledge of the subject matter, such as Literacy, Math, or Science. Following this, we highlight the connections between the different authors who have worked and are currently working on the theoretical development of this topic, analysing the connections between them and the characteristics of the space where this type of publication is located. J. Comput. Conditions for classroom technology innovations: executive summary. Educ. It is particularly important to have technical staff and administrative support, such as an ICT coordinator, to support and sustain the work of principals in using ICT to change the schools culture (Moses et al., 2012). 56, 341351. Empirical studies with quantitative and/or qualitative methods are also included, discarding theoretical studies. Required fields are marked *.

59, 709714. 7:895042. doi: 10.3389/feduc.2022.895042. UNESCO ICT Competency Framework for Teachers, iNACOL National Standards for Quality Online Teaching, Common Sense Media K-12 Digital Citizenship Curriculum Scope and Sequence, Australian Curriculum Information and Communication Technology (ICT) Capability, The Tasmanian Curriculum Information and Communication Technology (ICT) K-10 Cross Curricular Framework, Substitution, Augmentation, Modification, Redefinition (SAMR), Technological, Pedagogical, and Content Knowledge (TPACK), Replacement, Amplification, and Transformation (RAT) Model, ISTE Standards for Computer Science Teachers, http://www.mgrmnet.com/about-mgrm-net-ltd.html, https://www.dqinstitute.org/dq-framework/, Inviting Teachers to Reflect on Their Use of Technology During COVID-19 - Digital Promise, 9 Ways to Make New Technology Less Intimidating - Salesforce Canada Blog, A Farewell to EdTech - Age of Awareness - Medium, Resources & Tips for Remote Education During School Closures -- THE Journal, Low Tech? Thats where technology integration frameworks come inthey can help teachers examine how technology supports learning and keep them from getting stuck on specific tools.