Uptake and Use of Digital Technologies in Primary and Secondary Schools: a Thematic Review of Research
2015 (English)In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, no 4, 103-121 p.Article, review/survey (Refereed) Published
This article is a review of international research on the uptake and use of digital technologies in primary and secondary schools. The aim was to provide a credible and clear picture of current research, together with some wellinformed suggestions as to how future research could develop. Two strategies were used: (1) identify themes within current research that indicate important lessons to be learned in relation to the uptake and use of digital technologies in primary and secondary schools, and (2) based on these lessons, identify which knowledge-gaps need to be closed and in the light of this suggest directions for further research. It is concluded that a rather complex and fragmented picture of the uptake and use of digital technologies emerges from the literature review.
Three specific suggestions for research on the uptake and use of digital technologies in primary and secondary school are provided: (1) the outcomes of technology use in relation to different levels in the educational system, e.g. arenas of implementation and realization, (2) digital practices that are longitudinal and information-rich and that go beyond existing knowledge, and (3) initiatives for a renewal of theoretical and methodological approaches when designing and analyzing studies within the field.
Place, publisher, year, edition, pages
Universitetsforlaget, 2015. no 4, 103-121 p.
digital technology, literature review, primary school, secondary school, uptake
IdentifiersURN: urn:nbn:se:hig:diva-20555ScopusID: 2-s2.0-84946574811OAI: oai:DiVA.org:hig-20555DiVA: diva2:866836
Open Access article distributed under the terms of the Creative Commons CC-BY-NC-SA 4.0 License (http://creativecommons.org/licenses/by-nc-sa/4.0/)
Article previously published in Nordic Journal of Digital Literacy 04/2011, p. 207-2252015-11-032015-11-032016-08-16Bibliographically approved