Curricular integration of digital technologies in teaching processes

Abstract

The integration of digital technologies in the classroom is a complex and multidimensional process with different dynamics including, among others, those related to: the digital culture of the center, the competency of teachers and students, the support of families and innovation within educational programs. This paper presents a systematic literature review (SLR) to analyze how the curricular integration of educational technology in classroom practice has been developed at non-university levels in recent years. The PRISMA 2020 standards have been applied. For the selection of articles, the ERIC database was used, taking as a reference, key concepts from its Thesaurus, related to the objective of the research, performing a temporal search of scientific articles from 2018 up to the present day. After screening according to the inclusion criteria established by consensus among researchers, a total of 88 articles were obtained (n = 88). The main results point to several variables that should be strengthened to promote the integration of digital technologies in the classroom, among which teacher training stands out as a determining factor, with special emphasis on initial training. This opens a debate about the training that future teachers receive in relation to the integration of digital technologies in the teaching process. Systematic review registration: [https://doi.org/10.5281/zenodo.6909261].