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A Systematic Review of Evaluation and Program Planning Strategies for Technology Integration in Education: Insights for Evidence-Based Practice

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Title: A Systematic Review of Evaluation and Program Planning Strategies for Technology Integration in Education: Insights for Evidence-Based Practice
Language: English
Authors: Zhimin Luo, Babar Nawaz Abbasi (ORCID 0000-0002-2298-339X), Chong Yang, Jiayin Li, Ali Sohail
Source: Education and Information Technologies. 2024 29(16):21133-21167.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 35
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Technology Integration, Computer Uses in Education, Technology Planning, Strategic Planning, Evidence Based Practice, Curriculum Evaluation, Curriculum Implementation, Teaching Methods, Program Development, Program Evaluation, Program Implementation
DOI: 10.1007/s10639-024-12707-x
ISSN: 1360-2357
1573-7608
Abstract: This paper presents a systematic review of the literature on evaluation and program planning strategies for technology integration in education. The aim of the review was to examine the evidence on different types of strategies that can be used to design, implement, assess, and improve technology integration in educational settings, as well as the factors that influence their success. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and searched four databases for relevant studies published between 2010 to May 2023. A total of 124 studies met the inclusion criteria and were appraised for quality using multiple quality assessment tools. The findings were synthesized using a narrative synthesis approach. The review identified and compared various models and approaches for technology integration, such as design-based research, logic model, backward design, Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, and Substitution, Augmentation, Modification, and Redefinition (SAMR) model. It also explored how organizational, technological, pedagogical, teacher, and student factors interact with the evaluation and program planning strategies and affect the outcomes of technology integration. Furthermore, the review has highlighted the importance of evidence-based practice in technology integration and the need for continuous improvement based on data from multiple sources and methods. Moreover, this review also discussed the limitations and challenges of the review and suggested directions for future research and policy development. Besides, the review contributes to the existing literature on technology integration in education by providing a comprehensive and systematic analysis of the evaluation and program planning strategies and their interaction with various factors that influence their success.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1450650
Database: ERIC
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  Data: A Systematic Review of Evaluation and Program Planning Strategies for Technology Integration in Education: Insights for Evidence-Based Practice
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  Data: <searchLink fieldCode="AR" term="%22Zhimin+Luo%22">Zhimin Luo</searchLink><br /><searchLink fieldCode="AR" term="%22Babar+Nawaz+Abbasi%22">Babar Nawaz Abbasi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2298-339X">0000-0002-2298-339X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chong+Yang%22">Chong Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Jiayin+Li%22">Jiayin Li</searchLink><br /><searchLink fieldCode="AR" term="%22Ali+Sohail%22">Ali Sohail</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-024-12707-x
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  Data: This paper presents a systematic review of the literature on evaluation and program planning strategies for technology integration in education. The aim of the review was to examine the evidence on different types of strategies that can be used to design, implement, assess, and improve technology integration in educational settings, as well as the factors that influence their success. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and searched four databases for relevant studies published between 2010 to May 2023. A total of 124 studies met the inclusion criteria and were appraised for quality using multiple quality assessment tools. The findings were synthesized using a narrative synthesis approach. The review identified and compared various models and approaches for technology integration, such as design-based research, logic model, backward design, Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, and Substitution, Augmentation, Modification, and Redefinition (SAMR) model. It also explored how organizational, technological, pedagogical, teacher, and student factors interact with the evaluation and program planning strategies and affect the outcomes of technology integration. Furthermore, the review has highlighted the importance of evidence-based practice in technology integration and the need for continuous improvement based on data from multiple sources and methods. Moreover, this review also discussed the limitations and challenges of the review and suggested directions for future research and policy development. Besides, the review contributes to the existing literature on technology integration in education by providing a comprehensive and systematic analysis of the evaluation and program planning strategies and their interaction with various factors that influence their success.
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