Abstract
In this introduction chapter, we reflect on the contributions of research in the field of digital technologies in education during the last decade (2008–2018). The guiding questions leading these reflections are (1) what progress in understanding the role and impact of digital technologies in education has been made? and (2) what emerging themes can be observed that warrant further study? Overall, the progress made in the last decade is promising, and new research themes have emerged. This chapter highlights selected findings and issues that serve as exemplars for those addressed throughout the 2018 handbook, within the thematic strands that served as the blueprint for the reference work itself. Whenever possible, brief comparisons and contrasts are made to the evolutions over the past decade, since the first edition of the handbook was published.
This is a preview of subscription content, log in via an institution to check access.
References
Albion, P., & Tondeur, J. (2018). ICT and education: Meaningful change through teacher agency. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (2nd ed.). Cham: Springer International Publishing.
Bowers, J. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123, 600–612.
Eickelmann, M. (2018). Cross-national policies on information and communication technology in primary and secondary schools – An international perspective. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. Cham: Springer International Publishing.
Fluck, A., Webb, M., Cox, M., Angeli, C., Malyn-Smith, J., Voogt, J., & Zagami, J. (2016). Arguing for computer science in the school curriculum. Educational Technology & Society, 19(3), 38–46.
Howard-Jones, P., Ott, M., Leeuwen, T., & De Smedt, B. (2015). The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning. Learning, Media and Technology, 40(2), 131–151.
Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. (2013). Connected learning: An agenda for research and design. Irvine: Digital Media and Learning Research Hub.
Kroeger, L., Brown, R., & O’Brien, B. (2012). Connecting neuroscience, cognitive, and educational theories and research to practice: A review of mathematics intervention programs. Early Education and Development, 23, 37–58.
Lewin, C., & Charania, A. (2018). Bridging formal and informal learning through technology in the 21st century: Issues and challenges. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. Cham: Springer International Publishing.
Liao, Y.-K., & Lai, W.-C. (2018). Meta-analyses of large scale data sets: A tool for assessing the impact of ICT in education. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. Cham: Springer International Publishing.
Moonen, J. (2008). Policy from a global perspective. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 1171–1178). New York: Springer.
Naidu, S. (2016). Mainstreaming open, flexible, and distance learning. In K. W. Lai, S. Stein, P. Field, & K. Pratt (Eds.), 30 years of distance learning and teaching at the University of Otago (pp. 92–108). Dunedin, New Zealand: University of Otago.
Norris, E., & Soloway, E. (2018). Mobile learning: Empowering learners 24/7. In J. Voogt, G. Knezek, R. Christensen & K-W Lai (Eds.). Second handbook of information technology in primary and secondary education. Cham: Springer International Publishing.
OECD (2018). The future we want. The future of education and skills. Education 2030. Paris: OECD. Retrieved from http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), 22–27. https://doi.org/10.1177/003172171309500306.
Petko, P., Prasse, D., & Cantieni, A. (2018). The interplay of school readiness and teacher readiness for educational technology integration: A structural equation model. Computers in the Schools. https://doi.org/10.1080/07380569.2018.1428007.
Prensky, M. (2009). H. Sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate: Journal of Online Education, 5(1). Retrieved from http://nsuworks.nova.edu/innovate/vol5/iss3/1
Scardamalia, M., & Bereiter, C. (2015). Education in an open informational world. In R. Scott & S. Kosslyn (Eds.), Emerging trends in the social and behavioural sciences: An interdisciplinary, searchable, and linkable resource (pp. 1–15). Hoboken: Wiley.
Voogt, J., & Knezek, G. (Eds.). (2008). International handbook of information technology in primary and secondary education. New York: Springer.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this entry
Cite this entry
Voogt, J., Knezek, G., Christensen, R., Lai, KW. (2018). Developing an Understanding of the Impact of Digital Technologies on Teaching and Learning in an Ever-Changing Landscape. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-53803-7_113-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-53803-7_113-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-53803-7
Online ISBN: 978-3-319-53803-7
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education