Table 1.
Summary of the results found.
| Research | Participants | Construct and competence | Instructional procedure | Instructional techniques | Instructional strategies | ||||
|---|---|---|---|---|---|---|---|---|---|
| Sample | Groups | Design | Sampling and inclusion and exclusion criteria | Teachers | |||||
| Alfonzo and Batson (2014) | N = 20 university doctoral students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | N Teachers = 2. A teacher and a librarian | Digital literacy/ digital research/research software/ sdigital databases/self-efficacy |
Digital search—apa standards—applications Resource management |
Activation of previous knowledge-scaffolding Self-instructions Collaborative/ individual emulation Visualization |
Specific grants Colloquium Planning-Reinforcement Review Selection |
| Ata and Yildirim (2019) | N = 295 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | N Teachers = 1 | Digital literacy/internet/ social media/perception/ digital reading/digital writing/self-efficacy |
Training course | Activation of previous knowledge-scaffolding Self-instructions Collaborative/ individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Ball (2019) | Do not specify | Do not specify | Pre-post intervention | Do not specify | Specialized personnel | Digital literacy/digital writing/digital material/creation/editing// media literacy/cybersecurity/ self-efficacy |
BA Writing and Publishing Program. emphasis on writing, researching, evaluating and reviewing articles in a digital environment | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Botturi (2019) | N = 26 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | N Teachers = 1 | Digital literacy/access to information/digital content creation/content sharing/self-efficacy | Specific face-to-face program of 2 credits DML education course with 12 2-h sessions |
Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Campbell and Kapp (2020) | N = 4 university students (future teachers) | Do not specify | Pre-post intervention | Do not specify | N Teachers = 1 | Digital literacy/self-efficacy/motivation | Training course Graduate Certificate in Education (PGCE) |
Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Carl and Strydom (2017) | N = 11 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | N Teachers = 1 | Digital literacy/E-portfolio/self-efficacy/motivation | Digital content design—digital material design | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Domingo-Coscolla et al. (2020) | N = 11 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | N Teachers = 11 | Digital literacy/diversity/innovation/self-efficacy/motivation | FIMTD project | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Elliott et al. (2018) | N = 48 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | Support staff—library staff | Digital literacy/digital writing/digital material/self-efficacy | Module focused on theories of learning and development—sociological module focused on educational inequalities | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Elphick (2018) | N = 949 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | N Teachers = 1 | Digital literacy/attitude/motivation/ self-efficacy |
Use of iPad in education and on a day-to-day basis | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Gabriele et al. (2019) | N = 141 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | Do not specify | Digital literacy/attitude/web 2.0/gamification/self-efficacy | Training course | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Gill et al. (2015) | N = 11 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | Do not specify | Digital literacy/pre-preparation/digital knowledge/self-efficacy | Application of practical knowledge from different subjects of the career | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Specific grants Colloquium Planning-Reinforcement Review Selection |
| Hamutoglu et al. (2019) | N = 47 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | N Teachers = 1 | Digital literacy/attitude/digital learning/self-efficacy/motivation | Training course once a week for 3 h per week | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Istenic et al. (2016) | N = 115 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | Do not specify | Digital literacy/digital content design/digital mathematics/self-efficacy | Creation of digital stories—design of digital content—design of digital materials | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Specific grants Colloquium Planning-Reinforcement Review Selection |
| Kajee and Balfour (2011) | N = 20 university students (future teachers) | GE = 10 GC = 10 |
Pre-post intervention | Intentional sampling | N Teachers = 1 | Academic Literacy/Digital Writing/Digital Research/Self-Efficacy | Self-instructional/online classes in specific labs | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Specific grants Colloquium Planning-Reinforcement Review Selection |
| Kuhn (2017) | N = 20 university students (future teachers) | GE = 12 GE2 = 5 GC = 3 |
Pre-post intervention | Intentional sampling | Do not specify | Digital literacy/attitude/digital skills/motivation/autonomy/ self-efficacy |
Digital Practice and PLE | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Lerdpornkulrat et al. (2019) | N = 584 university students (future teachers) | GE = 321 GC = 263 |
Pre-post intervention | Intentional sampling | N Teachers = 1 | Digital literacy/motivation/self-efficacy | Training course | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Paige et al. (2016) | N = 31 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | Do not specify | Digital literacy/digital content design/digital mathematics | Creation of digital stories—design of digital content—design of digital materials | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Slowmation—digital narratives—round tables—interviews—oral evaluations |
| Pequeño et al. (2017) | N = 54 university students (future teachers) | GE = 31 GC = 24 |
Pre-post intervention | Intentional sampling | Do not specify | Digital literacy/digital narrative/self-efficacy | Application of practical knowledge from different subjects of the career | Activation of previous knowledge-Scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Robertson et al. (2012) | N = 150 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | N Teachers = 2 | Digital literacy/new pedagogies/multiliteracy/self-efficacy | Creation of digital stories—thoughtful writing | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Specific aid Colloquium Planning-Reinforcement Review Selection -Sharing |
| Sharp (2018) | N = 51 university students (future teachers) | GE = 20 GE2 = 20 GC = 11 |
Pre-post intervention | Intentional sampling | Do not specify | Digital literacy/attitude/digital skills/motivation/autonomy/ self-efficacy |
Creation of a blog, —asynchronous discussion, —wiki, —microblog | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Tomczyk et al. (2020) | N = 227 university students (future teachers) | Do not specify | Pre-post intervention | Intentional sampling | Do not specify | Digital literacy/digital inclusion/digital risks/digital content/self-efficacy | SELI Platform | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |
| Vinokurova et al. (2021) | Do not specify | Do not specify | Do not specify | Do not specify | Do not specify | Digital literacy/self-efficacy | Training course | Activation of previous knowledge-scaffolding Self-instructions Collaborative/individual emulation Visualization |
Colloquium Planning-Reinforcement Review Selection |