Table 2.
Summary of the interventions found.
| Research | Materials | Instructor role | Student role | Student grouping |
Implementation/ Context |
Program duration | Intervention results | Comments |
|---|---|---|---|---|---|---|---|---|
| Alfonzo and Batson (2014) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Small group | Researcher/virtual | For 4 days | Greater use of digital tools than before training | Has a sparse sample |
| Ata and Yildirim (2019) | Does not specify | Teacher—Researcher | Developer of each activity | Great group | Researcher/face-to-face | An academic year | Increasing digital competence | It should apply more evaluation tools |
| Ball (2019) | Dashboard—training modules—Wikipedia guidelines and rules | Teacher—Researcher | Developer of each activity | Small group | Researcher/face-to-face | An academic year | Increasing digital competence | Does not indicate the method |
| Botturi (2019) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Great group | Researcher | 4 months | Increasing digital competence | Has a sparse sample |
| Campbell and Kapp (2020) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Great group | Researcher/virtual | 5 months | Increasing digital competence | Has a sparse sample |
| Carl and Strydom (2017) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Small group | Researcher/virtual | Do not specify | Great interest and motivation on the part of the participants | Does not use standardized instruments |
| Domingo-Coscolla et al. (2020) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Great group | Researcher | Do not specify | Increasing digital competence | Has a sparse sample/does not indicate duration |
| Elliott et al. (2018) | Weekly Lectures-seminars-online resources-library | Teacher—Researcher | Developer of each activity | Small group | Researcher/face-to-face | An academic year | Increased digital expertise and dominance | Has a sparse sample |
| Elphick (2018) | Conferences and seminars | Teacher—Researcher | Developer of each activity | Great group | Researcher/face-to-face | One semester | Increased digital expertise and dominance | Does not use standardized instruments |
| Gabriele et al. (2019) | Power point presentations—introductory videos of the software-brochures—applications created ad hoc | Teacher—Researcher | Developer of each activity | Great group | Researcher/face-to-face | 10 months | Increasing digital competence | Has a sparse sample |
| Gill et al. (2015) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Small group | Researcher/virtual | For 3 years | Practical knowledge of the application of ICT as a learning tool | Has a sparse sample |
| Hamutoglu et al. (2019) | Texts/documents—EDMODO | Teacher—Researcher | Developer of each activity | Great group | Researcher/face-to-face | 5 weeks | Increasing digital competence | Has a sparse sample |
| Istenic et al. (2016) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Small group | Researcher/virtual | An educational technology course in the academic year 2011–2012 | Creation of digital content for the teaching of mathematics | Does not use standardized instruments |
| Kajee and Balfour (2011) | Texts/documents—computer applications-Laboratory with computers–standalone server—printer | Teacher—Researcher through 40 workstations | Developer of each activity through 40 workstations | Small group/face-to-face |
Researcher Specific laboratory |
Two semesters of 14 weeks duration | GE improvements greater than GC | Has a sparse sample |
| Kuhn (2017) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Small group | Researcher/virtual | An academic year | GE1 and GE2 improvements greater than GC | Has a sparse sample |
| Lerdpornkulrat et al. (2019) | Power point presentations—introductory videos of the software-brochures | Teacher—Researcher | Developer of each activity | Small group | Researcher/face-to-face | 13 sessions | Increased self-efficacy in relation to standards and expectations | It should apply more evaluation tools |
| Paige et al. (2016) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Small group | Researcher/virtual | Do not specify | Creation of digital content for the teaching of mathematics | Does not use standardized instruments |
| Pequeño et al. (2017) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Small group | Researcher/virtual | An academic year | GE improvements greater than GC | Has a sparse sample |
| Robertson et al. (2012) | Texts/documents—computer applications—Photo Story 3 program | Teacher—Researcher | Developer of each activity | Small group | Researcher/virtual | For 3 years: 10 months | New learning and means of expression | Has a sparse sample |
| Sharp (2018) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Small group | Researcher/face-to-face | Two semesters | GE1 and GE2 improvements greater than GC | Has a sparse sample |
| Tomczyk et al. (2020) | Texts/documents—SELI platform | Teacher—Researcher | Developer of each activity | Great group | Researcher/virtual | Do not specify | Increasing digital competence | Does not indicate the process |
| Vinokurova et al. (2021) | Texts/documents—specific computer applications—material with indications | Teacher—Researcher | Developer of each activity | Great group | Researcher/virtual | Do not specify | Increasing digital competence | Omits data for possible replicability |