Table 2.
The impact of digital technologies on schools’ stakeholders based on the literature review
| Impacts | References |
|---|---|
| Students | |
| Knowledge, skills, attitudes, and emotions | |
| • Learning gains from the use of ICTs across the curriculum | Eng, 2005; Balanskat et al., 2006; Liao et al., 2007; Tamim et al., 2011; Higgins et al., 2012; Chauhan, 2017; Sung et al., 2016; Schmid et al., 2014; Tamim et al., 2015; Zheng et al., 2016; Haßler et al., 2016; Kalati & Kim, 2022; Martinez et al., 2022; Talan et al., 2020; Panet al., 2022; Garzón & Acevedo, 2019; Garzón et al., 2020; Villena-Taranilla, et al., 2022; Coban et al., 2022 |
| • Positive learning gains from the use of ICTs in specific school subjects (e.g., mathematics, literacy, language, science) | Arztmann et al., 2022; Villena-Taranilla, et al., 2022; Chen et al., 2022b; Balanskat et al., 2006; Grgurović, et al., 2013; Friedel et al., 2013; Zheng et al., 2016; Savva et al., 2022; Kao, 2014; Higgins et al., 2012; Wen & Walters, 2022; Liao et al., 2007; Cheung & Slavin, 2011; Schwabe et al., 2022; Li & Ma, 2010; Verschaffel et al., 2019; Ran et al., 2022; Liao et al., 2007; Hillmayr et al., 2020; Kalemkuş & Kalemkuş, 2022; Lei et al., 2022b; Condie & Munro, 2007; Chauhan, 2017; Bado, 2022; Wang et al., 2022; Pan et al., 2022 |
| • Positive learning gains for special needs students and low-achieving students | Eng, 2005; Balanskat et al., 2006; Punie et al., 2006; Koh, 2022 |
| • Oportunities to develop a range of skills (e.g., subject-related skills, communication skills, negotiation skills, emotion control skills, organizational skills, critical thinking skills, creativity, metacognitive skills, life, and career skills) | Balanskat et al., 2006; Fu, 2013; Tamim et al., 2015; Zheng et al., 2016; Higgins et al., 2012; Verschaffel et al., 2019; Su & Yang, 2022; Su et al., 2022; Lu et al., 2022; Liu et al., 2022; Quah & Ng, 2022; Fielding & Murcia, 2022; Tang et al., 2022; Haleem et al., 2022 |
| • Oportunities to develop digital skills (e.g., information skills, media skills, ICT skills) | Zheng et al., 2016; Su & Yang, 2022; Lu et al., 2022; Su et al., 2022 |
| • Positive attitudes and behaviours towards ICTs, positive emotions (e.g., increased interest, motivation, attention, engagement, confidence, reduced anxiety, positive achievement emotions, reduction in bullying and cyberbullying) | Balanskat et al., 2006; Schmid et al., 2014; Zheng et al., 2016; Fadda et al., 2022; Higgins et al., 2012; Chen et al., 2022a; Lei et al., 2022b; Arztmann et al., 2022; Su et al., 2022 |
| Learning experience | |
| • Enhance access to resources | Jewitt et al., 2011; Fu, 2013 |
| • Opportunities to experience various learning practices (e.g., active learning, learner-centred learning, independent and personalized learning, collaborative learning, self-directed learning, self- and peer-review) | Jewitt et al., 2011; Fu, 2013 |
| • Improved access to teacher assessment and feedback | Jewitt et al., 2011 |
| Equality, inclusion, and social integration | |
| • Improved communication, functional skills, participation, self-esteem, and engagement of special needs students | Condie & Munro, 2007; Baragash et al., 2022; Koh, 2022 |
| • Enhanced social interaction for students in general and for students with learning difficulties | Istenic Starcic & Bagon, 2014 |
| • Benefits for both girls and boys | Zheng et al., 2016; Arztmann et al., 2022 |
| Teachers | |
| Professional practice | |
| • Development of digital competence | Balanskat et al., 2006 |
| • Positive attitudes and behaviours towards ICTs (e.g., increased confidence) | Punie et al., 2006, |
| • Formalized collaborative planning between teachers | Balanskat et al., 2006 |
| • Improved reporting to parents | Balanskat et al., 2006 |
| Teaching practice | |
| • Efficiency in lesson planning and preparation | Balanskat et al., 2006 |
| • Facilitate assessment through the provision of immediate feedback | Punie et al., 2006 |
| • Improvements in the technical quality of tests | Punie et al., 2006 |
| • New methods of testing specific skills (e.g., problem-solving skills, meta-cognitive skills) | Punie et al., 2006 |
| • Successful content delivery and lessons | Friedel et al., 2013 |
| • Application of different instructional practices (e.g., scaffolding, synchronous collaborative learning, online learning, blended learning, hybrid learning) | Friedel et al., 2013; Bado, 2022; Kazu & Yalçin, 2022; Ulum, 2022 |
| Administrators | |
| Data-based decision-making | |
| • Improved data-gathering processes | Balanskat et al., 2006 |
| • Support monitoring and evaluation processes (e.g., attendance monitoring, financial management, assessment records) | Condie & Munro, 2007 |
| Organizational processes | |
| • Access to learning resources via the creation of repositories | Condie & Munro, 2007 |
| • Information sharing between school staff | Condie & Munro, 2007 |
| • Smooth communications with external authorities (e.g., examination results) | Punie et al., 2006 |
| • Efficient and successful examination management procedures | Punie et al., 2006 |
| Home-school communication | |
| • Support reporting to parents | Condie & Munro, 2007 |
| • Improved flow of communication between the school and parents (e.g., customized and personalized communications) | Escueta et al., 2017 |
| School leaders | |
| Professional practice | |
| • Reduced headteacher isolation | Condie & Munro, 2007 |
| • Improved access to insights about practices for school improvement | Condie & Munro, 2007 |
| Parents | |
| Home-school relationships | |
| • Improved home-school relationships | Zheng et al., 2016 |
| • Increased parental involvement in children’s school life | Escueta et al., 2017 |