Abstract
The article features a methodology for systematization of research on ICT use in secondary education. Making important decisions about improving school education, including through the introduction of certain information and communication technologies into the educational process, is based on the study of relevant experience and relevant research results. The large number of diversified scientific works that make up the theoretical, practical, and methodological basis of the ICT use in school education necessitates the generalization, ordering, and determination of their typological features. The author singles out the following groups of studies related to the ICT use in school: generalizing theoretical-analytical (documentary), empirical and complex. Each of the groups is characterized by a variable set of typological features in terms of scale and independence of their conduct. They allow distinguishing their main types (10 types of research are considered in the article, for example, empirical/international large-scale/contextual studies or complex/local/separate studies, etc.). The author determined the structural and methodological criteria for the analysis of different research types (thematic, targeted, sampling, organizational, methodological, analytical, resultant) and carried out a selective analysis of the studies on the proposed typological features, structural and methodological criteria, the results of which were systematized in the matrix of methodological analysis of different research types on the ICT use in school education. According to the results of the works review, topical thematic areas of the analyzed research were identified, typical methods of data collection and analysis were singled out and the format of results reporting was highlighted for each selected research group. The approach to systematizing research on the use of ICT in secondary education institutions, presented in the proposed article, can be applied during the review of scientific achievements, the analysis of pedagogical research in the field of ICT, or to design individual research. Filling in the proposed analysis matrix will allow it to be further used as a database of relevant research papers, facilitate the search and selection of those that meet the objectives of a specific scientific search.
References
O. S. Voronkin, “Information and communication technologies in higher education as an object of psychological and pedagogical research (second half of XX - the beginning of XXI century)”, Informatsiini tekhnolohii v osviti, № 22, pp. 57–79, 2015 (in Ukrainian).
O. Kolgatin, L. Kolgatina, “Information and communication technologies in education as a part of Ukraine pedagogical science in the field of theory of pedagogics in the 90th years of the 20th century”, Information Technologies and Learning Tools, Vol 72, No 4, pp. 41–54, 2019 (in Ukrainian)
2nd Survey of Schools: ICT in Education. (2019). Objective 1: Benchmark progress in ICT in schools. Final report. Luxembourg: Publications Office of the European Union. 121 р. doi: 10.2759/23401. (in English).
2nd Survey of Schools: ICT in Education. (2019). Objective 2: Model for a ‘highly equipped and connected classroom’. Final report. Luxembourg: Publications Office of the European Union. 127 р. doi: 10.2759/831325. (in English).
2nd Survey of Schools: ICT in Education. (2019). Technical Report. Luxembourg: European Commission. 212 р. doi: 10.2759/035445. (in English).
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, 354 p. doi: https://doi.org/10.1787/5f07c754-en. (in English).
Meta-analysis of ICT: Research Report for GeSCI. (2009). [Online]. Available: https://files.eric.ed.gov/fulltext/ED506553.pdf. Accessed on: March 24, 2020. (In English).
T. Skarin, “Effective use of ICT in schools. Analysis of international research”, Report. Swedish National Agency for School Improvement, Metamatrix. Stockholm, Sweden, 2008. [Online]. Available: https://www.skolverket.se/download/18.6bfaca41169863e6a654128/1553957321459/pdf1971.pdf. Accessed on: March 24, 2020. (in English).
Review into the non-educational use of mobile devices in NSW schools. (2019). Report. M. Carr-Gregg, S. McLean, A. Third, Eds. [Online]. Available: https://education.nsw.gov.au/about-us/strategies-and-reports/our-reports-and-reviews/mobile-devices-in-schools/review-into-the-non-educational-use-of-mobile-devices-in-nsw-schools#top-desktop. Accessed on: March 24, 2020. (in English).
J. Cresswell, U. Schwantner, C. Waters, “A Review of International Large-Scale Assessments in Education: Assessing Component Skills and Collecting Contextual Data”. PISA, The World Bank, Washington, D.C./OECD Publishing, Paris, 2015. http://dx.doi.org/10.1787/9789264248373-en. (In English).
P. Wastiau, R. Blamire, C. Kearney, V. Quittre, E. Van de Gaer, Chr. Monseur, “The Use of ICT in Education: a survey of schools in Europe”, European Journal of Education: Research, Development and Policy. Volume 48, Issue 1. Special Issue: ICT and Education: taking stock of progress and looking at the future, pp. 11-27, 2013. doi:https://doi.org/10.1111/ejed.12020. (in English).
A. Sangrà, M. González-Sanmamed, “The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools”, ALT-J, Vol. 18, No 3. 207-220, 2010. doi: 10.1080/09687769.2010.529108. (in English).
Ch. Buabeng-Andoh, F. Totimeh, “Teachers’ innovative use of computer technologies in classroom: A case of selected Ghanaian schools”, IJEDICT, Vol. 8, Issue 3, pp. 22–34, 2012. (in English).
Y. Wang, X. Liu, Zh. Zhang, “An overview of e-learning in China: History, challenges and opportunities”, Research in Comparative & International Education, Vol. 13(1), pp. 195–210, 2018. doi: 10.1177/1745499918763421. (in English).
Comparative Pedagogy: methodological trends of Ukrainian scholars: chrestomathy. O. Lokshyna et al. К. : Pedagogchna dymka, 2015. (in Ukrainian).
Meaning of research in English. Cambridge Dictionary. Definitions. [Online]. Available: https://dictionary.cambridge.org/dictionary/english/research. Accessed on: Apr.09, 2020. (in English).
T. N. Postlethwaite, “Educational research: some basic concepts and terminology”: Module 1 . UNESCO. IIEP, 50 р. 2005 [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000182459.locale=en. (in English).
Collins: online-dictionary. [Online]. Available: https://www.collinsdictionary.com/. Accessed on: Apr.09, 2020. (in English).
A Dictionary of Education. (2009). 1ed. . Ed. by S. Wallace. GB :Oxford University Press. doi: 10.1093/acref/9780199212064.001.0001. (in English).
Cambridge Dictionary. [Online]. Available: https://dictionary.cambridge.org/. Accessed on: Apr.09, 2020. (in English).
The Free Dictionary by Farlex. [Online]. Available: https://www.thefreedictionary.com/. Accessed on: Apr.09, 2020. (in English).
A. H. Schoenfeld, “Research methods in (mathematics) education”. In Handbook of International Research in Mathematics Education, L. English, Ed. Mahwah, NJ: Erlbaum, pp. 435–88, 2002. (in English).
2nd Survey of Schools: ICT in Education. (2019). Digital Single Market. [Online]. Available: https://ec.europa.eu/digital-single-market/en/news/2nd-survey-schools-ict-education. Accessed on: Apr.09, 2019. (in English).
ICT familiarity questionnaire for PISA 2018. [Online]. Available: http://www.oecd.org/pisa/data/2018database/CY7_201710_QST_MS_ICQ_NoNotes_final.pdf. Accessed on: Apr.09, 2020. (in English).
A. Schleicher, PISA 2018: Insights and Interpretations. OECD, 2019. (in English).
OECD. (2011). PISA 2009 Results: Students on Line: Digital Technologies and Performance (Volume VI). 395 p. doi: http://dx.doi.org/10.1787/9789264112995-en. (in English).
OECD. (2015). Students, Computers and Learning: Making the Connection, PISA, OECD Publishing, Paris. doi: https://doi.org/10.1787/9789264239555-en. (in English).
Student Use of Digital Devices and Online Services Policy. (2020). [Online]. Available: https://education.nsw.gov.au/content/dam/main-education/en/home/about-us/strategies-and-reports/our-reports-and-reviews/review-into-the-non-educational-use-of-mobile-devices-in-nsw-schools/Policy.pdf. Accessed on: Apr.09, 2020. (in English).
H. O. Protsenko, “Designing information space of a comprehensive educational institution”, Thesis, abstract. Institute of Information Technologies and Learning Tools of NAES of Ukraine. 2012. (in Ukrainian).
Authors who publish in this journal agree to the following terms:
- Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
- The copyright commencement date complies the publication date of the issue, where the article is included in.
Content Licensing
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
Deposit Policy
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
- Archiving the pre-print (pre-refereeing manuscript version) not allowed.