Keywords: ICT in education, research methodology, types of research, methodological analysis criteria


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.


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Author Biography

Antonina V. Hryvko, Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine

PhD of Pedagogical Sciences, Senior Researcher at the Monitoring and Assessment of the Education Quality Department


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The methodology, theory, philosophy and history of the use of ICT in education