Without any doubts, digitalization is advancing and pervades almost all areas in modern societies—including education. However, the integration of technology in classrooms has not been successful in every country, school, or subject, and the many claims surrounding the benefits of using technology for teaching and learning could only be partly substantiated. The question is: What might determine technology integration and which effects does it have? The talk discusses these two issues based on a series of meta-analytic reviews.
The first part of the talk focuses on the determining factors of teachers’ technology acceptance and presents a meta-analysis that synthesized the existing body of research with the help of structural equation modeling. What is often referred to as the “Technology Acceptance Model” explains the likelihood of integrating technology in teaching and learning contexts significantly. Critical determinants of technology integration are teachers’ computer self-efficacy and attitudes, the perceived usefulness, and ease of technology use.
The second part focuses on possible effects of technology integration on the development of certain “twenty-first century skills”, for instance computer programming and computational thinking. Educational systems around the world are currently introducing programming into their curricula, hoping that learning to program a computer will help students to become better problem solving, logical thinkers, and more creative. A meta-analysis is presented which tested the claims surrounding the transferability of learning computer programming.