Quality criteria for conceptual technology integration models in education bridging research and practice

In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual...

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Bibliographic Details
Published in:Educational technology research and development Vol. 69; no. 4; pp. 2187 - 2208
Main Authors: Tondeur, Jo, Petko, Dominik, Christensen, Rhonda, Drossel, Kerstin, Starkey, Louise, Knezek, Gerald, Schmidt-Crawford, Denise A.
Format: Journal Article
Language:English
Published: New York Springer Science + Business Media 01.08.2021
Springer US
Springer
Springer Nature B.V
Subjects:
Analysis
Comparative Analysis
Education
Educational Practices
Educational Quality
Educational Technology
Evaluation Criteria
Learning and Instruction
Quality of education
Teaching Methods
Technology Integration
Theory Practice Relationship
Quality criteria
Education
Technology integration
Conceptual models
Visual models
ISSN:1042-1629, 1556-6501
Online Access:Get full text
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Summary:In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual models are of relevance as they can bridge theory with practical applications. Today, there are a wide range of conceptual models are developed and used in research and/or practice focusing on educational technology integration. These models can be seen as simplified versions of theories for practical application or as condensed wisdoms of practice that need to be further investigated theoretically and empirically. However, there is insufficient agreement on the dimensions and criteria used to judge the quality of conceptual models in educational technology. Therefore, the main goals of this article are to: (1) develop criteria to assess the quality and scope of conceptual models and (2) identify and compare exemplary models for technology integration in educational settings along with these quality criteria. The resulting five criteria from this investigation provide the means to effectively evaluate the quality and scope of conceptual models focused on technology integration while providing additional insight into applying these models in research and practice.
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-020-09911-0