Educational practices with digital technologies: a systematic review from the perspective of Activity Theory

Identificador:  imarina:9632980

Handle: https://hdl.handle.net/20.500.11797/imarina9632980

Autores:  Romero MQ; Cantabrana JLL; Vilar RL; Aranda TM

Resumen:
This article presents the results of a systematic literature review on educational practices that integrate digital technologies (DT) from basic to higher education. The study adopts Activity Theory (AT) as a theoretical framework to examine educational practices as mediated sociocultural systems, focusing on the relationships between subject, object, digital tools, rules, community, and division of labour. Following the PRISMA statement, a systematic search was conducted in five databases (Web of Science, Scopus, ERIC, SciELO, and Dialnet), in Spanish and English, covering the period 2013–2023. Of the 718 publications initially identified, 27 documents met explicit pedagogical and didactic criteria and were selected for analysis. A qualitative analysis was carried out using ATLAS.ti. The results show a European geographical bias and a predominance of systematic educational practices in Higher Education (n=16), followed by Primary Education (n=6) and Secondary Education (n=4), while Early Childhood Education is the least represented (n=1). The AT component Digital tools are predominant, whereas Community appears in only 55.6% of the cases, indicating a lack of a holistic perspective. In 88.9% of the documents, DT supports digital inclusion, highlighting its compensatory role in diverse educational contexts.