ABSTRACT

Several theoretical frameworks have been released in recent years to inform how educational technology (edtech) can be used in the classroom. These frameworks range from providing a holistic view of the role edtech plays in education at a macrolevel to analyzing how edtech is used by students and teachers. With a growing number of them now available, researchers have yet to systemically collect and analyze a set of these frameworks, which can result in edtech not being used effectively by practitioners and researchers alike. In response, this study employed a content analysis methodology to analyze nine frameworks designed for using edtech. This study will report its findings regarding the creators of these frameworks, features used to draw attention to the frameworks, and which frameworks key stakeholders may find most useful. To conclude, implications for contextualizing these frameworks within the EdTech Ecosystem will be offered along with critical considerations for practitioners and researchers to use when selecting edtech frameworks for their work.

摘要

近年来发布了一些理论框架，以告知如何在教室中使用教育技术（edtech）。这些框架包括从宏观角度全面了解edtech在教育中的作用，到分析学生和教师如何使用edtech。随着越来越多的可用，研究人员尚未系统地收集和分析这些框架的集合，这可能导致edtech不能被从业人员和研究人员有效地使用。作为回应，本研究采用了一种内容分析方法来分析为使用edtech设计的9个框架。这项研究将报告有关这些框架的创建者的发现，用于引起人们对框架关注的功能以及主要利益相关者认为最有用的框架。最后，