Information Communication Technologies Education in Elementary School: A Systematic Literature Review
Information Communication Technologies Education in Elementary School: A Systematic Literature Review
Information Communication Technologies Education in Elementary School: A Systematic Literature Review
Corresponding Author:
Rois Saifuddin Zuhri
Department of Doctoral of Basic Education, Faculty of Education and Psychology,
Yogyakarta State University
St. Colombo No.1, Karangmalang, Yogyakarta, Indonesia
Email: [email protected], [email protected].
1. INTRODUCTION
Information communication technologies (ICT) education in elementary school is urgent in the era of
industrial revolution 4.0 and society 5.0 because the current trend is a conversion from manual to digital [1],
[2]. In addition to using innovative learning, elementary school teachers must adjust the development of digital
pedagogy approaches, tools [3], science, technology, engineering, art, dan mathematics (STEAM),
computational thinking [4], mobile technology [5], integration of digital technology and education [6], online
learning with various digital platforms [7], digital media and libraries [8], Tuweb and Tuton applications for
distance learning [9], distance learning with social media platforms [10], and the application of visual novel
games in elementary school [11]. This indicates that elementary school teachers must adapt to the times by
mastering digital pedagogy, digital competence, and mastery of ICT education [12], [13]. This is because the
elementary school that uses technology positively impacts learning and outside of learning [14].
In reality, teachers in several countries are still resistant to ICT education on the grounds of lack of
provision due to the lack of systematic and sustainable training in the use of ICT [15], the outsized role of
teachers as tutors when using ICT [16], at least advanced training in the concept and implementation of website
creation, video, conferencing, and e-learning [17], the lack of clarity on the concept of ICT, facilities and
infrastructure, laboratories, funding, practice and social inclusion [18], and teachers’ reliance on traditional
practices, official textbooks, printed teaching modules, and unwillingness to accept critical ICT-based learning
approaches [19]. According to several studies, the nature of ICT education has a positive impact on educational
progress. Research in Botswana states that ICT education positively impacts student academic achievement
and helps teachers during the COVID-19 pandemic [20]; as many as 1,407 elementary and junior high school
teachers in Italy, only one-third reject ICT education, especially in asynchronous teaching models. However,
most of the thousands of teachers agreed to use ICT tools for learning because they were satisfied and supported
learning success [21]. Research in South Africa found that, apart from urban areas, ICT has a positive impact
on the quality of education in rural areas [22], ICT education has a positive impact on economic growth in
several countries using the ICT development index (IDI) which increases 0.175 per cent statistically which
means very high [23], and almost all countries were greatly helped by ICT education during the COVID-19
pandemic and after that until now who are accustomed to the digitization of education and learning [24], [25].
This indicates that ICT education is a fixed price that must be accepted by elementary schools [26].
Several studies have explored ICT education and digital education with literature review. Meta-
analysis, and systematic literature review (SLR) methods, namely digital technology in music education in
Spain [27], the effect of the flipped classroom on students’ academic achievement [28], [29], gaming and math
anxiety [30], robotics and education [31], technological innovation in engineering education [32],
Conginfo.com support in education [33], the relation of ICT literacy to students’ socioeconomic status [34],
best practices of educational ICT use in Spain [35], gender differences in ICT literacy [36], digital literacy in
learning [37], ICT/digital devices gap in policy, theory, and practice in education [38], internet addiction and
social networking [39], ICT use for digitally competent teachers [40], new technologies, nutrition programs,
and activities for elementary school students [41], app usage issues in mathematics learning in Malaysia [42],
use of virtual reality technology in sports education [43], teachers’ pedagogical skills in teaching with YouTube
[44], and integration of technology and measurement in K-12 education [45]. This proves that research using
the SLR method on ICT education in elementary school is still minimal and indicates the urgency of research
related to this theme.
Conceptually, ICT education in elementary school is the information technology and communication
technology used in education and learning [46]. There are three areas of ICT in education. First, ICT is a science
that acts as a source of science, technology, art, and others. Second, ICT is a tool that facilitates learning. ICT
education includes ICT tools, multimedia, graphics, computer devices, photos, posts, displays, images, visual
media, and e-learning. Third, ICT is used for educational facilities such as computer laboratories, math
laboratories, language laboratories, peer-teaching laboratories, music and sound recording studios, multimedia
rooms, and others. Fourth, ICT is for competency standards, namely for educational facilities that can
complement the functions of schools or educational institutions [47]–[49]. From this conceptual framework, in
essence, ICT education in elementary school becomes a unity in the form of knowledge, tools, facilities, and
competency standards for elementary school teachers to succeed in the agenda of strengthening the quality of
education [50], [51]. The integration of education and ICT is needed, which can run with the key of willing
and able teachers [52].
Based on the above background, which refers to social facts and literature facts, research on ICT
education in elementary school is urgent. To answer this, the researcher asked the main research question: How
is the concept of ICT education in elementary school? To answer this central research question, the researcher
asked three specific research questions: i) How is the concept of ICT education in elementary school? ii) How
are the characteristics of ICT education in elementary school? And iii) how is the implementation of ICT
education in elementary school?
2. METHOD
2.1. Research design
This research on ICT education in elementary school uses the SLR method to describe the findings
and analysis of ICT education in elementary school [53]. The stages of this SLR method start from identifying
the latest articles relevant to ICT education in elementary school in the aspects of concepts, features, and their
use on Scopus databases [54]. To facilitate the SLR method, the preferred reporting items for systematic
reviews and meta-analyses (PRISMA) technique is applied to carry out the stages of identification, screening,
testing feasibility, the inclusion of data, after which analysis is carried out, and presentation in the form of
descriptions [55].
Based on the mapping of 236 keywords referring to occurrences and total link strength in VOSviewer,
it was found that the most studied themes were ICT education (occurrences: 58, total link strength: 385),
elementary school (occurrences: 44, total link strength: 309), ICT (occurrences: 20, total link strength: 150),
implementation of ICT education (occurrences: 20, total link strength: 142), characteristic of ICT education
(occurrences: 19, total link strength: 136), and concept of ICT education (occurrences: 10, total link strength:
65). The remaining keywords with less than 10 occurrences were not used for the main study because they
were not related to the three research questions posed.
ICT education in elementary school is an educational platform for communication, interaction, and means of
achieving educational goals, especially the development of sustainable education [93]. ICT education in
elementary school conceptually originated from the development of the Industrial Revolution 4.0. In Malaysia,
ICT education is developed through the integration of artificial intelligence, big data, virtual and augmented
reality (AR), the internet of things (IoT), and other ICT paradigms according to the times [78]. The Horizon
report calls ICT education all forms of technological tools, online tools, and digital tools used for collaboration,
communication, and interaction in digital environments in elementary school. ICT education is conceptually
an integration of ICT and education [88]. ICT education is conceptually an integration of ICT and education
[66]. ICT education presents teachers combining ICT and pedagogy, one of which is through the technological
pedagogical content knowledge (TPACK) framework [67], gamification-based learning [109], educational
computing, digital skills, technology, information systems [116], learning with the latest technology such as
mobile learning [89], online-based [90], or flipped learning [79]. Since the 1980s until now, as a new paradigm
in modern education, ICT education in elementary school is substantially the same as e-learning, all forms of
educational or learning activities that use cyber networks based on computer technology and the internet [61].
ICT education is the knowledge of various technologies from the trivial to the highest to facilitate education
and learning activities such as software, interactive whiteboards, internet, videos, social media, games, and all
digital devices that are safe to use in education [69]. ICT education is a product of the times that provides a
didactic offer for all teachers and students to accept ICT as a tool to facilitate technology-based learning, digital
tools, e-learning, internet, automation, and all ICT supports all-in-one learning [108].
ICT education in elementary school is implementing the concept of automation in education. ICT
education makes learning automatic, fast, easy, effective, paper-saving, and done anywhere [117]. ICT
education is a digital tool that supports learning, presentation activities, and the creation of specific content
being studied [63]. ICT education has the same substance as TPACK, which integrates technology, pedagogy,
and knowledge [73]. It contains the scope and outcomes of digital learning, learning techniques, digital tools,
digital learn insurable results [107]. TPACK, in this context, is a conceptual framework for exploring teachers’
knowledge of the pedagogical use of ICT in learning [62]. From a global view, ICT education is a digital tool
that has an essential role in internet-based learning that everyone can reach regardless of ethnicity, region, and
ability [92]. Narrowly, ICT education in elementary school can be defined as all ICT devices used in teaching and
learning activities by teachers and learners [105]. This research argues that ICT education is all digital tools,
media, facilities and resources intended for learning to improve formative processes in elementary school [72].
technology and has the aim of facilitating the delivery system, facilitating communication with various models,
mechanisms, processes, practices, procedures, communicative, interactive, and user-friendly [118]. The
characteristics of ICT education for its users must have a structured framework such as digital competence,
information literacy, digital technology-based communication, and problem-solving competence in the digital
environment [68]. The characteristics of ICT education are the accessibility and availability of the internet,
applications, and digital devices, such as Zoom, Skype, Google Meet, and Microsoft Teams, in online classes
where teachers and students can access online with digital devices and the internet [112]. ICT education in the
form of learning mobile systems has the characteristics of virtual-based (online), teacher-guided, using e-
learning applications, software, and video conferencing [75], and creates communication and collaboration
between teachers and elementary school students [97].
Accommodating new technology is one of the characteristics of ICT education. For example, this
research mentions the concept of smart pedagogy, which integrates pedagogical intelligence with ICT to
facilitate learning [100]. The style of ICT education in elementary school gave birth to new genres in online
classes, gamification, and online tests [106], requiring teachers to master digital literacy, new media, digital
media, media navigation, and the ability to prevent ICT from harming students [86]. The research mentioned
that ICT education resulted in students needing to focus on the material. Teachers must also be able to guide
virtually. Therefore, solid digital pedagogy is needed in elementary school teachers [81].
4. CONCLUSION
According to the literature findings, ICT education in elementary school is a form of technology in
learning to transmit, process, create, share, display, store, or exchange information. ICT Education in
elementary school is all the tools, devices, and digital media based on hardware and software to facilitate
teachers and students in the learning process to succeed in educational goals. The characteristics of ICT
education in elementary school consist of ICT for online learning, based on communication-interaction, digital
media, software, inclusive, real-time, based on TPACK, and making students independent. The implementation
of ICT education in elementary school is carried out in learning, digital-based education projects, incorporated
into the curriculum, and used as tools and subject matter such as Mathematics and language materials in
elementary schools supported by digital competencies owned by teachers. Future researchers must examine
ICT education in elementary schools in depth according to technological developments.
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Information communication technologies education in elementary school: a … (Rois Saifuddin Zuhri)
1088 ISSN: 2089-9823
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BIOGRAPHIES OF AUTHORS
APPENDIX