Abstract:
For over a decade, we have seen a global shift toward preparing students for the predicted labor market and society through the introduction of digital technology curricula. This scoping review uncovered 26 studies published between 2012 and 2022 that examined empirical research on K–12 or pre-service teachers’ experiences with Digital Technologies curricula. Most of the research involved primary school teachers (n = 20), focused on teachers’ experiences with Professional Learning and Development (n = 13), and adopted a mixed methods methodological approach (62%) utilizing a questionnaire data collection instrument (n = 18). Methodological trends and areas for improvement were uncovered and analyzed to aid future research that can be used to support teachers’ implementation of Digital Technologies curricula.
