A large-scale systematic review relating behaviorism to research of digital technology in primary education

Behaviorist methodological considerations in the learning sciences are rare compared to the 20th century. As a result, researchers may be conditioned towards an unbalanced and fragmented evidence base for the improvement of classroom teaching in primary education. The presented systematic literature...

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Autor principal:	Fabian Gunnars
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Elementary education Evaluation methodologies Improving classroom teaching Teaching/learning strategies 21st century abilities Electronic computers. Computer science QA75.5-76.95 Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/9f4738aeef39420f880f24cf8279f34a
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spelling	oai:doaj.org-article:9f4738aeef39420f880f24cf8279f34a2021-11-20T05:14:36ZA large-scale systematic review relating behaviorism to research of digital technology in primary education2666-557310.1016/j.caeo.2021.100058https://doaj.org/article/9f4738aeef39420f880f24cf8279f34a2021-12-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S266655732100029Xhttps://doaj.org/toc/2666-5573Behaviorist methodological considerations in the learning sciences are rare compared to the 20th century. As a result, researchers may be conditioned towards an unbalanced and fragmented evidence base for the improvement of classroom teaching in primary education. The presented systematic literature review relates research of digital technology and learning in primary education to expected learning in primary education. In total, 641 articles published 2011–2020 were included and 2777 were excluded by full-text criteria review using radical behaviorist methodological presuppositions.Findings show a low but increasing frequency of articles with behaviorist approaches, optimistic expectancy and evidence of learning in primary education through use of digital technology, and a trend for research to emphasize representational functions of digital technology. The relevancy of radical behaviorist methodology is discussed based upon the implications of the findings and other 21st century themes.Fabian GunnarsElsevierarticleElementary educationEvaluation methodologiesImproving classroom teachingTeaching/learning strategies 21st century abilitiesElectronic computers. Computer scienceQA75.5-76.95Theory and practice of educationLB5-3640ENComputers and Education Open, Vol 2, Iss , Pp 100058- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Elementary education Evaluation methodologies Improving classroom teaching Teaching/learning strategies 21st century abilities Electronic computers. Computer science QA75.5-76.95 Theory and practice of education LB5-3640
spellingShingle	Elementary education Evaluation methodologies Improving classroom teaching Teaching/learning strategies 21st century abilities Electronic computers. Computer science QA75.5-76.95 Theory and practice of education LB5-3640 Fabian Gunnars A large-scale systematic review relating behaviorism to research of digital technology in primary education
description	Behaviorist methodological considerations in the learning sciences are rare compared to the 20th century. As a result, researchers may be conditioned towards an unbalanced and fragmented evidence base for the improvement of classroom teaching in primary education. The presented systematic literature review relates research of digital technology and learning in primary education to expected learning in primary education. In total, 641 articles published 2011–2020 were included and 2777 were excluded by full-text criteria review using radical behaviorist methodological presuppositions.Findings show a low but increasing frequency of articles with behaviorist approaches, optimistic expectancy and evidence of learning in primary education through use of digital technology, and a trend for research to emphasize representational functions of digital technology. The relevancy of radical behaviorist methodology is discussed based upon the implications of the findings and other 21st century themes.
format	article
author	Fabian Gunnars
author_facet	Fabian Gunnars
author_sort	Fabian Gunnars
title	A large-scale systematic review relating behaviorism to research of digital technology in primary education
title_short	A large-scale systematic review relating behaviorism to research of digital technology in primary education
title_full	A large-scale systematic review relating behaviorism to research of digital technology in primary education
title_fullStr	A large-scale systematic review relating behaviorism to research of digital technology in primary education
title_full_unstemmed	A large-scale systematic review relating behaviorism to research of digital technology in primary education
title_sort	large-scale systematic review relating behaviorism to research of digital technology in primary education
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/9f4738aeef39420f880f24cf8279f34a
work_keys_str_mv	AT fabiangunnars alargescalesystematicreviewrelatingbehaviorismtoresearchofdigitaltechnologyinprimaryeducation AT fabiangunnars largescalesystematicreviewrelatingbehaviorismtoresearchofdigitaltechnologyinprimaryeducation
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A large-scale systematic review relating behaviorism to research of digital technology in primary education

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