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uses of ICT in Finnish and Chilean schools: A systematic review  \nÁngela Novoa-Echaurren 1  \n 0000-0002-0694-9044  \nAlejandra Canales-Tapia 2  \n 0000-0001-6433-4366  \nLinda Molin-Karakoç 3*  \n 0000-0002-7907-6993  \n1 Universidad de Los Andes, Santiago, CHILE  \n2 Holistik Educación e Innovación, CHILE  \n3 University College London, London, UNITED KINGDOM  \n* Corresponding author: [linda. molin-karakoc.17@ucl.ac.uk](linda. molin-karakoc.17@ucl.ac.uk)  \nCitation: Novoa-Echaurren, Á ., Canales-Tapia, A., & Molin-Karakoç, L. (2025) . Pedagogical uses of ICT in Finnish and Chilean schools: A systematic review. Contemporary Educational Technology, 17(1), ep561. [https://doi.org/10.30935/cedtech/15828](https://doi.org/10.30935/cedtech/15828)  \nARTICLE INFO ABSTRACT  \n\n| Received: 21 Aug 2024\u003Cbr>Accepted: 19 Nov 2024\u003Cbr>INTRODUCTION | Rapid technological developments have heightened global interest in pedagogically sound uses of information and communication technologies (ICTs) in education. However, universal principles for ICT integration need to better align with the local realities of teachers and schools for optimal uptake. Using Chile and Finland as case studies, this research summarizes, appraises, and synthesizes literature on teachers’ ICT uses before and during the pandemic. Adopting a‘glocal’ framework (Manca et al., 2021), the study identifies local and global trends in ICT uses, including potential research shifts that carry implications for both theory and practice. A systematic literature review was conducted to examine Finnish and Chilean teachers’ ICT uses as reported in studies across five databases. The search was limited to peer-reviewed, Englishlanguage publications over a thirteen-year period and yielded 26 high-quality papers that were analyzed using meta-aggregation. Findings reveal that the reported ICT uses depended on the research methods employed to study these where qualitative studies documented innovative uses and quantitative studies more traditional uses of ICT. During the pandemic, research shifted to focus more on teacher experiences with Finnish studies highlighting positive ICTrelated experiences and Chilean studies negative experiences including teachers’ lack of training and practical issues. Based on the findings, recommendations are given to continue to enhance ICT integration both locally and globally.\u003Cbr>Keywords: ICT integration, pedagogical uses of ICT, systematic literature review, COVID-19 pandemic, Finland, Chile |\n| --- | --- |\n\nThe rapid growth in digital technologies has increased interest and pressure on their pedagogical integration into education. While several theoretical and practice-oriented frameworks (Crompton & Burke, 2020; Koehler et al., 2013; Laurillard, 2012) have been introduced to aid the pedagogically sound adoption of information and communication technologies (ICTs), the plethora of existing approaches and terms used (e.g., ICTs, digital technology, digital devices, media) reflects the dynamic nature of ICTs and sound ICT integration (Livingstone, 2012). As a result, what is ‘pedagogical’ in the pedagogical uses of ICTs continues to cause debate concerning theories of technology-enhanced learning and possible contextual factors influencing technology  \nAn earlier version of this paper has been presented at the IAFOR European Conference on Education, 2023 by the first author.  \nuse among teachers (Bond et al., 2019; Tondeur et al., 2017) . This complexity is frequently overseen in research on ICT integration in education, yet complicates questions of ‘why’, ‘what for’, and ‘ how’ digital technologies should be adopted.  \nAs opposed to decontextualized frameworks, a dynamic view of ICT integration suggests that appropriations of digital resources for teaching and learning must happen in concert with educational needs and goals on the ground. In t","cbCaifZdPud869yC","https://ap.wps.com/l/cbCaifZdPud869yC","pdf",359030,"English","# Introduction\n## Pedagogical debates and contextual factors\n## Glocal approach for ICT integration\n## Study focus on Chile and Finland\n## Research gaps and comparative aims","[{\"question\":\"What is the purpose of the systematic review in this study?\",\"answer\":\"To summarize, appraise, and synthesize literature on teachers’ pedagogical uses of ICT in Finland and Chile before and during the COVID-19 pandemic.\"},{\"question\":\"How were the studies selected and analyzed?\",\"answer\":\"The review searched five databases for peer-reviewed English-language publications over a thirteen-year period, yielding 26 high-quality papers analyzed using meta-aggregation.\"},{\"question\":\"What changed in ICT research focus during the pandemic?\",\"answer\":\"Research shifted to emphasize teacher experiences, with Finnish studies highlighting positive ICT-related experiences and Chilean studies reporting more negative experiences such as limited training and practical issues.\"}]","Pedagogical uses of ICT in Finnish and Chilean schools - A systematic review | PDF",1792090698]