ICT in science didactics in Spain: a systematic review in relation to the treatment of digital skills

Abstract

ICTs have created new possibilities in science teaching, but their effective integration in the classroom is a challenge, which highlights the importance of teachers’ digital competences development. In order to know about the incorporation of ICTs in science teaching in Spanish education, a bibliographic review has been carried out in six prestigious journals of Science Education. The results show that in the period from March 1983 to December 2019, 202 articles referring to ICTs have been published. The analysis and categorization of these publications allow us to conclude that significant contributions have been made in areas such as digital pedagogy, professional commitment, and digital resources; although it is also relevant that greater attention is required in relation to the evaluation and promotion of students' digital competence.