Emerching technology

Paper—Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published…
Emerging Technologies (ETs) in Education:
A Systematic Review of the Literature Published
between 2006 and 2016
https://doi.org/10.3991/ijet.v12i05.6939
Edgar Andrés Sosa Neira
University of Balearic Islands (UIB), Bogotá, Colombia
easosan@gmail.com
Jesus Salinas
University of Balearic Islands (UIB), Palma de Mallorca, Spain
jesus.salinas@uib.es
Barbara de Benito Crosetti
University of Balearic Islands (UIB), Palma de Mallorca, Spain
barbara.debenito@uib.es
Abstract—This study systematically reviews, classifies and synthesizes the
research related to Emerging Technologies (ETs) in the field of formal educa-
tion between 2006 and 2016, aiming to identify areas of uncertainty for future
research. In addition, this study is a tool to guide teachers in their decision mak-
ing when incorporating technologies in the classroom. The research approach
was mixed and it analyzed 288 studies that met the inclusion criteria. Results
show that all the studies aimed to improve and to transform the different educa-
tional processes through the incorporation of ETs. The most used methodology
was qualitative research; the survey was the most widely used instrument; the
most affected population was the students in the context of higher education;
the competences to improve was critical thinking, followed by problem solving,
collaborative work, creative thinking, and decision-making. Emerging Technol-
ogies (ETs) are contextual, adaptable, evolving, ubiquitous, disruptive, innova-
tive, complementary and generate a degree of uncertainty, they can be complex,
accessible, functional, easy to use, interactive and it found that Web 2.0 tech-
nologies are the most used in the studies.
Keywords—Emerging Technologies, Education, Learning, Teaching
1 Introduction
Technology can be defined as "a collection of systems designed to perform some
functions", [1] at a certain time and place, meaning that it constructs and adapts
artifacts or tools in order to facilitate the daily life of human beings. Therefore, incor-
128 http://www.i-jet.org

porating technologies in the classroom is not something new; in fact, teachers have
always used technology to support their teaching and learning processes.
In recent years, these technologies have been given various names; such as Infor-
mation and Communication Technologies (ICT), Technologies in Education, Digital
Technologies, New Technologies of Information and Communication (NTIC), Tech-
nologies of Learning and Knowledge, Technologies for Empowerment and Participa-
tion and Emerging Technologies (ETs). Without having to define each one, it is well
known that all of them aim to improve educational processes.
The term of ETs was used for this review and it was conceptualized based on the
contributions of several authors; such as Day and Schoemarker [2]; Velesiatnos [3];
Rotolo et al. [4] and Kabugo et al. [5]. They state that ETs should produce a radical
change in learning processes. They also point out that not every new technology is
necessarily emerging technology; for instance, there are "old" technologies that may
be emerging in some contexts, they are disruptive technologies, which are adopted in
the future and have a certain Degree of uncertainty and ambiguity.
According to the ideas mentioned above, ETs refers to resources, artifacts, tools,
concepts and innovations associated with digital, that have a disruptive potential to
transform or generate changes in the processes where they are used, regardless of
whether these are new or old technologies.
This definition applies to any field, for example, in education, ETs are expected to
transform or generate changes in different educational processes.
Thus, this work reviewed, classified and synthesized research related to the ET in
the field of formal education based on the following questions:
• What are the objectives, methodologies, instruments of data collection and popula-
tions used in the studies related to the ETs in the field of formal education?
• What competences or skills do you want to improve when incorporating ETs in the
classroom?
• What are the characteristics of ETs?
• What types of ETs are used in the field of education?
2 Method
The Systematic review and analysis was performed between May 2016 and early
January 2017 using two electronic databases: Scopus and Web of Science. The review
process followed 4 phases: in the first one, the inclusion and exclusion criteria were
determined; in the second one, the search strategy was performed, in the third one, the
search was debugged and the articles to read were chosen; and finally, in the fourth
phase, the data was codified and analyzed in a quantitatively and qualitatively. Each
phase will be described below.
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2.1 Phase 1: Inclusion and exclusion criteria
The inclusion criteria for the systematic review were: using Emerging
Technologies in the educational field as a main condition; being part of the formal
educational context; having the complete study and availability for later reading;
publishing must have been made between January 2006 and December 2006; being
part of the field of social sciences and the type of document must be an article,
conference, review or article in press. The exclusion criteria were: journals or
conference proceedings where fewer than three articles related to the subject of the
review were published, and ETs being used for non-educational purposes.!
2.2 Phase 2: Search strategy
The search strategy considered 2 major fields: Emerging Technologies and Educa-
tion, based on terms or key words such as: ("emerg* technolog*" OR "technolog*
emerg*") AND (educa* OR learn* OR teach* OR pedagog* OR student* OR for-
mation OR instructi* OR school OR college OR university OR classroom).
In the Scopus database, the search was limited only to the title, abstract and the
keywords, whilst Web of Science was limited by the subject. Both of them included
the criteria of being articles of area of social sciences, the years of publication and the
type of document.
2.3 Phase 3: Search Debugging
742 records were obtained in Scopus, 1035 were obtained in Web of Science, for a
total of 1777. 266 of those records were duplicates, leaving a number of 1511. After
that, the reading of the abstracts was carried out and 572 articles were accepted based
on the inclusion criteria. Journals or conferences with less than three publications
related to TEs and the educational field were excluded from that group, leaving a total
of 288 articles to read and analyze.
2.4 Phase 4: Coding and analysis of data
As mentioned above, the analysis process was performed quantitatively and quali-
tatively according to the following categories: year of publication, type of document,
objective or purposes of the research, study methodology, data collection instruments,
affected population, skills or abilities, characteristics, ETs used and type of learning.
The studies were coded according to the previous categories through a content
analysis in Microsoft Excel. It is important to mention that some studies were placed
in more than one category due to their relevance; and the quantification of the data
was performed after having read them all.

3 Results
Initially, a quantitative analysis is presented to provide an overview of published
studies according to the criteria: year of publication and type of document. Subse-
quently, the results of each of the research questions were presented quantitatively
and qualitatively, based on the codification of the categories.
3.1 Articles published per year
Considering the 288 articles related to ETs in the field of formal education between
2006 and 2016, figure 1 shows that the number of publications year after year is
maintained or grows relatively little. This suggests that the topic of ETs in the field of
formal education has been a subject of interest by researchers in recent years.
Fig. 1. Number of publications per year
3.2 Type of document
The type of documents that have been used to disseminate research and
experiences related to the subject of this systematic review has been the conference
papers, followed by articles, reviews and articles in press, as shown in figure 2.
Fig. 2. Type of document
The results according to the research questions are presented below.
16 15 19 23 29 28 38 34 31 32 23
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Number of publications per year
Conference
papers;
[VALOR]Articles;
[VALOR]
Reviews;
[VALOR]
Articles in
press;
[VALOR]
Document Type
iJET ‒ Vol. 12, No. 5, 2017 131

3.3 Research question 1: What are the objectives, methodologies, instruments
of data collection and populations used in the studies related to the ETs in
the field of formal education?
Objectives: the studies in this review were initially classified into two fields; the
general one (80.2%, 231 studies) and disciplinary one (19.8%, 57 studies). The
general field refers to technologies such as mobile devices, web 2.0 technologies,
augmented reality, etc., where the vast majority of the resources are oriented to
describing, analyzing, understanding or proposing an effective and efficient use of
ETs in the educational context from different perspectives. Finally, the disciplinary
field refers to technologies such as nanotechnology, green energy, molecular biology,
etc., and all of these focus mainly on teaching that particular technology. Regardless
of the classification, all the studies aim to improve and transform different educational
processes.
In the general field, it was found that there is a heterogeneity of the objectives, as
shown in table 1.
Table 1. Classification of general field studies
Classification # %
General aspects 69 29,9%
Design 37 16%
Perceptions 33 14,3%
Evaluation 31 13,4%
Development 29 12,6%
Models/approaches/methodologies/ frameworks 20 8,7%
Teacher training 12 5,2%
In general aspects, there is a group of studies that make evident the positive and
negative factors of the incorporation of ETs in the educational context. Thus, 25.4%
specify and describe the advantages/disadvantages or facilitators/barriers or limita-
tions (e.g., [6]), 9% only show the advantages (e.g., [7]), 3% apart from describing the
advantages, they provide recommendations (e.g., [8]), 17.9% propose only
recommendations (e.g., [9]), 4.5% explore the benefits (e.g., [10]), 3% understand the
challenges (e.g., [11]) and 3% justify the need to incorporate ETs in educational
processes (e.g., [12]).
Another group of studies corresponding to this classification offers an X-ray of the
current status of ETs (13.4%), from systematic reviews (e.g., [13]) to the use of ETs
by different participants in education (e.g., 14]). Additionally, 10.4% describe how
ETs is being used in teaching and learning processes (e.g., [15]).
Finally, it was found that 4.5% of the articles conceptualize the ETs from different
visions (e.g., [3]); 3% they evidence the change generated in educational processes by
incorporating ETs (e.g., [16]); 1.5% describe the evolution of ETs in the field of edu-
cation [17]; 1.5% describe, interpret and explain the reflections teachers make about
the use of ETs in teaching (e.g., [18]) and 3% present the feelings experienced by
different participants of the learning process when using ETs (e.g., [18]).

37 studies were found in design. 78.4% were designed to implement and evaluate
the different strategies used to incorporate different ETs in the classroom (e.g., [19]),
16.2% only designed the incorporation strategy, 2.7% designed and implemented a
strategy but did not evaluate it (e.g., [21]) and 2.7% designed a strategy which was
not implemented but it was evaluated from the perspectives of a participant of the
educative process (e.g., [22]).
In perceptions, 33 studies tried to identify and analyze the perceptions of use of the
TE of different educational participants as students (e.g., [23]) and teachers (e.g.,
[24]).
31 studies were found in the evaluation and they were classified into two: 58.1%
incorporate an ET and then evaluate the efficiency in the educational context from
different learning and teaching processes (e.g., [25]) and 41.9% are responsible for
generating strategies to evaluate a ET, for example the study of Ashford-Rowe and
Holt [26] propose a matrix to determine which ET can be more effective within the
institution to improve teaching and learning processes. The study by Steiner et al. [27]
creates a framework for evaluating ETs and the Krusberg study [28] evaluates three
ETs from the interdisciplinary perspective of the cognitive science.
29 studies were found in the development. They were classified into two groups:
82.8% developed applications using ETs. For example Kevan and Ryan [29] used the
emerging technology (ET) API to generate applications for learning, Herrera et al.,
[30] designed mobile applications to improve generic competencies and Navarro et al.
[31] developed serious games using open-source tools and 17.2% of the studies not
only developed the application but also implemented and evaluated it (e.g., [32]).
20 studies were found in models, approaches, methodologies or frameworks. 25%
develop or propose a model for incorporating ETs into the classroom (e.g., [33]); 10%
use existing models to incorporate ETs (e.g., [34]). In approaches 35% focus on stud-
ying new teaching approaches and this way guide the incorporation of ET (e.g., [35]).
20% generate frames for integrating or adopting ETs (e.g., [36]). In methodology, 5%
of the studies propose a methodology for the design, implementation and evaluation
of resources (e.g., [37]) and 5% only design a methodology to include ET in the edu-
cational context (e.g., [38]).
Finally, in the classification carried out in the general field, there are studies related
to teacher training, of which 50% design a teacher training strategy to incorporate ETs
in their educational practice (e.g., [39], [40]) and the other 50% not only design the
strategy but also evaluate it (e.g., [41]).
In the disciplinary field, it was found a diversity of objectives, as shown in Table 2,
the largest number of studies in the disciplinary field aim to design, implement and
evaluate strategies for teaching of disciplinarian ETs (e.g., [42]), followed by those
that demonstrate the need to update a different Curricula, according to the global
needs and new competencies that students need to have in a changing work environ-
ment (e.g., [43]). Those related to the design of strategies for teaching ET disciplines
are next. For instance, the study by Partido et al., [44] which teaches the use of the
dental endoscope and Flynn and Katz [45] who design courses in disciplinary areas so
that students learn to use ETs. In a smaller amount of studies appear the ones which
use used disciplinary ETs, for example the use of the synthetic chemistry or the use of
iJET ‒ Vol. 12, No. 5, 2017 133

laboratories based on cyber-physical systems within the educative context; a discipli-
nary TE is developed (e.g., [46]); strategies are designed for teacher training in the
use of disciplinary ETs in the classroom (e.g., [47]); the perceptions of different ac-
tors on the disciplinary TEs (e.g., [48]) are determined and describe the advantages,
disadvantages, strengths or weaknesses of disciplinary ETs.
Table 2. Objectives of the disciplinary field studies
Objectives # %
Design, implement and evaluate strategies for teaching of disciplinarian Ets 24 42.1%
Curriculum - Need to update 13 22.8%
Design of strategies for teaching ET 7 12.3%
Used disciplinary ETs 4 7.0%
Development of ETs 3 5.3%
Teacher training 2 3.5%
Perceptions 2 3.5%
Advantages/disadvantages, strengths/weaknesses 2 3.5%
Research methodology: From 288 studies, only 37.5% (108) used a quantitative,
qualitative or mixed research methodology, as presented in figure 3.
!"#$%&$ Research Methodology!
Within qualitative research, the case study was the most widely used (e.g., [7]),
followed by design-based research [36], then there is a great diversity in
methodologies such as action research, literature review , phenomenological studies,
ethnographic studies, among others, which were not used by more than 4 studies.
In quantitative studies the experimental method was the most widely used (e.g.,
[44]), followed by the quasi-experimental method (e.g., [49]), other studies use an
exploratory [50] and descriptive scope [51]. In mixed studies the quasi-experimental
method was the most widely used (e.g., [52]), followed by the case study (e.g., [15],
[42]).
Data collection instruments: Table 3 shows the instruments used to collect in-
formation. It is important to clarify that the total does not correspond to the total
number of studies, because this study used several instruments for data collection
(e.g., [50], [9]).
Qualitative;
41.7%
Quantitative;
34.3%
Mixed; 24.1%
Research Methodology

Table 3. Data collection instruments
Instruments # %
Survey 84 36.5%
Interview 38 16.5%
Observation 31 13.5%
Questionnaire 21 9.1%
Products generated 20 8.7%
Pre – post test 19 8.3%
Focus groups 14 6.1%
Rubrics 3 1.3%
Table 3 shows that the survey is the main instrument of data collection, followed
by the interview (semi-structured, structured) and then, the observation (participant
and non-participant). On the other hand, the questionnaire, the products generated
within the research by some of the participants of the educational process, the pre-
post test and the focus groups were used to a lesser extent and finally studies were
found that used rubrics to collect information (e.g., [51])
Populations: initially, the articles were cataloged according to the educational
context of the application in order to classify the affected population found in the
studies. These were divided into primary education, secondary education, tertiary
education (higher education) or some combination. A Context of general application
that can be used at any educational level was found. Figure 4 shows the educational
context of the 288 articles.
Fig. 4. Educational Context
As shown in Figure 4, 66.3% of the studies have their context of application in
higher education and correspond to undergraduate, specializations, masters and doc-
torates (e.g., [41]); 20.5% are general context, meaning that their objectives and re-
sults can be used at any educational level (e.g., [53]); 9.7% are from the context of
secondary education and belong to levels from high school to k-12 (e.g., [19]); 1.4%
corresponds to the context of primary (pre-school, first, second, third, fourth and fifth
education) (e.g., [9]); additionally, the 1.4 % belongs to secondary and higher
""#$%!
&'#(%!
)#*%! '#+%!
,#+%!
)#*%!
Higher
education
General Primary
education
Primary
education and
Secondary
education
Secondary
education
Secondary
education and
Higher
education
Educational Context
iJET ‒ Vol. 12, No. 5, 2017 135

education (e.g., [25]) and 0.7% between primary and secondary education (e.g., [39]).
The latter two percentages mean that the affected population is from both types.
Once the studies were classified according to the educational context of applica-
tion, they were related to the type of population. The largest number of studies affect-
ed students of higher education, followed by students in secondary, general, primary
and secondary and higher education, in this classification are students with special
needs (e.g., [54]) and future teachers (e.g., [22]). In a smaller amount, the general
population appears and as stated above, it means that its objectives and results can be
applied in any population (e.g., [35]).A number of studies have also affected higher
education teachers (e.g., [41], [15]), secondary (e.g., [47]), primary (e.g., [9]) and
general context ], [33]). Additionally, we found 2 studies that affect the institution and
1 that is related to the instructional designer, as shown in table 4.
Table 4. Type of affected population
Educational
Context
Affected population
Instructional
designer
Teachers Students
Students and
teachers
General Institution
# % # % # % # % # % #. %
Higher
education
1 0.3% 28 9.7% 117 40.6% 14 4.9% 30 10.4% 1 0.3%
General 9 3.1% 13 4.5% 2 0.7% 34 11.8% 1 0.3%
Primary 3 1.0% 1 0.3%
Primary and
Secondary
1 0.3% 1 0.3%
Secondary 7 2.4% 16 5.6% 3 1.0% 2 0.7%
Secondary
and Higher
education
1 0.3% 3 1.0%
Total 1 0.3% 46 16.0% 152 52.8% 20 6.9% 67 23.3% 2 0.7%
3.4 Research question 2: What competences or skills do you want to improve
when incorporating ETs in the classroom?
Regardless of population type, the competencies or skills that aimed to be
improved by incorporating ETs in the classroom were: critical thinking 20.5% (e.g.,
[52]); 15.9% problem solving (e.g., [55]); 15.9% collaborative work (e.g., [56]);
13.6% communicative competence (e.g., [45]); 9.1% creative thinking (e.g., [57]);
6.8% decision making (e.g., [55]) The competences or skills rarely used in the studies
are: learning to learn; disciplinary skills; interpersonal skills; spatial thinking; a
second language acquisition; skills specifically in the use of ETs; higher order skills
and overall skills, each one represents 2.3% of the studies. It is important to mention
that not all the studies tried to improve competences or skills. In this section, only
those where the author explicitly or implicitly mentioned the competence or ability to
improve are considered.

3.5 Research question 3: What are the characteristics of the ETs?
As in the previous section, only those studies where the author explicitly or
implicitly mentioned some characteristics of the ETs were placed in this space, we
found 13 characteristics, as described below:
The most mentioned characteristic was that the ETs are contextual, that means they
depend on the context (e.g., [5]), which implies that a technology is emerging when it
is used in a context for the first time or it is being used in a new Way [24].
According to the above mentioned characteristics, an ET is not necessarily new [3]
and what is emerging in one context may have already been used in another. Another
characteristic is the ability of ETs to be adapted according to the context [56] and the
context has to be adapted to the technology. This characteristic allows the participants
of the educative process to generate different strategies of incorporation of technology
in the classroom. Because of motivations or interests, ETs can be adapted to improve
various educational processes depending on the needs.
The ETs and the forms of incorporation also evolve. They are continuously
changing and updating according to the context (e.g., [13], [24]). This characteristic
generates challenges like training the participants of the learning process in the use of
ETs and thus, get the best from them. ETs are ubiquitous (e.g., [33]), they are present
everywhere and overcome spatio-temporal constraints [20].
In addition, ETs are disruptive (e.g., [58]), that is, they have the ability to disrupt
the educational context and change or update educational practices for the benefit of
learning and teaching. This leads to another characteristic, they are innovative [59])
because they produce changes or transformations in the school from different pro-
cesses. Besides, ETs are complementary in educational processes (e.g., [55]) by
providing new forms of teaching for students to acquire the necessary skills to devel-
op in this globalized world.
ETs generate a degree of uncertainty regarding their use (e.g., [48]), this feature is
generally associated with failure to incorporate ETs into the classroom, by not being
sure if its use will effectively improve educational processes. Also ETs are complex
(e.g., [60]) because of a process of constant reflection on the advantages of using
them in a particular context.
Finally, other authors mentioned that ETs should be accessible, functional, easy to
use and interactive to achieve changes in the classroom; and regardless of the ETs,
these should generate: motivation [32]; Reflection [37]; Interaction [49]; Autonomy
[19]; Feedback [42]; Improvement of competencies [39] in the educational context.
3.6 Research question 4: What types of ETs are used in the educational field?
As mentioned at the beginning of the results section, the ETs were classified in
two: general ET and disciplinary ET. The findings corresponding to each one are
presented as follows. Just as the previous question, it only relates the studies where
the author mentions ET.
General ETs: Initially they were categorized in four aspects: the first one corre-
sponds to the studies where a software is mentioned (computer programs); the second
iJET ‒ Vol. 12, No. 5, 2017 137

one is where the hardware (devices) is used; the third one is the combination of both
software and hardware, and the last aspect is others. In Figure 5 we can see the distri-
bution of each aspect.
Fig. 5. Classification of ETs
In the software aspect, there are programs that allow users to perform a specific
task. The most mentioned software was web 2.0 technologies (blogs, podcasts, social
networks, among others) with 52.9%. 16.9% represent the programs that offer a direct
or indirect real world view to users (virtual worlds, Virtual reality, etc.), 14.5% corre-
spond to application programs (mobile applications, java script, html5, etc.), 9.8% are
educational platforms (LMS as Moodle), 3.1% are games, Games on Facebook, etc.),
1.6% are educational resources (tutorials, open resources) and finally, 0.8% represent
software that uses 3D technology (3D animations).
Within the Web 2.0 technologies it was found that: 43.7% are programs that are
used to generate content in various formats: texts shared through google docs; Images
as photojournal; audio through podcasts; video and shares via YouTube; multimedia
like the construction of wikis in a collaborative way and finally, blogs to generate and
transmit knowledge on behalf of students or teachers; 23.7% correspond to social
networks; 12.6% generally refer to web 2.0 technologies; 8.1% are programs , such as
Skype, chats, forums, text messages, among others, which allow communication
between participants of the learning process; 5.9% allows social bookmarking or
social bookmarking like delicious and diigo; 2.2% combine several tools to create
personal learning environments (PLE); 1.5% use digital portfolios to carry evidence;
0.7% represent the programs to save information as google drive; 0.7% uses various
web 2.0 tools to generate learning communities; Finally 0.7% of the technologies of
Web 2.0 correspond to programs that allow users to have updated information through
the RSS.
Programs that allow a direct or indirect view of the real world are: 44.2% virtual
worlds such as second life; 16.3% virtual laboratories; 11.6% the simulators; 11.6% is
virtual reality technology; 9.3% immersion environments and 7% use immersion
technology to improve educational processes.
In the application software, it is found that 70.3% are specific programs to perform
some functions such as java script or scratch or programs to capture screen shots of
what the student is doing for later assessment; 16.2% are programs to generate con-
ferences or videoconferences and 13.5% are mobile applications. In educational plat-
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Software
Hardware
Combination
Others
Classification of ETs

forms, 72% correspond to learning management systems (LMS) such as Moodle; 16%
correspond to mass online courses (Moocs) and 12% are technological, social and
educational platforms such as Edmodo. Finally within the software aspect are games
with 3.1%, with 1.6% educational resources and 0.8% 3D Technology.
In the hardware aspect, there are the devices used in the studies. 79.5% are all mo-
bile devices (smartphones, tablets, laptops); 6.8% correspond to devices that use 3D
technology as 3D printers and 13.6% are other devices such as blackboards and multi-
touch tables.
In the combination of software and hardware, 76.9% corresponds to augmented
reality studies and 23.1% to the use of programs and devices that use 3D technology.
In the other aspect, there are technologies that refer to innovations to improve
learning and teaching processes, for example CALL (computer assisted language
learning); Affective computing in learning; Learning analytics among other
innovations.
Disciplinary ETs: Due to the diversity of the disciplinary ETs, they were
classified according to the objectives mentioned in the finding of question 1. The
greatest number of ETs are found in the studies whose objective was to highlight the
need to update the curricula to the current demands of the context. The technologies
used in this objective were: Technical Animation; Software Engineering; Building
Information Modeling (BIM); Instrumentation and Control; Biotechnology; Internet
of Things; Trustworthy Computing; Interactive Multimedia; Entertainment
Computing; Nanotechnology; Service Computing; Storage Area Networks; Grid
Computing; Robotics; Ubiquitous computing; Automation; Biomedical equipment;
Cyber-Physical Systems; Lean or advanced manufacturing; Mechatronic technology;
Photonics; Proactive Environmental Management; Construction Graphics; Wireless
sensor network (WSN) and Human-computer interaction (HCI) in the mobile
environment.
The following technologies were used in the objective of designing, implementing
and evaluating a strategy to teach a disciplinary ET: Bioengineering; Nanoelectronics;
Cybernetics; Nanotechnology; Cloud Computing; Virtual Reality; Energy Harvesting;
Wearable Technology; Home Automation; Software Defined Networking; Dental
Endoscopy; Wireless Networks; Energy; Robotics; Molecular Genetic; Software
Defined Radio (SDR); "Green" reinforced concrete structures; Electric vehicles;
Wearables; Logic and the Energy harvesting for continuously powering sensor net-
works.
The ETs used for the design of teaching strategies are: Computer graphics; Com-
posite materials; 3D Scanning; Microfluidics; Photonics; Sensors; Internet of Things;
Web Technologies and Java. The Alternative Energy, Green Energy, Modern Manu-
facture, Nanotechnology and Fuel Cell were used to design teacher training strategies.
Nanotechnology was used to look at perceptions about ET. The cone beam computed
tomography and Emerging Writing Assessment Technologies were used to determine
the advantages / disadvantages or strengths / weaknesses of these. Finally, the pocket
labs based on cyber-physical systems and Synthetic chemistry were used within the
educational context to improve some skills or competences.
iJET ‒ Vol. 12, No. 5, 2017 139

4 Discussion and conclusions
ETs, have been a subject of interest for researchers and teachers in formal educa-
tion. This is due to the challenges that have existed and will exist in society in the
educational field. One of these challenges has been the incorporation of Technology
in order to improve the different educational processes; so the role of research in this
field is to ensure the adoption of technologies for the transformation of educational
practices [6], in addition, it is the responsibility of both researchers and teachers to
communicate and publish their results and thus build and rebuild the field of educa-
tional technology. Thus, this systematic review reviewed, classified and analyzed
studies related to emerging technologies in the field of education between 2006 and
2016 with the purpose of identifying areas of uncertainty for future research, and it is
a tool for teachers to make decisions when incorporating technology in classrooms,
taking into account the experiences of other people, based on a process of reflection
on those studies in order to be able to generate their own strategies of incorporation.
The following is the discussion, conclusions and some recommendations according to
the findings found in each of the questions.
4.1 About question 1
All studies aimed to improve and transform the different educational processes
through the incorporation of ET from two visions, one general and the other
disciplinary: the first is oriented studies in describing, analyzing, understanding or
proposing an effective and efficient use of ETs and the second focuses mainly on the
teaching of disciplinary technologies. In general terms, the greatest number of studies
are found due to the fact that there is significant commitment on behalf of the
participants of the learning process to integrate ET into their educational processes.
Following this line the studies that stand out are: studies that show the positive and
negative factors of incorporation technology and the current state of the ET; the
different strategies of incorporating ET in the classroom were designed, implemented
and evaluated; perceptions about the use of ET were studied; the efficiency of the ETs
was evaluated; ET was developed and subsequently applied; we described models,
approaches and methodologies to incorporate ET, just like those related to the design
of training strategies for teachers. In the disciplinary view, the studies stand out by:
the design, implementation and evaluation of a strategy to teach a disciplinary ET and
the need to update the curricula according to the changes of the context. In addition,
all studies had two implicit purposes. The first one is to allow researchers and
teachers not to start their research and implementations from scratch because they can
learn from the successes and errors of these studies [62] and the second one is to
improve the educational quality of the countries generating diverse strategies of
incorporation of technology in the classroom.
It is evident that there is a great diversity of objectives related to the object of study
of this systematic review. This does not mean that the issue is already solved. On the
contrary, due to the social and technological changes it is necessary to continue inves-
tigating on the incorporation of ET in educational processes, either with the achieved

goals or new ones as: generate new teaching methods [19]; design strategies for TE
incorporation [29]; Develop new assessment tools [63]; generalize more the findings
in different studies [16] among others. However, regardless of the purpose of the
study, everyone should aim for good quality education for all.
As for the research methodology, the qualitative was the most used, followed by
the quantitative and the mixed. Within the qualitative methodology, the study case
was the most used because "it adapts to each reality and acquires specific modalities
depending on its context and purpose" [64] in incorporating TE, but it has some
disadvantages: its findings cannot be generalized and the subjectivity of the researcher
in the results [64]. Design-based research was also used to establish "the relationships
between educational theory, designed artifact and practice to improve learning, create
useful knowledge, and advance the construction of theories about learning and
teaching in environments Complex"[65] and especially in environments where
technology is incorporated.
In the quantitative research, the experimental method was the most widely used,
because it allowed researchers to compare between: conventional teaching
methodologies and teaching methodologies using ET (e.g., [19]); Groups exposed to
an ET and not exposed (e.g., [23]) and between conventional and ET technologies
(e.g., [66]), one of the advantages of using the experimental method is that it allows
researchers and teachers to determine whether the design and implementation of the
strategy produces significant changes in the groups and thus, establish whether the
incorporation of ET improves or not the educational processes through the use of
statistics.
In mixed investigations, the quasi-experimental method was the most used. This
may be because they are feasible, can be made in small units; facilitate the
development of studies in natural environments and causal relationships and can be
inferred among the variables investigated. Among its limitations, it was found
population selection bias, due to the lack of randomization and the lack of control of
unexpected variables that can alter the results of the study [67].
Regardless of the chosen research approach, it is necessary to carry out "systemat-
ic, critical and empirical processes that are applied to the study of a phenomenon or
problem" [68] related to the incorporation of ET in educational processes to achieve
validity in the educational community. It is recommended to consider longitudinal
investigations to analyze the changes through time, because in this systematic review,
the studies found were mainly transactional or transversal.
The instruments for data collection in this systematic review were 8 (surveys, in-
terviews, observations, questionnaires, student generated products, pre-post tests,
focus groups and rubrics), regardless of instrument, it is important to achieve a high
degree of reliability, validity and objectivity because the analysis to reach the objec-
tives of the investigation is based on the obtained data [68]. Likewise, the results
obtained in this review confirm the findings of research on the review of trends in
mobile learning studies, where most studies adopted the survey as the main tool for
data collection [13].
On the other hand, the most affected population in the studies were the students
and specifically the students of higher education. This may be because universities
iJET ‒ Vol. 12, No. 5, 2017 141

generate incentive plans for teachers, for publishing their studies (e.g., [69]),
something that doesn’t happen much in primary and secondary levels. For this reason
policies must encourage more publication of experiences and research by teachers, in
order to be able to find deeper studies related to the primary and secondary. It was
also found that very few studies affect teachers, so it is necessary to carry out research
where different training strategies are designed for the incorporation of ET, based on
their own contextual needs, become aware of the new options provided by ET to
improve the processes of teaching and learning [70] and reflect on their use in the
classroom [71].
According to the results obtained in this aspect, there is a concern regarding im-
provements or ways to strengthen the different abilities and competences of students
and teachers, based on diverse strategies to apply ET in the classroom, especially
those skills and competences of the 21st century, such as critical thinking, problem
solving, collaborative work, communicative competence, creative thinking, decision-
making, among others, to learn, work and live efficiently and effectively in 21st cen-
tury [52].
On the other hand, the rapid changes of technology become a challenge for the par-
ticipants of the learning process and the creation of innovating training plans to inte-
grate new technologies [43]. Also, more training is needed regarding the skills needed
to face the challenges and problems that emerge from a complex and changing world.
In order to achieve the objectives, educators must develop lifelong learners who have
the ability to innovatively apply competences to new situations [35].
Technology is considered emergent if it has several characteristics, for example
Veletsianos [3] described five and Backhouse [24] mentions 6, comparing the 2
previous authors and the findings of this study, they have 3 characteristics in
common: to be contextual; to be continuously evolving and to be disturbing or
disruptive. In this review we found 10 additional features: the ability to be adapted to
the needs of the context; to be ubiquitous; Innovative; to have a degree of uncertainty
regarding its use; to be complex; complementary; accessible; functional; easy to use
and interactive.
On the other hand, Veletsians [3] stated that "ETs have not yet been understood
and investigated enough". Taking into account that ET are contextual and the number
of studies found in this review , this assertion is not necessarily truth, because there
are researches carried out based on the design, development, implementation and
evaluation that allow ET to be understood. Besides, due to technological advances,
new technologies will always be a subject of investigations. This implies a challenge
to researchers and teachers, which is carrying out studies to understand ET from
different aspects.

In the review of the studies, a great diversity of ETs was found, but only two
groups were highlighted. The first one corresponds to the software programs and the
second to the devices (hardware). Both groups with the purpose of improving the
educational processes. In the software web 2.0 technologies (blogs, wikis, social
networks, etc.) were the most used because they are accessible and available at low
costs and some applications are free, they are easy to implement and use, optimize
time, access and navigation costs [72]. In the hardware, the mobile devices are the
ones that stand out. This is because there has been an increase in the use of them by
all educational participants and their characteristics such as portability, ubiquity and
connectivity [73] allow to generate different strategies to incorporate these devices in
different contexts.
It was also found that TE disciplines are developed for specific fields such as
nanotechnology, green energy, biofuels, etc., and these are generating the need to
update and create new curricula [74] to be in accordance with the new social
challenges. In addition, teachers should design, implement and evaluate different
teaching strategies related to the effective management of these technologies [42] so
that students can use their skills and competencies in solving problems.
Finally, the findings found in this section demonstrate that TEs are not only
devices but also refer to "tools, concepts, innovations and advances used in various
educational contexts, with various teaching purposes" [3], For example, CALL
(computer assisted language learning), affective computing, learning analytics are
tools and innovations used by teachers to transform their educational practice.
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6 Authors
Edgar Andres Sosa Neira, PhD student in Educational Technology from Univer-
sity of the Balearic Islands (UIB - Spain), master in Educational Informatics from
University of La Sabana (Colombia), currently serving as a lecturer at the District
Education of Secretariat (Bogotá), researcher and teacher at the Autonomous Univer-
sity of Manizales. Belonging to the District Network of Research Teachers and inter-
ested in Educational Technology research.
Jesus Salinas received his PhD from the University of Balearic Islands (UIB),
Spain. Director of the Institute of Research and Innovation in Education, professor of
Educational Technology and senior researcher in the Educational Technology Group.
Director of Edutec-e Electronic Journal of Educational Technology, and consultant
for several universities in different countries on issues of technology integration in
higher education. His research interest includes E-Learning, Self-Regulated E-
Learning, E-Learning Design, online PhD supervision, and Personal Learning Envi-
ronments.
Barbara de Benito Crosetti is lecturer of Educational Technology at the Universi-
ty of Balearic Islands (UIB). Researcher at Education Technology Group from UIB,
since its creation in 1992, working in R+D projects. Founder member and advisor to
the spin-off Zairja, S.L. (Training and Knowledge Management Solutions). Member
of EDUTEC (Association for the development of education technology). Member of
Congress Scientific Committees associated with Education Technology, e-learning,
distance learning, etc (eg, EDUTEC, IADIS). Has written various articles and made
contributions at conferences on Education Technology.
Article submitted 21 March 2017. Published as resubmitted by the authors 28 April 2017.
iJET ‒ Vol. 12, No. 5, 2017 149

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