However, teachers need training and guidelines to develop their expertise when using technology for teaching and learning.Failure to do so might result in students lacking the necessary coping skills for their future life in the information age.
A school culture empowering quality teacher training allowed primary teachers to work collaboratively, reflect on the process and share the new knowledge (Hsu and Kuan ) found that the amount of time allocated to training and the teachers’ perceived support from the school, were the two most influential factors to technology integration.
Further, when teachers collaborated and shared their projects more ideas were developed (Tondeur et al.
Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students’ educational achievement.
Teachers need to realise the potential of digital technology in their daily practises and use them well.
As of august 2016, the keywords “ICT”, “primary teacher” and “technology integration” were searched in three electronic databases: springer link, jstor and ebscohost since these are three of the most common academic databases () which researchers use and were chosen to provide an over-view of the focus concerning teachers’ use of digital technology presented in this article.
In total, the search generated 947 studies, the abstract, introduction and conclusion of each article were read.However, although we are living in a technology-dominated society, the school might be the only place for some children to use digital technology since they have different family backgrounds and cultures (OECD ).Still, such technology savvy students must be appreciated and this requires new attitudes from the teachers such as to learn with and from the students, and further, to know how to facilitate learning with technology (UNESCO In this review, a synthesis of studies related to the use of digital technology was conducted to illustrate the factors affecting technology integration and to develop the definition of a digitally competent teacher.) found that there were differences between how teachers and students used technology and how they perceived its importance.Consequently, this knowledge could help teachers prepare more motivating lessons with adequate resources, considering also the affordances of multimodal activity that could be beneficial in reaching the digitally native students (Lenters and Winters ) further illustrated the teachers’ knowledge on the use of technology for the teaching purpose, in the technological, pedagogical and content knowledge (TPACK) framework, where effective technology integration occurs at the intersection area, of teachers’ technology knowledge (TK), pedagogy knowledge (PK) and content knowledge (CK).From these findings, recommendations on teacher training with technology and suggestions for further research are given.The use of digital technology by teachers from early years in primary education makes learning a more familiar experience for students today.Knowledge on how to integrate technology in the classroom was reported by various researchers (Gu et al. It was not enough to provide primary teachers with new technological tools; they also needed to know how to use them and the strategies for teaching purpose to meet the various needs of the students.For example, during digital story telling students were given the opportunity to safely share their stories, when using different digital approaches to express themselves (Duveskog et al.This literature review aimed to find out what factors affect primary teachers’ use of digital technology in their teaching practices, so as to suggest better training, which will eventually lead to a more guided and relevant use of technology in education.After applying the concept map to the data from the selected studies, four influencing factors were identified: teachers’ knowledge, attitudes and skills, which are also influenced by and influence the school culture.