Abstract
While the central role that technology currently plays in the different domains of society is acknowledged, it is pressing to understand how it also affects the compulsory education setting. The increasing technological richness of the world influences everyday life and brings about higher expectations for schools to take a lead in shaping competent citizens for the twenty-first century. The aim of this article is to advance knowledge of how innovation is taking place in schools when it admits the implementation of technology as a fundamental dimension. This review draws on the Preferred Reporting Items for Systematic Reviews and covers the period 2017–22 to identify 30 studies for inclusion. The analyses suggest that innovative practices are highly diverse in nature and that they target different disciplines and levels of compulsory education. Innovation is sensitive to place, historicity and time. It is often delayed by infrastructure issues (first-order barriers) and beliefs (second-order barriers), while among its key drivers are leadership, support networks and professional development.
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