Abstract
Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today’s society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008–2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching.
Highlights
Technological development has had a major impact on education in the twenty-first century
Based on different theoretical contributions, the established objectives of the study were: (i) identify the good teaching practices with Information and Communication Technologies (ICT) that are being developed in Spanish higher education and; (ii) establish the relationship of good teaching practices with ICT with the Sustainable Development Goals (SDG)
In this systematic review work, a series of documents have been analyzed in order to respond to the objectives set regarding the identification of good teaching practices with ICT that are being developed in Spanish higher education and the establishment of the relationship between good practices and the SDG
Summary
Technological development has had a major impact on education in the twenty-first century. The trend for higher education in the five years (2019–2023) links the application of mobile learning, analytical technologies, mixed reality, artificial intelligence, blockchain, and virtual assistants [1] Some of these technologies seem utopian, different ICT-based methodologies are currently being implemented, due to which e-learning [2,3], blended-learning [4,5], flipped classrooms [6,7], and mobile learning [8,9] are booming. Models oriented towards blended learning have been developed in order to overcome the limitations of totally virtual teaching [11] In this space the flipped classroom method coexists, a variant of b-learning, where the student acquires greater control and becomes the main actor in learning [12]. With the development of mobile technology, mobile learning is increasingly using mobile devices to develop learning content and active dynamics in the classroom [13]
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