Technology-Enhanced CT: A Systematic Review

Abstract

Abstract This study presents a systematic review of the literature regarding the use of technology to develop critical thinking (CT). This review analyzed 57 publications from 2010 to 2020. With an inductive content analysis, the study reached the themes related to the educational processes followed to develop technology-supported CT, the characteristics of the technological tools used, the findings obtained in terms of CT, and the difficulties experienced in the implementations. The findings indicate that studies to develop CT mostly use writing-based practices through Web 2.00 tools. The study observed that technological tools are properly integrated into the Web-based Learning approach. The practices in the studies include a number of dimensions, such as the roles the teacher's undertake according to their learning and teaching understanding, educational environment, implementation periods, and types of education, depending on how the educational process works. Themes such as accessibility, technique, insufficient experience in regards to prior learning, social anxiety, student resistance, and mental fatigue emerged as the difficulties reported resulting from technological applications. This review evaluated the development of CT with skill, disposition dimensions, and CT indicators through the studies examined. The results of this study are valuable in terms of providing a perspective on what is necessary to develop CT by revealing the characteristics of studies that integrate technology into the learning environment. However, the number of studies examining students' CT development in the first and early childhood periods is relatively low compared to other educational levels. Therefore, there is a need for more research related to the technological applications of early CT development in future studies.