A Systematic Comprehensive Review: Role of Instructional Technology as a Mediator in Teacher Competence.

Abstract

Expert scholars have recognized the urgent need to investigate the impact of instructional technology on teacher competence in response to the evolving landscape of education. This systematic comprehensive review (SLR) takes up the challenge by thoroughly examining the intricate relationship between instructional technology and teacher competence. The introduction underscores the growing significance of instructional technology in modern education, while the problem statement emphasizes the critical need to understand how instructional technology acts as a mediator in shaping teacher competence. The study rigorously employs the PRISMA guidelines for its systematic review and conducts an exhaustive examination of research findings sourced from Scopus and Web of Science (WoS), with n=33 articles found in the last step of the review process. In response to this inquiry, expert scholarly decision-making has culminated in the development of three fundamental themes: Technology in Education and Pedagogy, Teacher Training and Professional Development, and Learning Outcomes and Educational Research. In conclusion, this SLR offers invaluable insights into the multifaceted dynamics between instructional technology and teacher competence, addressing a pressing concern in education. Educators, policymakers, and researchers will find this study a valuable resource for enhancing teacher competence through the integration of instructional technology.