Digital technologies for primary education in disadvantaged contexts: An explorative review

Abstract

Particularly in ‘early’ or ‘major’ adopting countries of digital technologies research on digital transformation in schools has been expanding. Such research, however, is fragmented for ‘late’ adopting countries with a disadvantaged context for digitalization. Identifying and summarizing this research, this article presents the results of an explorative review of studies on the implementation of digital technologies in compulsory schools in countries with a disadvantaged context for digitalization. Our aim is to understand the specific contextual constraints met by these countries when adopting digital technologies in their education system.