Abstract

Despite vast amounts of existing research regarding digital ability development, there is a dearth of studies that systematize and evaluate the instructional techniques and tools reported as being used to develop them. The aim of this study is to contribute to the state of knowledge regarding the instructional techniques and tools reported as being used by teachers to develop digital abilities. To such an end, a systematized literature review was conducted. For the extraction of articles, a specific search code was used within the Web of Science All Collections, including SciELO, databases. Without setting a year-limit, and concluding the search on the 24 of April 2021, 613 articles were found. Sixty cleared selection criterion and, ultimately, 17 contributed to the purpose of the review. Findings show that a majority of articles report on classroom interventions and not on classroom observations. Additionally, they also suggest that six instructional techniques were employed by all studies: analyzing multiple perspectives of a same learning assignment, using authentic problems, collaboration, providing feedback, giving progressive autonomy to students and asking them to share their work. Regarding methodology, a preferred approach is the use of pre-post test design with a small number of cases and where non-probabilistic sampling and self-reported questionaries are favored.