{"title":"教师运用数字技术促进学生自主学习和元认知的实践:系统回顾","authors":"Désirée Delia Diana Fahrni , Glena Iten , Doreen Prasse , Tina Hascher","doi":"10.1016/j.tate.2025.105150","DOIUrl":null,"url":null,"abstract":"<div><div>This systematic review examined 45 studies published between January 1986 and January 2025 on how K-12 school teachers promote self-regulated learning (SRL) and metacognition using digital technology. We classified these instructional practices according to instruction, coaching, scaffolding, and feedback. Digital tools such as feedback systems, dashboards, or generative artificial intelligence (GenAI) were found to enhance SRL and metacognition, complementing traditional analog strategies. The findings suggest that an appropriate combination of digital and analog promotion increases the effectiveness of SRL and metacognitive development. Future research should explore the dynamic interplay among teachers, learners, and technology to further optimize SRL promotion.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105150"},"PeriodicalIF":3.9000,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teachers' practices in the use of digital technology to promote students’ self-regulated learning and metacognition: A systematic review\",\"authors\":\"Désirée Delia Diana Fahrni , Glena Iten , Doreen Prasse , Tina Hascher\",\"doi\":\"10.1016/j.tate.2025.105150\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This systematic review examined 45 studies published between January 1986 and January 2025 on how K-12 school teachers promote self-regulated learning (SRL) and metacognition using digital technology. We classified these instructional practices according to instruction, coaching, scaffolding, and feedback. Digital tools such as feedback systems, dashboards, or generative artificial intelligence (GenAI) were found to enhance SRL and metacognition, complementing traditional analog strategies. The findings suggest that an appropriate combination of digital and analog promotion increases the effectiveness of SRL and metacognitive development. Future research should explore the dynamic interplay among teachers, learners, and technology to further optimize SRL promotion.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"165 \",\"pages\":\"Article 105150\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-07-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X25002276\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25002276","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teachers' practices in the use of digital technology to promote students’ self-regulated learning and metacognition: A systematic review
This systematic review examined 45 studies published between January 1986 and January 2025 on how K-12 school teachers promote self-regulated learning (SRL) and metacognition using digital technology. We classified these instructional practices according to instruction, coaching, scaffolding, and feedback. Digital tools such as feedback systems, dashboards, or generative artificial intelligence (GenAI) were found to enhance SRL and metacognition, complementing traditional analog strategies. The findings suggest that an appropriate combination of digital and analog promotion increases the effectiveness of SRL and metacognitive development. Future research should explore the dynamic interplay among teachers, learners, and technology to further optimize SRL promotion.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.