Phases and Activities of Technology-Integrated Project-Based Learning in K-12: Findings from a Systematic Literature Review
J. Enrique Hinostroza, Stephanie Armstrong-Gallegos, Paulina Soto-Valenzuela, Mariana Villafaena
Abstract
Despite the growing adoption of technology-integrated project-based learning (PjBL) in K-12 education, little research has systematically examined its implementation. To address this gap, we conducted a systematic literature review, guided by PRISMA standards, of 24 studies describing successful PjBL interventions using digital technologies. Our findings reveal that while most interventions include the initial phases of PjBL, fewer than half incorporate a closing phase, often neglecting revision and reflection. Additionally, the activities within each phase are partial, omitting key elements necessary to fully leverage this methodology, which poses challenges to the comparability and transferability of PjBL. Moreover, the use of digital technologies is often partial and limited. To improve implementation, we analyze the full range of activities and technology use and propose an empirical model for designing future PjBL interventions and enhancing teacher training and professional development. Furthermore, we emphasize the need to formally integrate project management skill development into PjBL practices.