Information and communication technologies in Biology education: Theoretical approaches




Information and Communication Technologies; Teaching and learning; Biology.


Given the importance of integrating Information and Communication Technologies (ICT) in a Biology teaching context, the present study aimed to characterize the main digital technologies and trends in theoretical frameworks (theoretical foundation and literature review) of studies that investigate the use of technologies in education, emphasizing the teaching of science and biology. In it, we present a reflection of a set of studies, during which digital technologies have assumed a growing presence within the classroom in basic education. The bibliographic review consisted mainly of books, scientific articles, theses and dissertations, especially copies available online on research platforms such as Scielo, CAPES and Google Scholar. The main descriptors used were: technologies in education, science and biology teaching, science education, ICT, basic education. The research showed that it is essential to discuss the approaches needed to enable the process of induction and constant innovation in education and learning. Achieving the goal of meaningful integration of technology in the classroom, does not depend only on factors related to technology, the personal pedagogical beliefs of teachers play a fundamental role in their pedagogical decisions on how to integrate technology in their classroom practices. The great challenge is to find positive and viable ways of integrating ICTs in the teaching-learning process, within the framework of the current curricula, the professional situation of teachers and the concrete conditions of performance in each school.


Acosta, M. A. F., Rodríguez, J. M. & González, D. O. (2021). Use of Bioinformatics Technologies and Databases to Teach Analysis of Genetic Sequences to Undergraduate Students in Physics, Biotechnology, and Biology: The Specific Case of the SARS-CoV-2 Spike Protein. Creative Education, 12, 193-202.

Ajjan, H. & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.

Akram, S. & Malik, K. (2012). Use of audio-visual aids for effective teaching of biology secondary school level. Journal Elixir Leadership Mgmt, 34(2), 10597-10605.

Alarcão, I. (2001). Escola Reflexiva e a Nova Racionalidade. Artmed Editora.

Anderson, J., Van Weert, T. & Duchâteau, C. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development (UNESCO).

Arroyo, C. G. (2011). On-line social networks: innovative ways towards the boost of collaborative language learning. Ict for language learning.

Aydin, S. & Yel, M. (2011). The effect of brain-based learning biology education upon the academic success and attitude. Energy Education Science and Technology Part B, 3(1), 87-98.

Bamiah, S. N., Brohi, S. N. & Rad, B. B. (2018). Big data technology in education: Advantages, implementations, and challenges. Journal of Engineering Science and Technology, 13, 229-241.

Barrio, C. M., Muñoz-Organero, M. & Soriano, J. S. (2015). Can gamification improve the benefits of student response systems in learning? An experimental study. IEEE Transactions on Emerging Topics in Computing, 4(3), 429-438.

Belloni, M. L. (2002). Ensaio sobre educação à distância no Brasil. Educação & Sociedade, 23(78), 117-142.

Berrett, B., Murphy, J. & Sullivan, J. (2012). Administrator insights and reflections: Technology integration in schools. Qualitative Report, 17(1), 200-221.

Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics. Science & Technology Education, 5(3), 235-245.

Bolton, R., Parasuraman, A., Hoefnagels, A., Migchels, N., Kabadayi, S., Gruber, T., Komarova, Y. & David, S. (2013). Understanding generation Y and their use of social media: A review and research agenda. Journal of Service Management, 24(3), 245-267.

Bozkaya, M., Erdem-Aydin, İ. & Genc-Kumtepe, E. (2012). Research trends and issues in educational technology: A content analysis of TOJET (2008-2011). The Turkish Online Journal of Educational Technology, 11(2), 264-277.

Cheong, C., Cheong, F. & Filippou, J. (2013). Quick Quiz: A Gamified Approach for Enhancing Learning. In Pacis (p. 206).

Costley, K. C. (2014). The Positive Effects of Technology on Teaching and Student Learning. Online submission.

Cunha, M. D. & Bizelli, J. L. (2015). Inovações tecnológicas e contexto escolar: reflexões necessárias. Revista Ibero-Americana de Estudos em Educação, 10(1), 50-66.

Dyer, J. E. & Observe, E. W. (1996). Effects of teaching approach on achievement of agricultural education students with varying learning styles. Journal of Agricultural Education, 37, 43-51.

Ertmer, P. A., Ottenbreit-Leftwich, A. T. & Tondeur, J. (2015). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. International handbook of research on teacher beliefs, 403.

Fives, H. & Gill, M. G. (Eds.). (2014). International handbook of research on teachers' beliefs. Routledge.

Graham, K. (2015). Tech Matters: Getting into Kahoot(s): Exploring a game-based learning system to enhance student learning. Loex Quarterly, 42(3), 4.

Gross, D., Pietri, E. S., Anderson, G., Camihort, K. M., Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE-Life Sciences Education, 14(4), 36.

Hannafin, M. J. & Hill, J. R. (2002). Epistemology and the design of learning environments. Trends and issues in instructional design and technology, p.70-82.

Huang, R., Spector, J. M. & Yang, J. (2019). Educational Technology a Primer for the 21st Century. Springer.

Inan, F. A. & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational technology research and development, 58(2), 137-154.

Incantalupo, L., Treagust, D. F. & Koul, R. (2014). Measuring student attitude and knowledge in technology-rich biology classrooms. Journal of Science Education and Technology, 23(1), 98-107.

Kelley, P. & Whatson, T. (2013). Making long-term memories in minutes: a spaced learning pattern from memory research in education. Frontiers in human neuroscience, 7, 589.

Kenski, V. M. (2012). Educação e Tecnologias: o novo ritmo da informação. (8a ed.), Papirus Editora.

Lawless, K. A. & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of educational research, 77(4), 575-614.

Mammes, I. (2004). Promoting girls' interest in technology through technology education: A research study. International Journal of technology and design Education, 14(2), 89-100.

Mayes, R. (2011). Themes and Strategies for Transformative Online Instruction: A Review of Literature. In: Global Learn. Association for the Advancement of Computing in Education (AACE). p. 2121-2130.

Mazman, S. G., Usluel, Y. K. & Çevik, V. (2009). Social influence in the adoption process and usage of innovation: Gender differences. International Journal of Behavioral, Cognitive, Educational and Psychological Sciences, 1(4), 229-232.

McLuhan, M. (1996). Os meios de comunicação como extensões do homem. Editora Cultrix.

Nicolle, P. S. & Lou, Y. (2008). Technology adoption into teaching and learning by mainstream university faculty: A mixed methodology study revealing the “how, when, why, and why not”. Journal of Educational Computing Research, 39(3), 235-265.

Ochoa, C. J. (2016). Are we ready for a disruptive innovation in education? Australasian Journal of Educational Technology, 22, 39-63.

Olaore, I. B. (2014). The impacts (positive and negative) of ICT on education in Nigeria. Developing Country Studies, 4(23), 154-156.

Oliveira, A., Behnagh, R. F., Ni, L., Mohsinah, A., Burgess, K. J. & Guo, L. (2019). Emerging technologies as pedagogical tools for teaching and learning science: A literature review. Human Behavior and Emerging Technologies, 1(2), 149-160.

Pereira, A. S., Shitsuka, D. M., Parreira, F. J. & Shitsuka, R. (2018). Metodologia da pesquisa científica. UFSM.

Pretto, N. (2003). Educação e inovação tecnológica: Um olhar sobre as políticas públicas brasileiras. Revista Pedagógica, 5(11), 65-84.

Roehl, A., Reddy, S. L. & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.

Ross, S. M., Morrison, G. R. & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17-35.

Santos, J. R. & Souza, B. T. C. (2019). A Utilização das Tecnologias da Informação e Comunicação no Ensino de Biologia: uma Revisão Bibliográfica. ID on line Revista de Psicologia, 13(45), 40-59.

Saviani, D. (2011). Educação em diálogo. Autores Associados – coleção Memória da educação.

Sivin, J. P., Bialo, E. & Langford, J. (2000). 2000 research report on the effectiveness of technology in schools. SIIA.

Spector, J. M. (Ed.). (2015). The SAGE encyclopedia of educational technology. Sage Publications.

Thompson, K. V., Nelson, K. C., Marbach-Ad, G., Keller, M. & Fagan, W. F. (2010.). Online interactive teaching modules enhance quantitative proficiency of introductory biology students. CBE-Life Sciences Education, 9 (3), 277-283.

Tondeur, J., Valcke, M. & Van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: Teacher and school characteristics. Journal of Computer Assisted Learning, 24 (6), 494-506.

Waldrop, L. D., Adolph, S. C., Diniz Behn, C. G., Braley, E., Drew, J. A., Full, R. J., Gross, L. J. & Shtylla, B. (2015). Using active learning to teach concepts and methods in quantitative biology. Interactive and Comparative Biology, 55(5), 933-948.

Wang, A. I. & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In: European Conference on Games Based Learning. Academic Conferences International Limited.

Ward, R., Moule, P. & Lockyer, L. (2006). Adoption of Web 2.0 Technologies in Education for Health Professionals in the UK: Where Are We and Why? Electronic Journal of e-Learning, 7(2), 165-172.

Yalim, E. (2021). High school students’ level of knowledge and attitudes towards the use of technology in biology classrooms. Tese de Doutorado. Bilkent University.

Yassanne, G. L. (2014). Integrating computer technology in the teaching of Biology. International Journal Of Biology Education, 3, 2.

Zanato, A. R., Strieder, D. M. & Campos, T. A. (2020) Challenges for the use of ICTs in the classroom: perception of Nature Science teachers. Research, Society and Development, 9(11), 1-24.



How to Cite

ALMEIDA, I. C. de .; MENDES, L. C. .; ROCHA, R. S. . Information and communication technologies in Biology education: Theoretical approaches. Research, Society and Development, [S. l.], v. 10, n. 3, p. e59610313822, 2021. DOI: 10.33448/rsd-v10i3.13822. Disponível em: Acesso em: 12 apr. 2021.



Review Article