Table 3 Final SLR search results and... | Emerald Publishing

Table 3

Final SLR search results and initial content analysis

Literature included in workshop	Included in final results	Excluded from final results	Features
Zhao et al. (2020)	✓		• Learning process in classroom central idea • Teachers’ digital and technological competences and their relation to learning • No organizational connections, task-level thinking (no processes)
Gugino (2018)	✓		• Elementary school teachers’ training: curriculum-level portfolio application • Supporting learners’ processes
Bauwens et al. (2020)	✓		• Emphasizes the teachers’ well-being at work • The dark side of technology acceptance • Managerial implications, solutions to work-related problems via management and restrictions • Organizational/managerial/human resources level (not processes)
Tokel et al. (2019)	✓		• Technology has a great impact on learning • Technology may support management • Supervisors’ roles creating positive culture in organizations, supervisory work may lead to solving problems created by digitalization • Organizational work atmosphere and management (not processes)
Misfeldt et al. (2019)	✓		• National-level instructions implemented to teaching work with the help of the application Goal Arrow • IS supporting teachers’ work but do not consider the teaching process • Enables teachers to share and collaborate on teaching sequences, collections, and resources • Administrative process level (not process level for a teacher)
Zaliwski and Kelsey (2019)		✓	• Teaching situation • Not relevant
Limongelli et al. (2016)	✓		• Software for searching the content of teaching • Managerial software for the content of teaching • Learning management system • Task level for a teacher (not processes)
Houssein et al., 2018		✓	• Workload, classroom viewpoint • Not relevant
Marklund and Taylor (2016)		✓	• Educational games, learning software • Not relevant
Bobryts’ka and Prots’ka (2018)		✓	• Classification for teaching ISs • Not teachers’ processes • Not relevant

Literature included in workshop	Included in final results	Excluded from final results	Features
Zhao et al. (2020)	✓		• Learning process in classroom central idea • Teachers’ digital and technological competences and their relation to learning • No organizational connections, task-level thinking (no processes)
Gugino (2018)	✓		• Elementary school teachers’ training: curriculum-level portfolio application • Supporting learners’ processes
Bauwens et al. (2020)	✓		• Emphasizes the teachers’ well-being at work • The dark side of technology acceptance • Managerial implications, solutions to work-related problems via management and restrictions • Organizational/managerial/human resources level (not processes)
Tokel et al. (2019)	✓		• Technology has a great impact on learning • Technology may support management • Supervisors’ roles creating positive culture in organizations, supervisory work may lead to solving problems created by digitalization • Organizational work atmosphere and management (not processes)
Misfeldt et al. (2019)	✓		• National-level instructions implemented to teaching work with the help of the application Goal Arrow • IS supporting teachers’ work but do not consider the teaching process • Enables teachers to share and collaborate on teaching sequences, collections, and resources • Administrative process level (not process level for a teacher)
Zaliwski and Kelsey (2019)		✓	• Teaching situation • Not relevant
Limongelli et al. (2016)	✓		• Software for searching the content of teaching • Managerial software for the content of teaching • Learning management system • Task level for a teacher (not processes)
Houssein et al., 2018		✓	• Workload, classroom viewpoint • Not relevant
Marklund and Taylor (2016)		✓	• Educational games, learning software • Not relevant
Bobryts’ka and Prots’ka (2018)		✓	• Classification for teaching ISs • Not teachers’ processes • Not relevant