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I agree with the conclusion that both articles came to. There is definitely a need  for an agreed upon definition of TI even if it is not backed by a specific theory. The practice based nature of the subject does not necessarily lead to a single set theory. It could be argued though that there is a need for a "framework" for what TI involves and what it does not.
I also agree in principle with the authors of the other article, but would have liked to see them expand it to include all K12. While I am sure there was a reason to focus as they did on the primary grades, the same statements that they made were applicable to my experiences in middle and high school education.

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One thing I saw in the literature review was about internet safety. I wonder if the teacher experience in regards to attitudes regarding technology also have an impact on how they look at internet safety.
Another thing I found interesting was on page 172 of the literature review where it was mentioned that the use of technology was not influenced by age but by years of service and that teachers with less experience used technology less than those with longer service.

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According to the Consoli, T., Desiron, J. & Cattaneo, A. (2023) article, this research provides an in-depth analysis of technology integration (TI) research and presents a comprehensive overview of the instruments that have been used to measure TI. It examines the theoretical underpinnings of TI research, the forms and methods used to measure TI, and the instruments' quality. The research also highlights the heterogeneity of research on TI and the need for authors to share their material to allow for further analysis or replication. Overall, this research provides important insight into the current state of TI research and may help researchers to select appropriate instruments measuring TI or to develop new instruments measuring the quantity and quality of TI.

Regarding the Spiteri, M. & Rundgren, S. C. (2020) article, this research provides a comprehensive review of the literature on the factors affecting primary teachers' use of digital technology. It considers quantitative and qualitative studies and provides a concept map to summarize the findings. The research highlights the important role of teachers' knowledge, attitude, and skills in digital technology integration and the influence of school culture. This review is an invaluable resource for researchers and educators, providing insights into the factors that can affect primary teachers' technology integration and how to address them.

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I found both articles informative and interesting and also felt a good bit of evidence through my own experiences as a teacher.

In the Consoli, et al. (2023) article, the general findings were that the majority of research on technology integration showed a lack of a consensus on the definition(s) of TI and instead seemed to often be interchangeable with the term technology "use".

Spiteri, M. & Rungdren, S. (2018) found that the main factors influencing technology integration among primary grade teachers were: skill level, knowledge & training, attitudes, and school culture. In general, teachers who had more training and more support from their schools tended to have better attitudes and skills and were able to integrate technology more often and more easily.

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Consoli, et al., (2023) explore the challenges of defining and measuring technology integration. For accurate measurement of technology integration, valid and reliable survey instruments are needed. This article provides a framework for assessing the impact of technology integration in K-12 education.

As discussed in the Spiteri, et al., (2020) article, teachers' use of digital technology is influenced by several factors. Using technology effectively in the classroom requires adequate support and training for teachers, as well as teachers' attitudes toward technology. This article provides practical recommendations for effective technology integration in primary education.

The articles emphasize the importance of integrating technology holistically into K-12 education, including pedagogy, teacher attitudes, and technology resources.

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Both of the articles help to explain why it can be difficult to increase the level of technology integration in schools. The articles valuable insights to technology integration in K-12 schools. They share the benefits of technology integration as well as the pitfalls of why it is not happening as we would expect it to. I thought the articles provided a way to seek to improve how we support teachers as they are trying to use technology integration in their classrooms.

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As Spiteri and Rundgren (2018) explained there are multiple factors influencing technology integration in the classroom including school culture, teachers' attitudes, teachers' knowledge, and teachers' skills. I found this concept map to be intriguing in how it shares their influence; however, it does not explore the connections between them as well. The article described how either the support system or the teachers own beliefs can hinder their views of the technology integration. I would be interested in learning more about breaking down the barriers to this for teachers.

Consoli, et al. (2023) illustrates the differences in the definitions of technology integration and how there is not one set definition. Knowing that now, moving forward, I believe that I will be more mindful of establishing a clear and agreed upon definition with the people I am working with so that we have a clear expectation of what the objectives and outcomes are for technology integration. The same will go with selecting a tool to ensure that the two match. I found this article to be quite insightful into the interpretation of technology integration.

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Consoli et. al (2023) presented a comprehensive analysis of the concept of technology integration in K-12 education and how it is measured. It demonstrates the complexity of the integration of technology and the need for further research into the factors that influence its success. The authors analyzed the data collected and provided valuable insight into the current state of technology integration research. The authors have also provided recommendations for further research and better practice, which will be of great benefit to the field of educational technology, and can be a jumping point for the future.

The research presented in the article “Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology” (Rundgren & Spiteri, 2020) provides a thorough analysis of the factors influencing primary teachers’ use of digital technology in their teaching practices. The authors analyzed 27 studies to identify the main influencing factors, which included teachers’ knowledge, attitudes, and skills, as well as the school culture. Through their literature review, the authors noted the importance of providing teachers with the right professional development in order to ensure a sustainable use of digital technology in schools.

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The research addresses critical issues in instructional technology—the definition of TI and the factors that affect TI. My impression of the research is that we, as a technology integration field, must develop a universal definition of technology integration and align an instrument with evaluating that integration. It is essential for a researcher to identify the instruments used to gather data when reviewing previous studies because a teacher reporting that they have done something differs from an observation of them doing it. Lastly, school culture is the root of technology integration in a school. Not only is it prevalent in my recent practical experience, but it was also supported in research.

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Merging the two articles, they both play a role in setting expectations and creating programming that supports teacher's needs. There needs to be a definitive definition of Technology Integration. Otherwise how do we express expectations of what should happen in a technology integrated classroom. As well as providing appropriate supports to shore up teacher's skills and knowledge surrounding TI and working with district and building admin to ensure that school culture is not negatively impacting teacher attitude.

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Consoli et al. (2023) explored the concept of technology integration in K-12 education and how it has been measured using survey instruments between 2010 and 2021. The study sheds light on the different factors related to technology integration, including teacher professional development and pedagogical practices. Spiteri and Rundgren (2020) investigated the factors affecting primary teachers’ use of digital technology. Their review provides insights into the challenges and opportunities of using digital technology in primary education and highlights the importance of supporting teachers in their use of technology to enhance teaching and learning.