Over the last decades, information and communication technology (ICT) has become an important part of our lives, including education. Already in 1989, the International Association for the Evaluation of Educational Achievement (IEA) was interested in this topic, when it launched its first study about the introduction and use of computers in education (Pelgrum & Plomp, 1993). With over 30 years of different studies about ICT in education, the IEA continues its investigations of how technologies are used in schools and in classrooms and how prepared are students for a digital world through the International Computer and Information Literacy Study (ICILS). While the international reports of ICILS and its predecessors offer a broad range of information, they only scratch the surface of what can be done with the available data. Additional, and highly relevant, insights come from external publications. Following the reviews of Hopfenbeck et al. (2018) and Lenkeit et al. (2015), the present study is a systematic review of English-language peer-reviewed articles related to three IEA studies about ICT in education: Computers in Education (Comped), the Second Information Technology in Education Study (SITES) and ICILS. The main goal of this review is to map the evolution of publications based on these studies and to describe the type of research that has been conducted, both in terms of research topics and methodological approaches. Through this, we aim not only to identify crucial literature to be used by any established or newcomer researcher in the field but also to provide guidance on topics for future research. An additional goal is to encourage the use of ICILS in secondary research. The studies that are included in the review were identified through an electronic search was conducted across five different channels including, for example, multiple electronic databases and target searches in journals focused on international large-scale assessments or on ICT in education. After screening procedures, a total of 91 publications were deemed as relevant for the review. Results map the frequency of publications through years, journals and countries. Further results summarize the major topics studied across within four types of publications identified: descriptive studies, effectiveness studies, critiques or scale evaluations, and case studies.

Hopfenbeck, T. N., Lenkeit, J., Masri, Y. E., Cantrell, K., Ryan, J., & Baird, J.-A. (2018). Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment. Scandinavian Journal of Educational Research, 62(3), 333–353. https://doi.org/10.1080/00313831.2016.1258726 Lenkeit, J., Chan, J., Hopfenbeck, T. N., & Baird, J.-A. (2015). A review of the representation of PIRLS related research in scientific journals. Educational Research Review, 16, 102–115. https://doi.org/10.1016/j.edurev.2015.10.002 Pelgrum, W. J., & Plomp, T. (1993). The IEA study of computers in education: Implementation of an innovation in 21 education systems. Pergamon.