Technologies like artificial intelligence (AI), virtual reality (VR), augmented reality (AR), machine learning (ML), and the Internet of Things (IoT) are becoming more and more popular, not only in academia but also in the classroom due to their significantly improved efficiency. These technologies will soon become standard methods for supporting both teachers and students all over the world.

In this paper, part of the five-year Computational Empowerment for Emerging Technologies in Education (CEED) project, the authors review Danish secondary school teaching scenarios based on a literature overview. The result is a bibliometric literature review of 107 records for the period of 2010 to 2020. As a premise, the authors stress that, in this digital era, children should be critical of AI. In analyzing the digital world, the study addresses the following issues: target groups and the teacher’s new responsibilities, learning goals and curriculum implementation, educational frameworks and practices, digital technology, empirical evaluation, and student assessment.

The paper highlights trends across disciplines based on the software tools used in class settings for AI, VR, AR, ML, and IoT technologies, and offers a solid foundation for creating a cooperative research agenda on emerging technologies in K-12 education. In an included Google Teachable Machine example, children learn how to collect images and then train and export the model for use in projects like websites and apps.

Those in education and academia who are interested in improving teaching quality and increasing its effectiveness will find the paper fruitful. They will be able to put the presented information into practice.