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Essay on the Benefits of Technology in Education

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REALIZING THE PROMISE:

Leading up to the 75th anniversary of the UN General Assembly, this “Realizing the promise: How can education technology improve learning for all?” publication kicks off the Center for Universal Education’s first playbook in a series to help improve education around the world.

It is intended as an evidence-based tool for ministries of education, particularly in low- and middle-income countries, to adopt and more successfully invest in education technology.

While there is no single education initiative that will achieve the same results everywhere—as school systems differ in learners and educators, as well as in the availability and quality of materials and technologies—an important first step is understanding how technology is used given specific local contexts and needs.

The surveys in this playbook are designed to be adapted to collect this information from educators, learners, and school leaders and guide decisionmakers in expanding the use of technology.

Introduction

While technology has disrupted most sectors of the economy and changed how we communicate, access information, work, and even play, its impact on schools, teaching, and learning has been much more limited. We believe that this limited impact is primarily due to technology being been used to replace analog tools, without much consideration given to playing to technology’s comparative advantages. These comparative advantages, relative to traditional “chalk-and-talk” classroom instruction, include helping to scale up standardized instruction, facilitate differentiated instruction, expand opportunities for practice, and increase student engagement. When schools use technology to enhance the work of educators and to improve the quality and quantity of educational content, learners will thrive.

Further, COVID-19 has laid bare that, in today’s environment where pandemics and the effects of climate change are likely to occur, schools cannot always provide in-person education—making the case for investing in education technology.

Here we argue for a simple yet surprisingly rare approach to education technology that seeks to:

Understand the needs, infrastructure, and capacity of a school system—the diagnosis;
Survey the best available evidence on interventions that match those conditions—the evidence; and
Closely monitor the results of innovations before they are scaled up—the prognosis.

Podcast: How education technology can improve learning for all students

essay on benefits of technology and education

To make ed tech work, set clear goals, review the evidence, and pilot before you scale

The framework.

Our approach builds on a simple yet intuitive theoretical framework created two decades ago by two of the most prominent education researchers in the United States, David K. Cohen and Deborah Loewenberg Ball. They argue that what matters most to improve learning is the interactions among educators and learners around educational materials. We believe that the failed school-improvement efforts in the U.S. that motivated Cohen and Ball’s framework resemble the ed-tech reforms in much of the developing world to date in the lack of clarity improving the interactions between educators, learners, and the educational material. We build on their framework by adding parents as key agents that mediate the relationships between learners and educators and the material (Figure 1).

Figure 1: The instructional core

Adapted from Cohen and Ball (1999)

As the figure above suggests, ed-tech interventions can affect the instructional core in a myriad of ways. Yet, just because technology can do something, it does not mean it should. School systems in developing countries differ along many dimensions and each system is likely to have different needs for ed-tech interventions, as well as different infrastructure and capacity to enact such interventions.

The diagnosis:

How can school systems assess their needs and preparedness.

A useful first step for any school system to determine whether it should invest in education technology is to diagnose its:

Specific needs to improve student learning (e.g., raising the average level of achievement, remediating gaps among low performers, and challenging high performers to develop higher-order skills);
Infrastructure to adopt technology-enabled solutions (e.g., electricity connection, availability of space and outlets, stock of computers, and Internet connectivity at school and at learners’ homes); and
Capacity to integrate technology in the instructional process (e.g., learners’ and educators’ level of familiarity and comfort with hardware and software, their beliefs about the level of usefulness of technology for learning purposes, and their current uses of such technology).

Before engaging in any new data collection exercise, school systems should take full advantage of existing administrative data that could shed light on these three main questions. This could be in the form of internal evaluations but also international learner assessments, such as the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and/or the Progress in International Literacy Study (PIRLS), and the Teaching and Learning International Study (TALIS). But if school systems lack information on their preparedness for ed-tech reforms or if they seek to complement existing data with a richer set of indicators, we developed a set of surveys for learners, educators, and school leaders. Download the full report to see how we map out the main aspects covered by these surveys, in hopes of highlighting how they could be used to inform decisions around the adoption of ed-tech interventions.

The evidence:

How can school systems identify promising ed-tech interventions.

There is no single “ed-tech” initiative that will achieve the same results everywhere, simply because school systems differ in learners and educators, as well as in the availability and quality of materials and technologies. Instead, to realize the potential of education technology to accelerate student learning, decisionmakers should focus on four potential uses of technology that play to its comparative advantages and complement the work of educators to accelerate student learning (Figure 2). These comparative advantages include:

Scaling up quality instruction, such as through prerecorded quality lessons.
Facilitating differentiated instruction, through, for example, computer-adaptive learning and live one-on-one tutoring.
Expanding opportunities to practice.
Increasing learner engagement through videos and games.

Figure 2: Comparative advantages of technology

Here we review the evidence on ed-tech interventions from 37 studies in 20 countries*, organizing them by comparative advantage. It’s important to note that ours is not the only way to classify these interventions (e.g., video tutorials could be considered as a strategy to scale up instruction or increase learner engagement), but we believe it may be useful to highlight the needs that they could address and why technology is well positioned to do so.

When discussing specific studies, we report the magnitude of the effects of interventions using standard deviations (SDs). SDs are a widely used metric in research to express the effect of a program or policy with respect to a business-as-usual condition (e.g., test scores). There are several ways to make sense of them. One is to categorize the magnitude of the effects based on the results of impact evaluations. In developing countries, effects below 0.1 SDs are considered to be small, effects between 0.1 and 0.2 SDs are medium, and those above 0.2 SDs are large (for reviews that estimate the average effect of groups of interventions, called “meta analyses,” see e.g., Conn, 2017; Kremer, Brannen, & Glennerster, 2013; McEwan, 2014; Snilstveit et al., 2015; Evans & Yuan, 2020.)

*In surveying the evidence, we began by compiling studies from prior general and ed-tech specific evidence reviews that some of us have written and from ed-tech reviews conducted by others. Then, we tracked the studies cited by the ones we had previously read and reviewed those, as well. In identifying studies for inclusion, we focused on experimental and quasi-experimental evaluations of education technology interventions from pre-school to secondary school in low- and middle-income countries that were released between 2000 and 2020. We only included interventions that sought to improve student learning directly (i.e., students’ interaction with the material), as opposed to interventions that have impacted achievement indirectly, by reducing teacher absence or increasing parental engagement. This process yielded 37 studies in 20 countries (see the full list of studies in Appendix B).

Scaling up standardized instruction

One of the ways in which technology may improve the quality of education is through its capacity to deliver standardized quality content at scale. This feature of technology may be particularly useful in three types of settings: (a) those in “hard-to-staff” schools (i.e., schools that struggle to recruit educators with the requisite training and experience—typically, in rural and/or remote areas) (see, e.g., Urquiola & Vegas, 2005); (b) those in which many educators are frequently absent from school (e.g., Chaudhury, Hammer, Kremer, Muralidharan, & Rogers, 2006; Muralidharan, Das, Holla, & Mohpal, 2017); and/or (c) those in which educators have low levels of pedagogical and subject matter expertise (e.g., Bietenbeck, Piopiunik, & Wiederhold, 2018; Bold et al., 2017; Metzler & Woessmann, 2012; Santibañez, 2006) and do not have opportunities to observe and receive feedback (e.g., Bruns, Costa, & Cunha, 2018; Cilliers, Fleisch, Prinsloo, & Taylor, 2018). Technology could address this problem by: (a) disseminating lessons delivered by qualified educators to a large number of learners (e.g., through prerecorded or live lessons); (b) enabling distance education (e.g., for learners in remote areas and/or during periods of school closures); and (c) distributing hardware preloaded with educational materials.

Prerecorded lessons

Technology seems to be well placed to amplify the impact of effective educators by disseminating their lessons. Evidence on the impact of prerecorded lessons is encouraging, but not conclusive. Some initiatives that have used short instructional videos to complement regular instruction, in conjunction with other learning materials, have raised student learning on independent assessments. For example, Beg et al. (2020) evaluated an initiative in Punjab, Pakistan in which grade 8 classrooms received an intervention that included short videos to substitute live instruction, quizzes for learners to practice the material from every lesson, tablets for educators to learn the material and follow the lesson, and LED screens to project the videos onto a classroom screen. After six months, the intervention improved the performance of learners on independent tests of math and science by 0.19 and 0.24 SDs, respectively but had no discernible effect on the math and science section of Punjab’s high-stakes exams.

One study suggests that approaches that are far less technologically sophisticated can also improve learning outcomes—especially, if the business-as-usual instruction is of low quality. For example, Naslund-Hadley, Parker, and Hernandez-Agramonte (2014) evaluated a preschool math program in Cordillera, Paraguay that used audio segments and written materials four days per week for an hour per day during the school day. After five months, the intervention improved math scores by 0.16 SDs, narrowing gaps between low- and high-achieving learners, and between those with and without educators with formal training in early childhood education.

Yet, the integration of prerecorded material into regular instruction has not always been successful. For example, de Barros (2020) evaluated an intervention that combined instructional videos for math and science with infrastructure upgrades (e.g., two “smart” classrooms, two TVs, and two tablets), printed workbooks for students, and in-service training for educators of learners in grades 9 and 10 in Haryana, India (all materials were mapped onto the official curriculum). After 11 months, the intervention negatively impacted math achievement (by 0.08 SDs) and had no effect on science (with respect to business as usual classes). It reduced the share of lesson time that educators devoted to instruction and negatively impacted an index of instructional quality. Likewise, Seo (2017) evaluated several combinations of infrastructure (solar lights and TVs) and prerecorded videos (in English and/or bilingual) for grade 11 students in northern Tanzania and found that none of the variants improved student learning, even when the videos were used. The study reports effects from the infrastructure component across variants, but as others have noted (Muralidharan, Romero, & Wüthrich, 2019), this approach to estimating impact is problematic.

A very similar intervention delivered after school hours, however, had sizeable effects on learners’ basic skills. Chiplunkar, Dhar, and Nagesh (2020) evaluated an initiative in Chennai (the capital city of the state of Tamil Nadu, India) delivered by the same organization as above that combined short videos that explained key concepts in math and science with worksheets, facilitator-led instruction, small groups for peer-to-peer learning, and occasional career counseling and guidance for grade 9 students. These lessons took place after school for one hour, five times a week. After 10 months, it had large effects on learners’ achievement as measured by tests of basic skills in math and reading, but no effect on a standardized high-stakes test in grade 10 or socio-emotional skills (e.g., teamwork, decisionmaking, and communication).

Drawing general lessons from this body of research is challenging for at least two reasons. First, all of the studies above have evaluated the impact of prerecorded lessons combined with several other components (e.g., hardware, print materials, or other activities). Therefore, it is possible that the effects found are due to these additional components, rather than to the recordings themselves, or to the interaction between the two (see Muralidharan, 2017 for a discussion of the challenges of interpreting “bundled” interventions). Second, while these studies evaluate some type of prerecorded lessons, none examines the content of such lessons. Thus, it seems entirely plausible that the direction and magnitude of the effects depends largely on the quality of the recordings (e.g., the expertise of the educator recording it, the amount of preparation that went into planning the recording, and its alignment with best teaching practices).

These studies also raise three important questions worth exploring in future research. One of them is why none of the interventions discussed above had effects on high-stakes exams, even if their materials are typically mapped onto the official curriculum. It is possible that the official curricula are simply too challenging for learners in these settings, who are several grade levels behind expectations and who often need to reinforce basic skills (see Pritchett & Beatty, 2015). Another question is whether these interventions have long-term effects on teaching practices. It seems plausible that, if these interventions are deployed in contexts with low teaching quality, educators may learn something from watching the videos or listening to the recordings with learners. Yet another question is whether these interventions make it easier for schools to deliver instruction to learners whose native language is other than the official medium of instruction.

Distance education

Technology can also allow learners living in remote areas to access education. The evidence on these initiatives is encouraging. For example, Johnston and Ksoll (2017) evaluated a program that broadcasted live instruction via satellite to rural primary school students in the Volta and Greater Accra regions of Ghana. For this purpose, the program also equipped classrooms with the technology needed to connect to a studio in Accra, including solar panels, a satellite modem, a projector, a webcam, microphones, and a computer with interactive software. After two years, the intervention improved the numeracy scores of students in grades 2 through 4, and some foundational literacy tasks, but it had no effect on attendance or classroom time devoted to instruction, as captured by school visits. The authors interpreted these results as suggesting that the gains in achievement may be due to improving the quality of instruction that children received (as opposed to increased instructional time). Naik, Chitre, Bhalla, and Rajan (2019) evaluated a similar program in the Indian state of Karnataka and also found positive effects on learning outcomes, but it is not clear whether those effects are due to the program or due to differences in the groups of students they compared to estimate the impact of the initiative.

In one context (Mexico), this type of distance education had positive long-term effects. Navarro-Sola (2019) took advantage of the staggered rollout of the telesecundarias (i.e., middle schools with lessons broadcasted through satellite TV) in 1968 to estimate its impact. The policy had short-term effects on students’ enrollment in school: For every telesecundaria per 50 children, 10 students enrolled in middle school and two pursued further education. It also had a long-term influence on the educational and employment trajectory of its graduates. Each additional year of education induced by the policy increased average income by nearly 18 percent. This effect was attributable to more graduates entering the labor force and shifting from agriculture and the informal sector. Similarly, Fabregas (2019) leveraged a later expansion of this policy in 1993 and found that each additional telesecundaria per 1,000 adolescents led to an average increase of 0.2 years of education, and a decline in fertility for women, but no conclusive evidence of long-term effects on labor market outcomes.

It is crucial to interpret these results keeping in mind the settings where the interventions were implemented. As we mention above, part of the reason why they have proven effective is that the “counterfactual” conditions for learning (i.e., what would have happened to learners in the absence of such programs) was either to not have access to schooling or to be exposed to low-quality instruction. School systems interested in taking up similar interventions should assess the extent to which their learners (or parts of their learner population) find themselves in similar conditions to the subjects of the studies above. This illustrates the importance of assessing the needs of a system before reviewing the evidence.

Preloaded hardware

Technology also seems well positioned to disseminate educational materials. Specifically, hardware (e.g., desktop computers, laptops, or tablets) could also help deliver educational software (e.g., word processing, reference texts, and/or games). In theory, these materials could not only undergo a quality assurance review (e.g., by curriculum specialists and educators), but also draw on the interactions with learners for adjustments (e.g., identifying areas needing reinforcement) and enable interactions between learners and educators.

In practice, however, most initiatives that have provided learners with free computers, laptops, and netbooks do not leverage any of the opportunities mentioned above. Instead, they install a standard set of educational materials and hope that learners find them helpful enough to take them up on their own. Students rarely do so, and instead use the laptops for recreational purposes—often, to the detriment of their learning (see, e.g., Malamud & Pop-Eleches, 2011). In fact, free netbook initiatives have not only consistently failed to improve academic achievement in math or language (e.g., Cristia et al., 2017), but they have had no impact on learners’ general computer skills (e.g., Beuermann et al., 2015). Some of these initiatives have had small impacts on cognitive skills, but the mechanisms through which those effects occurred remains unclear.

To our knowledge, the only successful deployment of a free laptop initiative was one in which a team of researchers equipped the computers with remedial software. Mo et al. (2013) evaluated a version of the One Laptop per Child (OLPC) program for grade 3 students in migrant schools in Beijing, China in which the laptops were loaded with a remedial software mapped onto the national curriculum for math (similar to the software products that we discuss under “practice exercises” below). After nine months, the program improved math achievement by 0.17 SDs and computer skills by 0.33 SDs. If a school system decides to invest in free laptops, this study suggests that the quality of the software on the laptops is crucial.

To date, however, the evidence suggests that children do not learn more from interacting with laptops than they do from textbooks. For example, Bando, Gallego, Gertler, and Romero (2016) compared the effect of free laptop and textbook provision in 271 elementary schools in disadvantaged areas of Honduras. After seven months, students in grades 3 and 6 who had received the laptops performed on par with those who had received the textbooks in math and language. Further, even if textbooks essentially become obsolete at the end of each school year, whereas laptops can be reloaded with new materials for each year, the costs of laptop provision (not just the hardware, but also the technical assistance, Internet, and training associated with it) are not yet low enough to make them a more cost-effective way of delivering content to learners.

Evidence on the provision of tablets equipped with software is encouraging but limited. For example, de Hoop et al. (2020) evaluated a composite intervention for first grade students in Zambia’s Eastern Province that combined infrastructure (electricity via solar power), hardware (projectors and tablets), and educational materials (lesson plans for educators and interactive lessons for learners, both loaded onto the tablets and mapped onto the official Zambian curriculum). After 14 months, the intervention had improved student early-grade reading by 0.4 SDs, oral vocabulary scores by 0.25 SDs, and early-grade math by 0.22 SDs. It also improved students’ achievement by 0.16 on a locally developed assessment. The multifaceted nature of the program, however, makes it challenging to identify the components that are driving the positive effects. Pitchford (2015) evaluated an intervention that provided tablets equipped with educational “apps,” to be used for 30 minutes per day for two months to develop early math skills among students in grades 1 through 3 in Lilongwe, Malawi. The evaluation found positive impacts in math achievement, but the main study limitation is that it was conducted in a single school.

Facilitating differentiated instruction

Another way in which technology may improve educational outcomes is by facilitating the delivery of differentiated or individualized instruction. Most developing countries massively expanded access to schooling in recent decades by building new schools and making education more affordable, both by defraying direct costs, as well as compensating for opportunity costs (Duflo, 2001; World Bank, 2018). These initiatives have not only rapidly increased the number of learners enrolled in school, but have also increased the variability in learner’ preparation for schooling. Consequently, a large number of learners perform well below grade-based curricular expectations (see, e.g., Duflo, Dupas, & Kremer, 2011; Pritchett & Beatty, 2015). These learners are unlikely to get much from “one-size-fits-all” instruction, in which a single educator delivers instruction deemed appropriate for the middle (or top) of the achievement distribution (Banerjee & Duflo, 2011). Technology could potentially help these learners by providing them with: (a) instruction and opportunities for practice that adjust to the level and pace of preparation of each individual (known as “computer-adaptive learning” (CAL)); or (b) live, one-on-one tutoring.

Computer-adaptive learning

One of the main comparative advantages of technology is its ability to diagnose students’ initial learning levels and assign students to instruction and exercises of appropriate difficulty. No individual educator—no matter how talented—can be expected to provide individualized instruction to all learners in his/her class simultaneously . In this respect, technology is uniquely positioned to complement traditional teaching. This use of technology could help learners master basic skills and help them get more out of schooling.

Although many software products evaluated in recent years have been categorized as CAL, many rely on a relatively coarse level of differentiation at an initial stage (e.g., a diagnostic test) without further differentiation. We discuss these initiatives under the category of “increasing opportunities for practice” below. CAL initiatives complement an initial diagnostic with dynamic adaptation (i.e., at each response or set of responses from learners) to adjust both the initial level of difficulty and rate at which it increases or decreases, depending on whether learners’ responses are correct or incorrect.

Existing evidence on this specific type of programs is highly promising. Most famously, Banerjee et al. (2007) evaluated CAL software in Vadodara, in the Indian state of Gujarat, in which grade 4 students were offered two hours of shared computer time per week before and after school, during which they played games that involved solving math problems. The level of difficulty of such problems adjusted based on students’ answers. This program improved math achievement by 0.35 and 0.47 SDs after one and two years of implementation, respectively. Consistent with the promise of personalized learning, the software improved achievement for all students. In fact, one year after the end of the program, students assigned to the program still performed 0.1 SDs better than those assigned to a business as usual condition. More recently, Muralidharan, et al. (2019) evaluated a “blended learning” initiative in which students in grades 4 through 9 in Delhi, India received 45 minutes of interaction with CAL software for math and language, and 45 minutes of small group instruction before or after going to school. After only 4.5 months, the program improved achievement by 0.37 SDs in math and 0.23 SDs in Hindi. While all learners benefited from the program in absolute terms, the lowest performing learners benefited the most in relative terms, since they were learning very little in school.

We see two important limitations from this body of research. First, to our knowledge, none of these initiatives has been evaluated when implemented during the school day. Therefore, it is not possible to distinguish the effect of the adaptive software from that of additional instructional time. Second, given that most of these programs were facilitated by local instructors, attempts to distinguish the effect of the software from that of the instructors has been mostly based on noncausal evidence. A frontier challenge in this body of research is to understand whether CAL software can increase the effectiveness of school-based instruction by substituting part of the regularly scheduled time for math and language instruction.

Live one-on-one tutoring

Recent improvements in the speed and quality of videoconferencing, as well as in the connectivity of remote areas, have enabled yet another way in which technology can help personalization: live (i.e., real-time) one-on-one tutoring. While the evidence on in-person tutoring is scarce in developing countries, existing studies suggest that this approach works best when it is used to personalize instruction (see, e.g., Banerjee et al., 2007; Banerji, Berry, & Shotland, 2015; Cabezas, Cuesta, & Gallego, 2011).

There are almost no studies on the impact of online tutoring—possibly, due to the lack of hardware and Internet connectivity in low- and middle-income countries. One exception is Chemin and Oledan (2020)’s recent evaluation of an online tutoring program for grade 6 students in Kianyaga, Kenya to learn English from volunteers from a Canadian university via Skype ( videoconferencing software) for one hour per week after school. After 10 months, program beneficiaries performed 0.22 SDs better in a test of oral comprehension, improved their comfort using technology for learning, and became more willing to engage in cross-cultural communication. Importantly, while the tutoring sessions used the official English textbooks and sought in part to help learners with their homework, tutors were trained on several strategies to teach to each learner’s individual level of preparation, focusing on basic skills if necessary. To our knowledge, similar initiatives within a country have not yet been rigorously evaluated.

Expanding opportunities for practice

A third way in which technology may improve the quality of education is by providing learners with additional opportunities for practice. In many developing countries, lesson time is primarily devoted to lectures, in which the educator explains the topic and the learners passively copy explanations from the blackboard. This setup leaves little time for in-class practice. Consequently, learners who did not understand the explanation of the material during lecture struggle when they have to solve homework assignments on their own. Technology could potentially address this problem by allowing learners to review topics at their own pace.

Practice exercises

Technology can help learners get more out of traditional instruction by providing them with opportunities to implement what they learn in class. This approach could, in theory, allow some learners to anchor their understanding of the material through trial and error (i.e., by realizing what they may not have understood correctly during lecture and by getting better acquainted with special cases not covered in-depth in class).

Existing evidence on practice exercises reflects both the promise and the limitations of this use of technology in developing countries. For example, Lai et al. (2013) evaluated a program in Shaanxi, China where students in grades 3 and 5 were required to attend two 40-minute remedial sessions per week in which they first watched videos that reviewed the material that had been introduced in their math lessons that week and then played games to practice the skills introduced in the video. After four months, the intervention improved math achievement by 0.12 SDs. Many other evaluations of comparable interventions have found similar small-to-moderate results (see, e.g., Lai, Luo, Zhang, Huang, & Rozelle, 2015; Lai et al., 2012; Mo et al., 2015; Pitchford, 2015). These effects, however, have been consistently smaller than those of initiatives that adjust the difficulty of the material based on students’ performance (e.g., Banerjee et al., 2007; Muralidharan, et al., 2019). We hypothesize that these programs do little for learners who perform several grade levels behind curricular expectations, and who would benefit more from a review of foundational concepts from earlier grades.

We see two important limitations from this research. First, most initiatives that have been evaluated thus far combine instructional videos with practice exercises, so it is hard to know whether their effects are driven by the former or the latter. In fact, the program in China described above allowed learners to ask their peers whenever they did not understand a difficult concept, so it potentially also captured the effect of peer-to-peer collaboration. To our knowledge, no studies have addressed this gap in the evidence.

Second, most of these programs are implemented before or after school, so we cannot distinguish the effect of additional instructional time from that of the actual opportunity for practice. The importance of this question was first highlighted by Linden (2008), who compared two delivery mechanisms for game-based remedial math software for students in grades 2 and 3 in a network of schools run by a nonprofit organization in Gujarat, India: one in which students interacted with the software during the school day and another one in which students interacted with the software before or after school (in both cases, for three hours per day). After a year, the first version of the program had negatively impacted students’ math achievement by 0.57 SDs and the second one had a null effect. This study suggested that computer-assisted learning is a poor substitute for regular instruction when it is of high quality, as was the case in this well-functioning private network of schools.

In recent years, several studies have sought to remedy this shortcoming. Mo et al. (2014) were among the first to evaluate practice exercises delivered during the school day. They evaluated an initiative in Shaanxi, China in which students in grades 3 and 5 were required to interact with the software similar to the one in Lai et al. (2013) for two 40-minute sessions per week. The main limitation of this study, however, is that the program was delivered during regularly scheduled computer lessons, so it could not determine the impact of substituting regular math instruction. Similarly, Mo et al. (2020) evaluated a self-paced and a teacher-directed version of a similar program for English for grade 5 students in Qinghai, China. Yet, the key shortcoming of this study is that the teacher-directed version added several components that may also influence achievement, such as increased opportunities for teachers to provide students with personalized assistance when they struggled with the material. Ma, Fairlie, Loyalka, and Rozelle (2020) compared the effectiveness of additional time-delivered remedial instruction for students in grades 4 to 6 in Shaanxi, China through either computer-assisted software or using workbooks. This study indicates whether additional instructional time is more effective when using technology, but it does not address the question of whether school systems may improve the productivity of instructional time during the school day by substituting educator-led with computer-assisted instruction.

Increasing learner engagement

Another way in which technology may improve education is by increasing learners’ engagement with the material. In many school systems, regular “chalk and talk” instruction prioritizes time for educators’ exposition over opportunities for learners to ask clarifying questions and/or contribute to class discussions. This, combined with the fact that many developing-country classrooms include a very large number of learners (see, e.g., Angrist & Lavy, 1999; Duflo, Dupas, & Kremer, 2015), may partially explain why the majority of those students are several grade levels behind curricular expectations (e.g., Muralidharan, et al., 2019; Muralidharan & Zieleniak, 2014; Pritchett & Beatty, 2015). Technology could potentially address these challenges by: (a) using video tutorials for self-paced learning and (b) presenting exercises as games and/or gamifying practice.

Video tutorials

Technology can potentially increase learner effort and understanding of the material by finding new and more engaging ways to deliver it. Video tutorials designed for self-paced learning—as opposed to videos for whole class instruction, which we discuss under the category of “prerecorded lessons” above—can increase learner effort in multiple ways, including: allowing learners to focus on topics with which they need more help, letting them correct errors and misconceptions on their own, and making the material appealing through visual aids. They can increase understanding by breaking the material into smaller units and tackling common misconceptions.

In spite of the popularity of instructional videos, there is relatively little evidence on their effectiveness. Yet, two recent evaluations of different versions of the Khan Academy portal, which mainly relies on instructional videos, offer some insight into their impact. First, Ferman, Finamor, and Lima (2019) evaluated an initiative in 157 public primary and middle schools in five cities in Brazil in which the teachers of students in grades 5 and 9 were taken to the computer lab to learn math from the platform for 50 minutes per week. The authors found that, while the intervention slightly improved learners’ attitudes toward math, these changes did not translate into better performance in this subject. The authors hypothesized that this could be due to the reduction of teacher-led math instruction.

More recently, Büchel, Jakob, Kühnhanss, Steffen, and Brunetti (2020) evaluated an after-school, offline delivery of the Khan Academy portal in grades 3 through 6 in 302 primary schools in Morazán, El Salvador. Students in this study received 90 minutes per week of additional math instruction (effectively nearly doubling total math instruction per week) through teacher-led regular lessons, teacher-assisted Khan Academy lessons, or similar lessons assisted by technical supervisors with no content expertise. (Importantly, the first group provided differentiated instruction, which is not the norm in Salvadorian schools). All three groups outperformed both schools without any additional lessons and classrooms without additional lessons in the same schools as the program. The teacher-assisted Khan Academy lessons performed 0.24 SDs better, the supervisor-led lessons 0.22 SDs better, and the teacher-led regular lessons 0.15 SDs better, but the authors could not determine whether the effects across versions were different.

Together, these studies suggest that instructional videos work best when provided as a complement to, rather than as a substitute for, regular instruction. Yet, the main limitation of these studies is the multifaceted nature of the Khan Academy portal, which also includes other components found to positively improve learner achievement, such as differentiated instruction by students’ learning levels. While the software does not provide the type of personalization discussed above, learners are asked to take a placement test and, based on their score, educators assign them different work. Therefore, it is not clear from these studies whether the effects from Khan Academy are driven by its instructional videos or to the software’s ability to provide differentiated activities when combined with placement tests.

Games and gamification

Technology can also increase learner engagement by presenting exercises as games and/or by encouraging learner to play and compete with others (e.g., using leaderboards and rewards)—an approach known as “gamification.” Both approaches can increase learner motivation and effort by presenting learners with entertaining opportunities for practice and by leveraging peers as commitment devices.

There are very few studies on the effects of games and gamification in low- and middle-income countries. Recently, Araya, Arias Ortiz, Bottan, and Cristia (2019) evaluated an initiative in which grade 4 students in Santiago, Chile were required to participate in two 90-minute sessions per week during the school day with instructional math software featuring individual and group competitions (e.g., tracking each learner’s standing in his/her class and tournaments between sections). After nine months, the program led to improvements of 0.27 SDs in the national student assessment in math (it had no spillover effects on reading). However, it had mixed effects on non-academic outcomes. Specifically, the program increased learners’ willingness to use computers to learn math, but, at the same time, increased their anxiety toward math and negatively impacted learners’ willingness to collaborate with peers. Finally, given that one of the weekly sessions replaced regular math instruction and the other one represented additional math instructional time, it is not clear whether the academic effects of the program are driven by the software or the additional time devoted to learning math.

The prognosis:

How can school systems adopt interventions that match their needs.

Here are five specific and sequential guidelines for decisionmakers to realize the potential of education technology to accelerate student learning.

1. Take stock of how your current schools, educators, and learners are engaging with technology .

Carry out a short in-school survey to understand the current practices and potential barriers to adoption of technology (we have included suggested survey instruments in the Appendices); use this information in your decisionmaking process. For example, we learned from conversations with current and former ministers of education from various developing regions that a common limitation to technology use is regulations that hold school leaders accountable for damages to or losses of devices. Another common barrier is lack of access to electricity and Internet, or even the availability of sufficient outlets for charging devices in classrooms. Understanding basic infrastructure and regulatory limitations to the use of education technology is a first necessary step. But addressing these limitations will not guarantee that introducing or expanding technology use will accelerate learning. The next steps are thus necessary.

“In Africa, the biggest limit is connectivity. Fiber is expensive, and we don’t have it everywhere. The continent is creating a digital divide between cities, where there is fiber, and the rural areas. The [Ghanaian] administration put in schools offline/online technologies with books, assessment tools, and open source materials. In deploying this, we are finding that again, teachers are unfamiliar with it. And existing policies prohibit students to bring their own tablets or cell phones. The easiest way to do it would have been to let everyone bring their own device. But policies are against it.” H.E. Matthew Prempeh, Minister of Education of Ghana, on the need to understand the local context.

2. Consider how the introduction of technology may affect the interactions among learners, educators, and content .

Our review of the evidence indicates that technology may accelerate student learning when it is used to scale up access to quality content, facilitate differentiated instruction, increase opportunities for practice, or when it increases learner engagement. For example, will adding electronic whiteboards to classrooms facilitate access to more quality content or differentiated instruction? Or will these expensive boards be used in the same way as the old chalkboards? Will providing one device (laptop or tablet) to each learner facilitate access to more and better content, or offer students more opportunities to practice and learn? Solely introducing technology in classrooms without additional changes is unlikely to lead to improved learning and may be quite costly. If you cannot clearly identify how the interactions among the three key components of the instructional core (educators, learners, and content) may change after the introduction of technology, then it is probably not a good idea to make the investment. See Appendix A for guidance on the types of questions to ask.

3. Once decisionmakers have a clear idea of how education technology can help accelerate student learning in a specific context, it is important to define clear objectives and goals and establish ways to regularly assess progress and make course corrections in a timely manner .

For instance, is the education technology expected to ensure that learners in early grades excel in foundational skills—basic literacy and numeracy—by age 10? If so, will the technology provide quality reading and math materials, ample opportunities to practice, and engaging materials such as videos or games? Will educators be empowered to use these materials in new ways? And how will progress be measured and adjusted?

4. How this kind of reform is approached can matter immensely for its success.

It is easy to nod to issues of “implementation,” but that needs to be more than rhetorical. Keep in mind that good use of education technology requires thinking about how it will affect learners, educators, and parents. After all, giving learners digital devices will make no difference if they get broken, are stolen, or go unused. Classroom technologies only matter if educators feel comfortable putting them to work. Since good technology is generally about complementing or amplifying what educators and learners already do, it is almost always a mistake to mandate programs from on high. It is vital that technology be adopted with the input of educators and families and with attention to how it will be used. If technology goes unused or if educators use it ineffectually, the results will disappoint—no matter the virtuosity of the technology. Indeed, unused education technology can be an unnecessary expenditure for cash-strapped education systems. This is why surveying context, listening to voices in the field, examining how technology is used, and planning for course correction is essential.

5. It is essential to communicate with a range of stakeholders, including educators, school leaders, parents, and learners .

Technology can feel alien in schools, confuse parents and (especially) older educators, or become an alluring distraction. Good communication can help address all of these risks. Taking care to listen to educators and families can help ensure that programs are informed by their needs and concerns. At the same time, deliberately and consistently explaining what technology is and is not supposed to do, how it can be most effectively used, and the ways in which it can make it more likely that programs work as intended. For instance, if teachers fear that technology is intended to reduce the need for educators, they will tend to be hostile; if they believe that it is intended to assist them in their work, they will be more receptive. Absent effective communication, it is easy for programs to “fail” not because of the technology but because of how it was used. In short, past experience in rolling out education programs indicates that it is as important to have a strong intervention design as it is to have a solid plan to socialize it among stakeholders.

Beyond reopening: A leapfrog moment to transform education?

On September 14, the Center for Universal Education (CUE) will host a webinar to discuss strategies, including around the effective use of education technology, for ensuring resilient schools in the long term and to launch a new education technology playbook “Realizing the promise: How can education technology improve learning for all?”

file-pdf Full Playbook – Realizing the promise: How can education technology improve learning for all? file-pdf References file-pdf Appendix A – Instruments to assess availability and use of technology file-pdf Appendix B – List of reviewed studies file-pdf Appendix C – How may technology affect interactions among students, teachers, and content?

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How Has Technology Changed Education?

Technology has impacted almost every aspect of life today, and education is no exception. Or is it? In some ways, education seems much the same as it has been for many years. A 14th century illustration by Laurentius de Voltolina depicts a university lecture in medieval Italy. The scene is easily recognizable because of its parallels to the modern day. The teacher lectures from a podium at the front of the room while the students sit in rows and listen. Some of the students have books open in front of them and appear to be following along. A few look bored. Some are talking to their neighbors. One appears to be sleeping. Classrooms today do not look much different, though you might find modern students looking at their laptops, tablets, or smart phones instead of books (though probably open to Facebook). A cynic would say that technology has done nothing to change education.

However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education. Today, massive amounts of information (books, audio, images, videos) are available at one’s fingertips through the Internet, and opportunities for formal learning are available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online degree programs, and more. Access to learning opportunities today is unprecedented in scope thanks to technology.

Opportunities for communication and collaboration have also been expanded by technology. Traditionally, classrooms have been relatively isolated, and collaboration has been limited to other students in the same classroom or building. Today, technology enables forms of communication and collaboration undreamt of in the past. Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition. Students can collaborate on group projects using technology-based tools such as wikis and Google docs. The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively.

Technology has also begun to change the roles of teachers and learners. In the traditional classroom, such as what we see depicted in de Voltolina’s illustration, the teacher is the primary source of information, and the learners passively receive it. This model of the teacher as the “sage on the stage” has been in education for a long time, and it is still very much in evidence today. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information. Schools and universities across the country are beginning to redesign learning spaces to enable this new model of education, foster more interaction and small group work, and use technology as an enabler.

Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. It will be up to instructional designers and educational technologies to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to everyone everywhere.

You can help shape the influence of technology in education with an Online Master of Science in Education in Learning Design and Technology from Purdue University Online. This accredited program offers studies in exciting new technologies that are shaping education and offers students the opportunity to take part in the future of innovation.

Learn more about the online MSEd in Learning Design and Technology at Purdue University today and help redefine the way in which individuals learn. Call (877) 497-5851 to speak with an admissions advisor or to request more information.

How Important Is Technology in Education? Benefits, Challenges, and Impact on Students

A group of students use their electronics while sitting at their desks.

Many of today’s high-demand jobs were created in the last decade, according to the International Society for Technology in Education (ISTE). As advances in technology drive globalization and digital transformation, teachers can help students acquire the necessary skills to succeed in the careers of the future.

How important is technology in education? The COVID-19 pandemic is quickly demonstrating why online education should be a vital part of teaching and learning. By integrating technology into existing curricula, as opposed to using it solely as a crisis-management tool, teachers can harness online learning as a powerful educational tool.

The effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning. It also helps students build essential 21st-century skills.

Virtual classrooms, video, augmented reality (AR), robots, and other technology tools can not only make class more lively, they can also create more inclusive learning environments that foster collaboration and inquisitiveness and enable teachers to collect data on student performance.

Still, it’s important to note that technology is a tool used in education and not an end in itself. The promise of educational technology lies in what educators do with it and how it is used to best support their students’ needs.

Educational Technology Challenges

BuiltIn reports that 92 percent of teachers understand the impact of technology in education. According to Project Tomorrow, 59 percent of middle school students say digital educational tools have helped them with their grades and test scores. These tools have become so popular that the educational technology market is projected to expand to $342 billion by 2025, according to the World Economic Forum.

However, educational technology has its challenges, particularly when it comes to implementation and use. For example, despite growing interest in the use of AR, artificial intelligence, and other emerging technology, less than 10 percent of schools report having these tools in their classrooms, according to Project Tomorrow. Additional concerns include excessive screen time, the effectiveness of teachers using the technology, and worries about technology equity.

Prominently rising from the COVID-19 crisis is the issue of content. Educators need to be able to develop and weigh in on online educational content, especially to encourage students to consider a topic from different perspectives. The urgent actions taken during this crisis did not provide sufficient time for this. Access is an added concern — for example, not every school district has resources to provide students with a laptop, and internet connectivity can be unreliable in homes.

Additionally, while some students thrive in online education settings, others lag for various factors, including support resources. For example, a student who already struggled in face-to-face environments may struggle even more in the current situation. These students may have relied on resources that they no longer have in their homes.

Still, most students typically demonstrate confidence in using online education when they have the resources, as studies have suggested. However, online education may pose challenges for teachers, especially in places where it has not been the norm.

Despite the challenges and concerns, it’s important to note the benefits of technology in education, including increased collaboration and communication, improved quality of education, and engaging lessons that help spark imagination and a search for knowledge in students.

The Benefits of Technology in Education

Teachers want to improve student performance, and technology can help them accomplish this aim. To mitigate the challenges, administrators should help teachers gain the competencies needed to enhance learning for students through technology. Additionally, technology in the classroom should make teachers’ jobs easier without adding extra time to their day.

Technology provides students with easy-to-access information, accelerated learning, and fun opportunities to practice what they learn. It enables students to explore new subjects and deepen their understanding of difficult concepts, particularly in STEM. Through the use of technology inside and outside the classroom, students can gain 21st-century technical skills necessary for future occupations.

Still, children learn more effectively with direction. The World Economic Forum reports that while technology can help young students learn and acquire knowledge through play, for example, evidence suggests that learning is more effective through guidance from an adult, such as a teacher.

Leaders and administrators should take stock of where their faculty are in terms of their understanding of online spaces. From lessons learned during this disruptive time, they can implement solutions now for the future. For example, administrators could give teachers a week or two to think carefully about how to teach courses not previously online. In addition to an exploration of solutions, flexibility during these trying times is of paramount importance.

Below are examples of how important technology is in education and the benefits it offers to students and teachers.

Increased Collaboration and Communication

Educational technology can foster collaboration. Not only can teachers engage with students during lessons, but students can also communicate with each other. Through online lessons and learning games, students get to work together to solve problems. In collaborative activities, students can share their thoughts and ideas and support each other. At the same time, technology enables one-on-one interaction with teachers. Students can ask classroom-related questions and seek additional help on difficult-to-understand subject matter. At home, students can upload their homework, and teachers can access and view completed assignments using their laptops.

Personalized Learning Opportunities

Technology allows 24/7 access to educational resources. Classes can take place entirely online via the use of a laptop or mobile device. Hybrid versions of learning combine the use of technology from anywhere with regular in-person classroom sessions. In both scenarios, the use of technology to tailor learning plans for each student is possible. Teachers can create lessons based on student interests and strengths. An added benefit is that students can learn at their own pace. When they need to review class material to get a better understanding of essential concepts, students can review videos in the lesson plan. The data generated through these online activities enable teachers to see which students struggled with certain subjects and offer additional assistance and support.

Curiosity Driven by Engaging Content

Through engaging and educational content, teachers can spark inquisitiveness in children and boost their curiosity, which research says has ties to academic success. Curiosity helps students get a better understanding of math and reading concepts. Creating engaging content can involve the use of AR, videos, or podcasts. For example, when submitting assignments, students can include videos or interact with students from across the globe.

Improved Teacher Productivity and Efficiency

Teachers can leverage technology to achieve new levels of productivity, implement useful digital tools to expand learning opportunities for students, and increase student support and engagement. It also enables teachers to improve their instruction methods and personalize learning. Schools can benefit from technology by reducing the costs of physical instructional materials, enhancing educational program efficiency, and making the best use of teacher time.

Become a Leader in Enriching Classrooms through Technology

Educators unfamiliar with some of the technology used in education may not have been exposed to the tools as they prepared for their careers or as part of their professional development. Teachers looking to make the transition and acquire the skills to incorporate technology in education can take advantage of learning opportunities to advance their competencies. For individuals looking to help transform the education system through technology, American University’s School of Education online offers a Master of Arts in Teaching and a Master of Arts in Education Policy and Leadership to prepare educators with essential tools to become leaders. Courses such as Education Program and Policy Implementation and Teaching Science in Elementary School equip graduate students with critical competencies to incorporate technology into educational settings effectively.

Learn more about American University’s School of Education online and its master’s degree programs.

Virtual Reality in Education: Benefits, Tools, and Resources

Data-Driven Decision Making in Education: 11 Tips for Teachers & Administration

Helping Girls Succeed in STEM

BuiltIn, “Edtech 101”

EdTech, “Teaching Teachers to Put Tech Tools to Work”

International Society for Technology in Education, “Preparing Students for Jobs That Don’t Exist”

The Journal, “How Teachers Use Technology to Enrich Learning Experiences”

Pediatric Research, “Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement”

Project Tomorrow, “Digital Learning: Peril or Promise for Our K-12 Students”

World Economic Forum, “The Future of Jobs Report 2018”

World Economic Forum, “Learning through Play: How Schools Can Educate Students through Technology”

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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Global Education Monitoring Report

Technology in education

As recognised in the Incheon Declaration, the achievement of SDG 4 is dependent on opportunities and challenges posed by technology, a relationship that was strengthened by the onset of the COVID-19 pandemic. Technology appears in six out of the ten targets in the fourth Sustainable Development goal on education. These references recognize that technology affects education through five distinct channels, as input, means of delivery, skill, tool for planning, and providing a social and cultural context.

There are often bitter divisions in how the role of technology is viewed, however. These divisions are widening as the technology is evolving at breakneck speed. The 2023 GEM Report on technology and education explores these debates, examining education challenges to which appropriate use of technology can offer solutions (access, equity and inclusion; quality; technology advancement; system management), while recognizing that many solutions proposed may also be detrimental.

The report also explores three system-wide conditions (access to technology, governance regulation, and teacher preparation) that need to be met for any technology in education to reach its full potential. It provides the mid-term assessment of progress towards SDG 4 , which was summarized in a brochure and promoted at the 2023 SDG Summit.

The 2023 GEM Report and 200 PEER country profiles on technology and education were launched on 26 July. A recording of the global launch event can be watched here and a south-south dialogue between Ministers of education in Latin America and Africa here .

Background material

Watch the launch event

Consultations

The GEM Report is partnering with Restless Development  to mobilize youth globally to inform the development of the 2023 Youth Report, exploring how technology can address various education challenges.

The GEM Report ran a consultation process to collect feedback and evidence on the proposed lines of research of the 2023 concept note.

Technology in education: a tool on whose terms?

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on technology and education

in quality and school infrastructure

The Importance of Technology in Education: Benefits for Students and Educators

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Introduction, importance of technology in education (essay).

Himmelsbach, V. (2019). How Does Technology Impact Student Learning? Retrieved November 26, 2020, from https:tophat.combloghow-does-technology-impact-student-learningDikusar, A. (2018).
How Important is Technology in Education? Retrieved October 22, 2020, from https:xbsoftware.combloghow-important-is-technology-in-educationCox, J. (2019).
Benefits of Technology in the Classroom. Retrieved November 4, 2020, from https:www.teachhub.comtechnology-in-the-classroom201911benefits-of-technology-in-the-classroom

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Education reform and change driven by digital technology: a bibliometric study from a global perspective

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Development studies
Science, technology and society

Amidst the global digital transformation of educational institutions, digital technology has emerged as a significant area of interest among scholars. Such technologies have played an instrumental role in enhancing learner performance and improving the effectiveness of teaching and learning. These digital technologies also ensure the sustainability and stability of education during the epidemic. Despite this, a dearth of systematic reviews exists regarding the current state of digital technology application in education. To address this gap, this study utilized the Web of Science Core Collection as a data source (specifically selecting the high-quality SSCI and SCIE) and implemented a topic search by setting keywords, yielding 1849 initial publications. Furthermore, following the PRISMA guidelines, we refined the selection to 588 high-quality articles. Using software tools such as CiteSpace, VOSviewer, and Charticulator, we reviewed these 588 publications to identify core authors (such as Selwyn, Henderson, Edwards), highly productive countries/regions (England, Australia, USA), key institutions (Monash University, Australian Catholic University), and crucial journals in the field ( Education and Information Technologies , Computers & Education , British Journal of Educational Technology ). Evolutionary analysis reveals four developmental periods in the research field of digital technology education application: the embryonic period, the preliminary development period, the key exploration, and the acceleration period of change. The study highlights the dual influence of technological factors and historical context on the research topic. Technology is a key factor in enabling education to transform and upgrade, and the context of the times is an important driving force in promoting the adoption of new technologies in the education system and the transformation and upgrading of education. Additionally, the study identifies three frontier hotspots in the field: physical education, digital transformation, and professional development under the promotion of digital technology. This study presents a clear framework for digital technology application in education, which can serve as a valuable reference for researchers and educational practitioners concerned with digital technology education application in theory and practice.

A bibliometric analysis of knowledge mapping in Chinese education digitalization research from 2012 to 2022

Digital transformation and digital literacy in the context of complexity within higher education institutions: a systematic literature review

Education big data and learning analytics: a bibliometric analysis

Introduction.

Digital technology has become an essential component of modern education, facilitating the extension of temporal and spatial boundaries and enriching the pedagogical contexts (Selwyn and Facer, 2014 ). The advent of mobile communication technology has enabled learning through social media platforms (Szeto et al. 2015 ; Pires et al. 2022 ), while the advancement of augmented reality technology has disrupted traditional conceptions of learning environments and spaces (Perez-Sanagustin et al., 2014 ; Kyza and Georgiou, 2018 ). A wide range of digital technologies has enabled learning to become a norm in various settings, including the workplace (Sjöberg and Holmgren, 2021 ), home (Nazare et al. 2022 ), and online communities (Tang and Lam, 2014 ). Education is no longer limited to fixed locations and schedules, but has permeated all aspects of life, allowing learning to continue at any time and any place (Camilleri and Camilleri, 2016 ; Selwyn and Facer, 2014 ).

The advent of digital technology has led to the creation of several informal learning environments (Greenhow and Lewin, 2015 ) that exhibit divergent form, function, features, and patterns in comparison to conventional learning environments (Nygren et al. 2019 ). Consequently, the associated teaching and learning processes, as well as the strategies for the creation, dissemination, and acquisition of learning resources, have undergone a complete overhaul. The ensuing transformations have posed a myriad of novel issues, such as the optimal structuring of teaching methods by instructors and the adoption of appropriate learning strategies by students in the new digital technology environment. Consequently, an examination of the principles that underpin effective teaching and learning in this environment is a topic of significant interest to numerous scholars engaged in digital technology education research.

Over the course of the last two decades, digital technology has made significant strides in the field of education, notably in extending education time and space and creating novel educational contexts with sustainability. Despite research attempts to consolidate the application of digital technology in education, previous studies have only focused on specific aspects of digital technology, such as Pinto and Leite’s ( 2020 ) investigation into digital technology in higher education and Mustapha et al.’s ( 2021 ) examination of the role and value of digital technology in education during the pandemic. While these studies have provided valuable insights into the practical applications of digital technology in particular educational domains, they have not comprehensively explored the macro-mechanisms and internal logic of digital technology implementation in education. Additionally, these studies were conducted over a relatively brief period, making it challenging to gain a comprehensive understanding of the macro-dynamics and evolutionary process of digital technology in education. Some studies have provided an overview of digital education from an educational perspective but lack a precise understanding of technological advancement and change (Yang et al. 2022 ). Therefore, this study seeks to employ a systematic scientific approach to collate relevant research from 2000 to 2022, comprehend the internal logic and development trends of digital technology in education, and grasp the outstanding contribution of digital technology in promoting the sustainability of education in time and space. In summary, this study aims to address the following questions:

RQ1: Since the turn of the century, what is the productivity distribution of the field of digital technology education application research in terms of authorship, country/region, institutional and journal level?

RQ2: What is the development trend of research on the application of digital technology in education in the past two decades?

RQ3: What are the current frontiers of research on the application of digital technology in education?

Literature review

Although the term “digital technology” has become ubiquitous, a unified definition has yet to be agreed upon by scholars. Because the meaning of the word digital technology is closely related to the specific context. Within the educational research domain, Selwyn’s ( 2016 ) definition is widely favored by scholars (Pinto and Leite, 2020 ). Selwyn ( 2016 ) provides a comprehensive view of various concrete digital technologies and their applications in education through ten specific cases, such as immediate feedback in classes, orchestrating teaching, and community learning. Through these specific application scenarios, Selwyn ( 2016 ) argues that digital technology encompasses technologies associated with digital devices, including but not limited to tablets, smartphones, computers, and social media platforms (such as Facebook and YouTube). Furthermore, Further, the behavior of accessing the internet at any location through portable devices can be taken as an extension of the behavior of applying digital technology.

The evolving nature of digital technology has significant implications in the field of education. In the 1890s, the focus of digital technology in education was on comprehending the nuances of digital space, digital culture, and educational methodologies, with its connotations aligned more towards the idea of e-learning. The advent and subsequent widespread usage of mobile devices since the dawn of the new millennium have been instrumental in the rapid expansion of the concept of digital technology. Notably, mobile learning devices such as smartphones and tablets, along with social media platforms, have become integral components of digital technology (Conole and Alevizou, 2010 ; Batista et al. 2016 ). In recent times, the burgeoning application of AI technology in the education sector has played a vital role in enriching the digital technology lexicon (Banerjee et al. 2021 ). ChatGPT, for instance, is identified as a novel educational technology that has immense potential to revolutionize future education (Rospigliosi, 2023 ; Arif, Munaf and Ul-Haque, 2023 ).

Pinto and Leite ( 2020 ) conducted a comprehensive macroscopic survey of the use of digital technologies in the education sector and identified three distinct categories, namely technologies for assessment and feedback, mobile technologies, and Information Communication Technologies (ICT). This classification criterion is both macroscopic and highly condensed. In light of the established concept definitions of digital technology in the educational research literature, this study has adopted the characterizations of digital technology proposed by Selwyn ( 2016 ) and Pinto and Leite ( 2020 ) as crucial criteria for analysis and research inclusion. Specifically, this criterion encompasses several distinct types of digital technologies, including Information and Communication Technologies (ICT), Mobile tools, eXtended Reality (XR) Technologies, Assessment and Feedback systems, Learning Management Systems (LMS), Publish and Share tools, Collaborative systems, Social media, Interpersonal Communication tools, and Content Aggregation tools.

Methodology and materials

Research method: bibliometric.

The research on econometric properties has been present in various aspects of human production and life, yet systematic scientific theoretical guidance has been lacking, resulting in disorganization. In 1969, British scholar Pritchard ( 1969 ) proposed “bibliometrics,” which subsequently emerged as an independent discipline in scientific quantification research. Initially, Pritchard defined bibliometrics as “the application of mathematical and statistical methods to books and other media of communication,” however, the definition was not entirely rigorous. To remedy this, Hawkins ( 2001 ) expanded Pritchard’s definition to “the quantitative analysis of the bibliographic features of a body of literature.” De Bellis further clarified the objectives of bibliometrics, stating that it aims to analyze and identify patterns in literature, such as the most productive authors, institutions, countries, and journals in scientific disciplines, trends in literary production over time, and collaboration networks (De Bellis, 2009 ). According to Garfield ( 2006 ), bibliometric research enables the examination of the history and structure of a field, the flow of information within the field, the impact of journals, and the citation status of publications over a longer time scale. All of these definitions illustrate the unique role of bibliometrics as a research method for evaluating specific research fields.

This study uses CiteSpace, VOSviewer, and Charticulator to analyze data and create visualizations. Each of these three tools has its own strengths and can complement each other. CiteSpace and VOSviewer use set theory and probability theory to provide various visualization views in fields such as keywords, co-occurrence, and co-authors. They are easy to use and produce visually appealing graphics (Chen, 2006 ; van Eck and Waltman, 2009 ) and are currently the two most widely used bibliometric tools in the field of visualization (Pan et al. 2018 ). In this study, VOSviewer provided the data necessary for the Performance Analysis; Charticulator was then used to redraw using the tabular data exported from VOSviewer (for creating the chord diagram of country collaboration); this was to complement the mapping process, while CiteSpace was primarily utilized to generate keyword maps and conduct burst word analysis.

Data retrieval

This study selected documents from the Science Citation Index Expanded (SCIE) and Social Science Citation Index (SSCI) in the Web of Science Core Collection as the data source, for the following reasons:

(1) The Web of Science Core Collection, as a high-quality digital literature resource database, has been widely accepted by many researchers and is currently considered the most suitable database for bibliometric analysis (Jing et al. 2023a ). Compared to other databases, Web of Science provides more comprehensive data information (Chen et al. 2022a ), and also provides data formats suitable for analysis using VOSviewer and CiteSpace (Gaviria-Marin et al. 2019 ).

(2) The application of digital technology in the field of education is an interdisciplinary research topic, involving technical knowledge literature belonging to the natural sciences and education-related literature belonging to the social sciences. Therefore, it is necessary to select Science Citation Index Expanded (SCIE) and Social Science Citation Index (SSCI) as the sources of research data, ensuring the comprehensiveness of data while ensuring the reliability and persuasiveness of bibliometric research (Hwang and Tsai, 2011 ; Wang et al. 2022 ).

After establishing the source of research data, it is necessary to determine a retrieval strategy (Jing et al. 2023b ). The choice of a retrieval strategy should consider a balance between the breadth and precision of the search formula. That is to say, it should encompass all the literature pertaining to the research topic while excluding irrelevant documents as much as possible. In light of this, this study has set a retrieval strategy informed by multiple related papers (Mustapha et al. 2021 ; Luo et al. 2021 ). The research by Mustapha et al. ( 2021 ) guided us in selecting keywords (“digital” AND “technolog*”) to target digital technology, while Luo et al. ( 2021 ) informed the selection of terms (such as “instruct*,” “teach*,” and “education”) to establish links with the field of education. Then, based on the current application of digital technology in the educational domain and the scope of selection criteria, we constructed the final retrieval strategy. Following the general patterns of past research (Jing et al. 2023a , 2023b ), we conducted a specific screening using the topic search (Topics, TS) function in Web of Science. For the specific criteria used in the screening for this study, please refer to Table 1 .

Literature screening

Literature acquired through keyword searches may contain ostensibly related yet actually unrelated works. Therefore, to ensure the close relevance of literature included in the analysis to the research topic, it is often necessary to perform a manual screening process to identify the final literature to be analyzed, subsequent to completing the initial literature search.

The manual screening process consists of two steps. Initially, irrelevant literature is weeded out based on the title and abstract, with two members of the research team involved in this phase. This stage lasted about one week, resulting in 1106 articles being retained. Subsequently, a comprehensive review of the full text is conducted to accurately identify the literature required for the study. To carry out the second phase of manual screening effectively and scientifically, and to minimize the potential for researcher bias, the research team established the inclusion criteria presented in Table 2 . Three members were engaged in this phase, which took approximately 2 weeks, culminating in the retention of 588 articles after meticulous screening. The entire screening process is depicted in Fig. 1 , adhering to the PRISMA guidelines (Page et al. 2021 ).

The process of obtaining and filtering the necessary literature data for research.

Data standardization

Nguyen and Hallinger ( 2020 ) pointed out that raw data extracted from scientific databases often contains multiple expressions of the same term, and not addressing these synonymous expressions could affect research results in bibliometric analysis. For instance, in the original data, the author list may include “Tsai, C. C.” and “Tsai, C.-C.”, while the keyword list may include “professional-development” and “professional development,” which often require merging. Therefore, before analyzing the selected literature, a data disambiguation process is necessary to standardize the data (Strotmann and Zhao, 2012 ; Van Eck and Waltman, 2019 ). This study adopted the data standardization process proposed by Taskin and Al ( 2019 ), mainly including the following standardization operations:

Firstly, the author and source fields in the data are corrected and standardized to differentiate authors with similar names.

Secondly, the study checks whether the journals to which the literature belongs have been renamed in the past over 20 years, so as to avoid the influence of periodical name change on the analysis results.

Finally, the keyword field is standardized by unifying parts of speech and singular/plural forms of keywords, which can help eliminate redundant entries in the knowledge graph.

Performance analysis (RQ1)

This section offers a thorough and detailed analysis of the state of research in the field of digital technology education. By utilizing descriptive statistics and visual maps, it provides a comprehensive overview of the development trends, authors, countries, institutions, and journal distribution within the field. The insights presented in this section are of great significance in advancing our understanding of the current state of research in this field and identifying areas for further investigation. The use of visual aids to display inter-country cooperation and the evolution of the field adds to the clarity and coherence of the analysis.

Time trend of the publications

To understand a research field, it is first necessary to understand the most basic quantitative information, among which the change in the number of publications per year best reflects the development trend of a research field. Figure 2 shows the distribution of publication dates.

Time trend of the publications on application of digital technology in education.

From the Fig. 2 , it can be seen that the development of this field over the past over 20 years can be roughly divided into three stages. The first stage was from 2000 to 2007, during which the number of publications was relatively low. Due to various factors such as technological maturity, the academic community did not pay widespread attention to the role of digital technology in expanding the scope of teaching and learning. The second stage was from 2008 to 2019, during which the overall number of publications showed an upward trend, and the development of the field entered an accelerated period, attracting more and more scholars’ attention. The third stage was from 2020 to 2022, during which the number of publications stabilized at around 100. During this period, the impact of the pandemic led to a large number of scholars focusing on the role of digital technology in education during the pandemic, and research on the application of digital technology in education became a core topic in social science research.

Analysis of authors

An analysis of the author’s publication volume provides information about the representative scholars and core research strengths of a research area. Table 3 presents information on the core authors in adaptive learning research, including name, publication number, and average number of citations per article (based on the analysis and statistics from VOSviewer).

Variations in research foci among scholars abound. Within the field of digital technology education application research over the past two decades, Neil Selwyn stands as the most productive author, having published 15 papers garnering a total of 1027 citations, resulting in an average of 68.47 citations per paper. As a Professor at the Faculty of Education at Monash University, Selwyn concentrates on exploring the application of digital technology in higher education contexts (Selwyn et al. 2021 ), as well as related products in higher education such as Coursera, edX, and Udacity MOOC platforms (Bulfin et al. 2014 ). Selwyn’s contributions to the educational sociology perspective include extensive research on the impact of digital technology on education, highlighting the spatiotemporal extension of educational processes and practices through technological means as the greatest value of educational technology (Selwyn, 2012 ; Selwyn and Facer, 2014 ). In addition, he provides a blueprint for the development of future schools in 2030 based on the present impact of digital technology on education (Selwyn et al. 2019 ). The second most productive author in this field, Henderson, also offers significant contributions to the understanding of the important value of digital technology in education, specifically in the higher education setting, with a focus on the impact of the pandemic (Henderson et al. 2015 ; Cohen et al. 2022 ). In contrast, Edwards’ research interests focus on early childhood education, particularly the application of digital technology in this context (Edwards, 2013 ; Bird and Edwards, 2015 ). Additionally, on the technical level, Edwards also mainly prefers digital game technology, because it is a digital technology that children are relatively easy to accept (Edwards, 2015 ).

Analysis of countries/regions and organization

The present study aimed to ascertain the leading countries in digital technology education application research by analyzing 75 countries related to 558 works of literature. Table 4 depicts the top ten countries that have contributed significantly to this field in terms of publication count (based on the analysis and statistics from VOSviewer). Our analysis of Table 4 data shows that England emerged as the most influential country/region, with 92 published papers and 2401 citations. Australia and the United States secured the second and third ranks, respectively, with 90 papers (2187 citations) and 70 papers (1331 citations) published. Geographically, most of the countries featured in the top ten publication volumes are situated in Australia, North America, and Europe, with China being the only exception. Notably, all these countries, except China, belong to the group of developed nations, suggesting that economic strength is a prerequisite for fostering research in the digital technology education application field.

This study presents a visual representation of the publication output and cooperation relationships among different countries in the field of digital technology education application research. Specifically, a chord diagram is employed to display the top 30 countries in terms of publication output, as depicted in Fig. 3 . The chord diagram is composed of nodes and chords, where the nodes are positioned as scattered points along the circumference, and the length of each node corresponds to the publication output, with longer lengths indicating higher publication output. The chords, on the other hand, represent the cooperation relationships between any two countries, and are weighted based on the degree of closeness of the cooperation, with wider chords indicating closer cooperation. Through the analysis of the cooperation relationships, the findings suggest that the main publishing countries in this field are engaged in cooperative relationships with each other, indicating a relatively high level of international academic exchange and research internationalization.

In the diagram, nodes are scattered along the circumference of a circle, with the length of each node representing the volume of publications. The weighted arcs connecting any two points on the circle are known as chords, representing the collaborative relationship between the two, with the width of the arc indicating the closeness of the collaboration.

Further analyzing Fig. 3 , we can extract more valuable information, enabling a deeper understanding of the connections between countries in the research field of digital technology in educational applications. It is evident that certain countries, such as the United States, China, and England, display thicker connections, indicating robust collaborative relationships in terms of productivity. These thicker lines signify substantial mutual contributions and shared objectives in certain sectors or fields, highlighting the interconnectedness and global integration in these areas. By delving deeper, we can also explore potential future collaboration opportunities through the chord diagram, identifying possible partners to propel research and development in this field. In essence, the chord diagram successfully encapsulates and conveys the multi-dimensionality of global productivity and cooperation, allowing for a comprehensive understanding of the intricate inter-country relationships and networks in a global context, providing valuable guidance and insights for future research and collaborations.

An in-depth examination of the publishing institutions is provided in Table 5 , showcasing the foremost 10 institutions ranked by their publication volume. Notably, Monash University and Australian Catholic University, situated in Australia, have recorded the most prolific publications within the digital technology education application realm, with 22 and 10 publications respectively. Moreover, the University of Oslo from Norway is featured among the top 10 publishing institutions, with an impressive average citation count of 64 per publication. It is worth highlighting that six institutions based in the United Kingdom were also ranked within the top 10 publishing institutions, signifying their leading position in this area of research.

Analysis of journals

Journals are the main carriers for publishing high-quality papers. Some scholars point out that the two key factors to measure the influence of journals in the specified field are the number of articles published and the number of citations. The more papers published in a magazine and the more citations, the greater its influence (Dzikowski, 2018 ). Therefore, this study utilized VOSviewer to statistically analyze the top 10 journals with the most publications in the field of digital technology in education and calculated the average citations per article (see Table 6 ).

Based on Table 6 , it is apparent that the highest number of articles in the domain of digital technology in education research were published in Education and Information Technologies (47 articles), Computers & Education (34 articles), and British Journal of Educational Technology (32 articles), indicating a higher article output compared to other journals. This underscores the fact that these three journals concentrate more on the application of digital technology in education. Furthermore, several other journals, such as Technology Pedagogy and Education and Sustainability, have published more than 15 articles in this domain. Sustainability represents the open access movement, which has notably facilitated research progress in this field, indicating that the development of open access journals in recent years has had a significant impact. Although there is still considerable disagreement among scholars on the optimal approach to achieve open access, the notion that research outcomes should be accessible to all is widely recognized (Huang et al. 2020 ). On further analysis of the research fields to which these journals belong, except for Sustainability, it is evident that they all pertain to educational technology, thus providing a qualitative definition of the research area of digital technology education from the perspective of journals.

Temporal keyword analysis: thematic evolution (RQ2)

The evolution of research themes is a dynamic process, and previous studies have attempted to present the developmental trajectory of fields by drawing keyword networks in phases (Kumar et al. 2021 ; Chen et al. 2022b ). To understand the shifts in research topics across different periods, this study follows past research and, based on the significant changes in the research field and corresponding technological advancements during the outlined periods, divides the timeline into four stages (the first stage from January 2000 to December 2005, the second stage from January 2006 to December 2011, the third stage from January 2012 to December 2017; and the fourth stage from January 2018 to December 2022). The division into these four stages was determined through a combination of bibliometric analysis and literature review, which presented a clear trajectory of the field’s development. The research analyzes the keyword networks for each time period (as there are only three articles in the first stage, it was not possible to generate an appropriate keyword co-occurrence map, hence only the keyword co-occurrence maps from the second to the fourth stages are provided), to understand the evolutionary track of the digital technology education application research field over time.

2000.1–2005.12: germination period

From January 2000 to December 2005, digital technology education application research was in its infancy. Only three studies focused on digital technology, all of which were related to computers. Due to the popularity of computers, the home became a new learning environment, highlighting the important role of digital technology in expanding the scope of learning spaces (Sutherland et al. 2000 ). In specific disciplines and contexts, digital technology was first favored in medical clinical practice, becoming an important tool for supporting the learning of clinical knowledge and practice (Tegtmeyer et al. 2001 ; Durfee et al. 2003 ).

2006.1–2011.12: initial development period

Between January 2006 and December 2011, it was the initial development period of digital technology education research. Significant growth was observed in research related to digital technology, and discussions and theoretical analyses about “digital natives” emerged. During this phase, scholars focused on the debate about “how to use digital technology reasonably” and “whether current educational models and school curriculum design need to be adjusted on a large scale” (Bennett and Maton, 2010 ; Selwyn, 2009 ; Margaryan et al. 2011 ). These theoretical and speculative arguments provided a unique perspective on the impact of cognitive digital technology on education and teaching. As can be seen from the vocabulary such as “rethinking”, “disruptive pedagogy”, and “attitude” in Fig. 4 , many scholars joined the calm reflection and analysis under the trend of digital technology (Laurillard, 2008 ; Vratulis et al. 2011 ). During this phase, technology was still undergoing dramatic changes. The development of mobile technology had already caught the attention of many scholars (Wong et al. 2011 ), but digital technology represented by computers was still very active (Selwyn et al. 2011 ). The change in technological form would inevitably lead to educational transformation. Collins and Halverson ( 2010 ) summarized the prospects and challenges of using digital technology for learning and educational practices, believing that digital technology would bring a disruptive revolution to the education field and bring about a new educational system. In addition, the term “teacher education” in Fig. 4 reflects the impact of digital technology development on teachers. The rapid development of technology has widened the generation gap between teachers and students. To ensure smooth communication between teachers and students, teachers must keep up with the trend of technological development and establish a lifelong learning concept (Donnison, 2009 ).

In the diagram, each node represents a keyword, with the size of the node indicating the frequency of occurrence of the keyword. The connections represent the co-occurrence relationships between keywords, with a higher frequency of co-occurrence resulting in tighter connections.

2012.1–2017.12: critical exploration period

During the period spanning January 2012 to December 2017, the application of digital technology in education research underwent a significant exploration phase. As can be seen from Fig. 5 , different from the previous stage, the specific elements of specific digital technology have started to increase significantly, including the enrichment of technological contexts, the greater variety of research methods, and the diversification of learning modes. Moreover, the temporal and spatial dimensions of the learning environment were further de-emphasized, as noted in previous literature (Za et al. 2014 ). Given the rapidly accelerating pace of technological development, the education system in the digital era is in urgent need of collaborative evolution and reconstruction, as argued by Davis, Eickelmann, and Zaka ( 2013 ).

In the domain of digital technology, social media has garnered substantial scholarly attention as a promising avenue for learning, as noted by Pasquini and Evangelopoulos ( 2016 ). The implementation of social media in education presents several benefits, including the liberation of education from the restrictions of physical distance and time, as well as the erasure of conventional educational boundaries. The user-generated content (UGC) model in social media has emerged as a crucial source for knowledge creation and distribution, with the widespread adoption of mobile devices. Moreover, social networks have become an integral component of ubiquitous learning environments (Hwang et al. 2013 ). The utilization of social media allows individuals to function as both knowledge producers and recipients, which leads to a blurring of the conventional roles of learners and teachers. On mobile platforms, the roles of learners and teachers are not fixed, but instead interchangeable.

In terms of research methodology, the prevalence of empirical studies with survey designs in the field of educational technology during this period is evident from the vocabulary used, such as “achievement,” “acceptance,” “attitude,” and “ict.” in Fig. 5 . These studies aim to understand learners’ willingness to adopt and attitudes towards new technologies, and some seek to investigate the impact of digital technologies on learning outcomes through quasi-experimental designs (Domínguez et al. 2013 ). Among these empirical studies, mobile learning emerged as a hot topic, and this is not surprising. First, the advantages of mobile learning environments over traditional ones have been empirically demonstrated (Hwang et al. 2013 ). Second, learners born around the turn of the century have been heavily influenced by digital technologies and have developed their own learning styles that are more open to mobile devices as a means of learning. Consequently, analyzing mobile learning as a relatively novel mode of learning has become an important issue for scholars in the field of educational technology.

The intervention of technology has led to the emergence of several novel learning modes, with the blended learning model being the most representative one in the current phase. Blended learning, a novel concept introduced in the information age, emphasizes the integration of the benefits of traditional learning methods and online learning. This learning mode not only highlights the prominent role of teachers in guiding, inspiring, and monitoring the learning process but also underlines the importance of learners’ initiative, enthusiasm, and creativity in the learning process. Despite being an early conceptualization, blended learning’s meaning has been expanded by the widespread use of mobile technology and social media in education. The implementation of new technologies, particularly mobile devices, has resulted in the transformation of curriculum design and increased flexibility and autonomy in students’ learning processes (Trujillo Maza et al. 2016 ), rekindling scholarly attention to this learning mode. However, some scholars have raised concerns about the potential drawbacks of the blended learning model, such as its significant impact on the traditional teaching system, the lack of systematic coping strategies and relevant policies in several schools and regions (Moskal et al. 2013 ).

2018.1–2022.12: accelerated transformation period

The period spanning from January 2018 to December 2022 witnessed a rapid transformation in the application of digital technology in education research. The field of digital technology education research reached a peak period of publication, largely influenced by factors such as the COVID-19 pandemic (Yu et al. 2023 ). Research during this period was built upon the achievements, attitudes, and social media of the previous phase, and included more elements that reflect the characteristics of this research field, such as digital literacy, digital competence, and professional development, as depicted in Fig. 6 . Alongside this, scholars’ expectations for the value of digital technology have expanded, and the pursuit of improving learning efficiency and performance is no longer the sole focus. Some research now aims to cultivate learners’ motivation and enhance their self-efficacy by applying digital technology in a reasonable manner, as demonstrated by recent studies (Beardsley et al. 2021 ; Creely et al. 2021 ).

The COVID-19 pandemic has emerged as a crucial backdrop for the digital technology’s role in sustaining global education, as highlighted by recent scholarly research (Zhou et al. 2022 ; Pan and Zhang, 2020 ; Mo et al. 2022 ). The online learning environment, which is supported by digital technology, has become the primary battleground for global education (Yu, 2022 ). This social context has led to various studies being conducted, with some scholars positing that the pandemic has impacted the traditional teaching order while also expanding learning possibilities in terms of patterns and forms (Alabdulaziz, 2021 ). Furthermore, the pandemic has acted as a catalyst for teacher teaching and technological innovation, and this viewpoint has been empirically substantiated (Moorhouse and Wong, 2021 ). Additionally, some scholars believe that the pandemic’s push is a crucial driving force for the digital transformation of the education system, serving as an essential mechanism for overcoming the system’s inertia (Romero et al. 2021 ).

The rapid outbreak of the pandemic posed a challenge to the large-scale implementation of digital technologies, which was influenced by a complex interplay of subjective and objective factors. Objective constraints included the lack of infrastructure in some regions to support digital technologies, while subjective obstacles included psychological resistance among certain students and teachers (Moorhouse, 2021 ). These factors greatly impacted the progress of online learning during the pandemic. Additionally, Timotheou et al. ( 2023 ) conducted a comprehensive systematic review of existing research on digital technology use during the pandemic, highlighting the critical role played by various factors such as learners’ and teachers’ digital skills, teachers’ personal attributes and professional development, school leadership and management, and administration in facilitating the digitalization and transformation of schools.

The current stage of research is characterized by the pivotal term “digital literacy,” denoting a growing interest in learners’ attitudes and adoption of emerging technologies. Initially, the term “literacy” was restricted to fundamental abilities and knowledge associated with books and print materials (McMillan, 1996 ). However, with the swift advancement of computers and digital technology, there have been various attempts to broaden the scope of literacy beyond its traditional meaning, including game literacy (Buckingham and Burn, 2007 ), information literacy (Eisenberg, 2008 ), and media literacy (Turin and Friesem, 2020 ). Similarly, digital literacy has emerged as a crucial concept, and Gilster and Glister ( 1997 ) were the first to introduce this concept, referring to the proficiency in utilizing technology and processing digital information in academic, professional, and daily life settings. In practical educational settings, learners who possess higher digital literacy often exhibit an aptitude for quickly mastering digital devices and applying them intelligently to education and teaching (Yu, 2022 ).

The utilization of digital technology in education has undergone significant changes over the past two decades, and has been a crucial driver of educational reform with each new technological revolution. The impact of these changes on the underlying logic of digital technology education applications has been noticeable. From computer technology to more recent developments such as virtual reality (VR), augmented reality (AR), and artificial intelligence (AI), the acceleration in digital technology development has been ongoing. Educational reforms spurred by digital technology development continue to be dynamic, as each new digital innovation presents new possibilities and models for teaching practice. This is especially relevant in the post-pandemic era, where the importance of technological progress in supporting teaching cannot be overstated (Mughal et al. 2022 ). Existing digital technologies have already greatly expanded the dimensions of education in both time and space, while future digital technologies aim to expand learners’ perceptions. Researchers have highlighted the potential of integrated technology and immersive technology in the development of the educational metaverse, which is highly anticipated to create a new dimension for the teaching and learning environment, foster a new value system for the discipline of educational technology, and more effectively and efficiently achieve the grand educational blueprint of the United Nations’ Sustainable Development Goals (Zhang et al. 2022 ; Li and Yu, 2023 ).

Hotspot evolution analysis (RQ3)

The examination of keyword evolution reveals a consistent trend in the advancement of digital technology education application research. The emergence and transformation of keywords serve as indicators of the varying research interests in this field. Thus, the utilization of the burst detection function available in CiteSpace allowed for the identification of the top 10 burst words that exhibited a high level of burst strength. This outcome is illustrated in Table 7 .

According to the results presented in Table 7 , the explosive terminology within the realm of digital technology education research has exhibited a concentration mainly between the years 2018 and 2022. Prior to this time frame, the emerging keywords were limited to “information technology” and “computer”. Notably, among them, computer, as an emergent keyword, has always had a high explosive intensity from 2008 to 2018, which reflects the important position of computer in digital technology and is the main carrier of many digital technologies such as Learning Management Systems (LMS) and Assessment and Feedback systems (Barlovits et al. 2022 ).

Since 2018, an increasing number of research studies have focused on evaluating the capabilities of learners to accept, apply, and comprehend digital technologies. As indicated by the use of terms such as “digital literacy” and “digital skill,” the assessment of learners’ digital literacy has become a critical task. Scholarly efforts have been directed towards the development of literacy assessment tools and the implementation of empirical assessments. Furthermore, enhancing the digital literacy of both learners and educators has garnered significant attention. (Nagle, 2018 ; Yu, 2022 ). Simultaneously, given the widespread use of various digital technologies in different formal and informal learning settings, promoting learners’ digital skills has become a crucial objective for contemporary schools (Nygren et al. 2019 ; Forde and OBrien, 2022 ).

Since 2020, the field of applied research on digital technology education has witnessed the emergence of three new hotspots, all of which have been affected to some extent by the pandemic. Firstly, digital technology has been widely applied in physical education, which is one of the subjects that has been severely affected by the pandemic (Parris et al. 2022 ; Jiang and Ning, 2022 ). Secondly, digital transformation has become an important measure for most schools, especially higher education institutions, to cope with the impact of the pandemic globally (García-Morales et al. 2021 ). Although the concept of digital transformation was proposed earlier, the COVID-19 pandemic has greatly accelerated this transformation process. Educational institutions must carefully redesign their educational products to face this new situation, providing timely digital learning methods, environments, tools, and support systems that have far-reaching impacts on modern society (Krishnamurthy, 2020 ; Salas-Pilco et al. 2022 ). Moreover, the professional development of teachers has become a key mission of educational institutions in the post-pandemic era. Teachers need to have a certain level of digital literacy and be familiar with the tools and online teaching resources used in online teaching, which has become a research hotspot today. Organizing digital skills training for teachers to cope with the application of emerging technologies in education is an important issue for teacher professional development and lifelong learning (Garzón-Artacho et al. 2021 ). As the main organizers and practitioners of emergency remote teaching (ERT) during the pandemic, teachers must put cognitive effort into their professional development to ensure effective implementation of ERT (Romero-Hall and Jaramillo Cherrez, 2022 ).

The burst word “digital transformation” reveals that we are in the midst of an ongoing digital technology revolution. With the emergence of innovative digital technologies such as ChatGPT and Microsoft 365 Copilot, technology trends will continue to evolve, albeit unpredictably. While the impact of these advancements on school education remains uncertain, it is anticipated that the widespread integration of technology will significantly affect the current education system. Rejecting emerging technologies without careful consideration is unwise. Like any revolution, the technological revolution in the education field has both positive and negative aspects. Detractors argue that digital technology disrupts learning and memory (Baron, 2021 ) or causes learners to become addicted and distracted from learning (Selwyn and Aagaard, 2020 ). On the other hand, the prudent use of digital technology in education offers a glimpse of a golden age of open learning. Educational leaders and practitioners have the opportunity to leverage cutting-edge digital technologies to address current educational challenges and develop a rational path for the sustainable and healthy growth of education.

Discussion on performance analysis (RQ1)

The field of digital technology education application research has experienced substantial growth since the turn of the century, a phenomenon that is quantifiably apparent through an analysis of authorship, country/region contributions, and institutional engagement. This expansion reflects the increased integration of digital technologies in educational settings and the heightened scholarly interest in understanding and optimizing their use.

Discussion on authorship productivity in digital technology education research

The authorship distribution within digital technology education research is indicative of the field’s intellectual structure and depth. A primary figure in this domain is Neil Selwyn, whose substantial citation rate underscores the profound impact of his work. His focus on the implications of digital technology in higher education and educational sociology has proven to be seminal. Selwyn’s research trajectory, especially the exploration of spatiotemporal extensions of education through technology, provides valuable insights into the multifaceted role of digital tools in learning processes (Selwyn et al. 2019 ).

Other notable contributors, like Henderson and Edwards, present diversified research interests, such as the impact of digital technologies during the pandemic and their application in early childhood education, respectively. Their varied focuses highlight the breadth of digital technology education research, encompassing pedagogical innovation, technological adaptation, and policy development.

Discussion on country/region-level productivity and collaboration

At the country/region level, the United Kingdom, specifically England, emerges as a leading contributor with 92 published papers and a significant citation count. This is closely followed by Australia and the United States, indicating a strong English-speaking research axis. Such geographical concentration of scholarly output often correlates with investment in research and development, technological infrastructure, and the prevalence of higher education institutions engaging in cutting-edge research.

China’s notable inclusion as the only non-Western country among the top contributors to the field suggests a growing research capacity and interest in digital technology in education. However, the lower average citation per paper for China could reflect emerging engagement or different research focuses that may not yet have achieved the same international recognition as Western counterparts.

The chord diagram analysis furthers this understanding, revealing dense interconnections between countries like the United States, China, and England, which indicates robust collaborations. Such collaborations are fundamental in addressing global educational challenges and shaping international research agendas.

Discussion on institutional-level contributions to digital technology education

Institutional productivity in digital technology education research reveals a constellation of universities driving the field forward. Monash University and the Australian Catholic University have the highest publication output, signaling Australia’s significant role in advancing digital education research. The University of Oslo’s remarkable average citation count per publication indicates influential research contributions, potentially reflecting high-quality studies that resonate with the broader academic community.

The strong showing of UK institutions, including the University of London, The Open University, and the University of Cambridge, reinforces the UK’s prominence in this research field. Such institutions are often at the forefront of pedagogical innovation, benefiting from established research cultures and funding mechanisms that support sustained inquiry into digital education.

Discussion on journal publication analysis

An examination of journal outputs offers a lens into the communicative channels of the field’s knowledge base. Journals such as Education and Information Technologies , Computers & Education , and the British Journal of Educational Technology not only serve as the primary disseminators of research findings but also as indicators of research quality and relevance. The impact factor (IF) serves as a proxy for the quality and influence of these journals within the academic community.

The high citation counts for articles published in Computers & Education suggest that research disseminated through this medium has a wide-reaching impact and is of particular interest to the field. This is further evidenced by its significant IF of 11.182, indicating that the journal is a pivotal platform for seminal work in the application of digital technology in education.

The authorship, regional, and institutional productivity in the field of digital technology education application research collectively narrate the evolution of this domain since the turn of the century. The prominence of certain authors and countries underscores the importance of socioeconomic factors and existing academic infrastructure in fostering research productivity. Meanwhile, the centrality of specific journals as outlets for high-impact research emphasizes the role of academic publishing in shaping the research landscape.

As the field continues to grow, future research may benefit from leveraging the collaborative networks that have been elucidated through this analysis, perhaps focusing on underrepresented regions to broaden the scope and diversity of research. Furthermore, the stabilization of publication numbers in recent years invites a deeper exploration into potential plateaus in research trends or saturation in certain sub-fields, signaling an opportunity for novel inquiries and methodological innovations.

Discussion on the evolutionary trends (RQ2)

The evolution of the research field concerning the application of digital technology in education over the past two decades is a story of convergence, diversification, and transformation, shaped by rapid technological advancements and shifting educational paradigms.

At the turn of the century, the inception of digital technology in education was largely exploratory, with a focus on how emerging computer technologies could be harnessed to enhance traditional learning environments. Research from this early period was primarily descriptive, reflecting on the potential and challenges of incorporating digital tools into the educational setting. This phase was critical in establishing the fundamental discourse that would guide subsequent research, as it set the stage for understanding the scope and impact of digital technology in learning spaces (Wang et al. 2023 ).

As the first decade progressed, the narrative expanded to encompass the pedagogical implications of digital technologies. This was a period of conceptual debates, where terms like “digital natives” and “disruptive pedagogy” entered the academic lexicon, underscoring the growing acknowledgment of digital technology as a transformative force within education (Bennett and Maton, 2010 ). During this time, the research began to reflect a more nuanced understanding of the integration of technology, considering not only its potential to change where and how learning occurred but also its implications for educational equity and access.

In the second decade, with the maturation of internet connectivity and mobile technology, the focus of research shifted from theoretical speculations to empirical investigations. The proliferation of digital devices and the ubiquity of social media influenced how learners interacted with information and each other, prompting a surge in studies that sought to measure the impact of these tools on learning outcomes. The digital divide and issues related to digital literacy became central concerns, as scholars explored the varying capacities of students and educators to engage with technology effectively.

Throughout this period, there was an increasing emphasis on the individualization of learning experiences, facilitated by adaptive technologies that could cater to the unique needs and pacing of learners (Jing et al. 2023a ). This individualization was coupled with a growing recognition of the importance of collaborative learning, both online and offline, and the role of digital tools in supporting these processes. Blended learning models, which combined face-to-face instruction with online resources, emerged as a significant trend, advocating for a balance between traditional pedagogies and innovative digital strategies.

The later years, particularly marked by the COVID-19 pandemic, accelerated the necessity for digital technology in education, transforming it from a supplementary tool to an essential platform for delivering education globally (Mo et al. 2022 ; Mustapha et al. 2021 ). This era brought about an unprecedented focus on online learning environments, distance education, and virtual classrooms. Research became more granular, examining not just the pedagogical effectiveness of digital tools, but also their role in maintaining continuity of education during crises, their impact on teacher and student well-being, and their implications for the future of educational policy and infrastructure.

Across these two decades, the research field has seen a shift from examining digital technology as an external addition to the educational process, to viewing it as an integral component of curriculum design, instructional strategies, and even assessment methods. The emergent themes have broadened from a narrow focus on specific tools or platforms to include wider considerations such as data privacy, ethical use of technology, and the environmental impact of digital tools.

Moreover, the field has moved from considering the application of digital technology in education as a primarily cognitive endeavor to recognizing its role in facilitating socio-emotional learning, digital citizenship, and global competencies. Researchers have increasingly turned their attention to the ways in which technology can support collaborative skills, cultural understanding, and ethical reasoning within diverse student populations.

In summary, the past over twenty years in the research field of digital technology applications in education have been characterized by a progression from foundational inquiries to complex analyses of digital integration. This evolution has mirrored the trajectory of technology itself, from a facilitative tool to a pervasive ecosystem defining contemporary educational experiences. As we look to the future, the field is poised to delve into the implications of emerging technologies like AI, AR, and VR, and their potential to redefine the educational landscape even further. This ongoing metamorphosis suggests that the application of digital technology in education will continue to be a rich area of inquiry, demanding continual adaptation and forward-thinking from educators and researchers alike.

Discussion on the study of research hotspots (RQ3)

The analysis of keyword evolution in digital technology education application research elucidates the current frontiers in the field, reflecting a trajectory that is in tandem with the rapidly advancing digital age. This landscape is sculpted by emergent technological innovations and shaped by the demands of an increasingly digital society.

Interdisciplinary integration and pedagogical transformation

One of the frontiers identified from recent keyword bursts includes the integration of digital technology into diverse educational contexts, particularly noted with the keyword “physical education.” The digitalization of disciplines traditionally characterized by physical presence illustrates the pervasive reach of technology and signifies a push towards interdisciplinary integration where technology is not only a facilitator but also a transformative agent. This integration challenges educators to reconceptualize curriculum delivery to accommodate digital tools that can enhance or simulate the physical aspects of learning.

Digital literacy and skills acquisition

Another pivotal frontier is the focus on “digital literacy” and “digital skill”, which has intensified in recent years. This suggests a shift from mere access to technology towards a comprehensive understanding and utilization of digital tools. In this realm, the emphasis is not only on the ability to use technology but also on critical thinking, problem-solving, and the ethical use of digital resources (Yu, 2022 ). The acquisition of digital literacy is no longer an additive skill but a fundamental aspect of modern education, essential for navigating and contributing to the digital world.

Educational digital transformation

The keyword “digital transformation” marks a significant research frontier, emphasizing the systemic changes that education institutions must undergo to align with the digital era (Romero et al. 2021 ). This transformation includes the redesigning of learning environments, pedagogical strategies, and assessment methods to harness digital technology’s full potential. Research in this area explores the complexity of institutional change, addressing the infrastructural, cultural, and policy adjustments needed for a seamless digital transition.

Engagement and participation

Further exploration into “engagement” and “participation” underscores the importance of student-centered learning environments that are mediated by technology. The current frontiers examine how digital platforms can foster collaboration, inclusivity, and active learning, potentially leading to more meaningful and personalized educational experiences. Here, the use of technology seeks to support the emotional and cognitive aspects of learning, moving beyond the transactional view of education to one that is relational and interactive.

Professional development and teacher readiness

As the field evolves, “professional development” emerges as a crucial area, particularly in light of the pandemic which necessitated emergency remote teaching. The need for teacher readiness in a digital age is a pressing frontier, with research focusing on the competencies required for educators to effectively integrate technology into their teaching practices. This includes familiarity with digital tools, pedagogical innovation, and an ongoing commitment to personal and professional growth in the digital domain.

Pandemic as a catalyst

The recent pandemic has acted as a catalyst for accelerated research and application in this field, particularly in the domains of “digital transformation,” “professional development,” and “physical education.” This period has been a litmus test for the resilience and adaptability of educational systems to continue their operations in an emergency. Research has thus been directed at understanding how digital technologies can support not only continuity but also enhance the quality and reach of education in such contexts.

Ethical and societal considerations

The frontier of digital technology in education is also expanding to consider broader ethical and societal implications. This includes issues of digital equity, data privacy, and the sociocultural impact of technology on learning communities. The research explores how educational technology can be leveraged to address inequities and create more equitable learning opportunities for all students, regardless of their socioeconomic background.

Innovation and emerging technologies

Looking forward, the frontiers are set to be influenced by ongoing and future technological innovations, such as artificial intelligence (AI) (Wu and Yu, 2023 ; Chen et al. 2022a ). The exploration into how these technologies can be integrated into educational practices to create immersive and adaptive learning experiences represents a bold new chapter for the field.

In conclusion, the current frontiers of research on the application of digital technology in education are multifaceted and dynamic. They reflect an overarching movement towards deeper integration of technology in educational systems and pedagogical practices, where the goals are not only to facilitate learning but to redefine it. As these frontiers continue to expand and evolve, they will shape the educational landscape, requiring a concerted effort from researchers, educators, policymakers, and technologists to navigate the challenges and harness the opportunities presented by the digital revolution in education.

Conclusions and future research

Conclusions.

The utilization of digital technology in education is a research area that cuts across multiple technical and educational domains and continues to experience dynamic growth due to the continuous progress of technology. In this study, a systematic review of this field was conducted through bibliometric techniques to examine its development trajectory. The primary focus of the review was to investigate the leading contributors, productive national institutions, significant publications, and evolving development patterns. The study’s quantitative analysis resulted in several key conclusions that shed light on this research field’s current state and future prospects.

(1) The research field of digital technology education applications has entered a stage of rapid development, particularly in recent years due to the impact of the pandemic, resulting in a peak of publications. Within this field, several key authors (Selwyn, Henderson, Edwards, etc.) and countries/regions (England, Australia, USA, etc.) have emerged, who have made significant contributions. International exchanges in this field have become frequent, with a high degree of internationalization in academic research. Higher education institutions in the UK and Australia are the core productive forces in this field at the institutional level.

(2) Education and Information Technologies , Computers & Education , and the British Journal of Educational Technology are notable journals that publish research related to digital technology education applications. These journals are affiliated with the research field of educational technology and provide effective communication platforms for sharing digital technology education applications.

(3) Over the past two decades, research on digital technology education applications has progressed from its early stages of budding, initial development, and critical exploration to accelerated transformation, and it is currently approaching maturity. Technological progress and changes in the times have been key driving forces for educational transformation and innovation, and both have played important roles in promoting the continuous development of education.

(4) Influenced by the pandemic, three emerging frontiers have emerged in current research on digital technology education applications, which are physical education, digital transformation, and professional development under the promotion of digital technology. These frontier research hotspots reflect the core issues that the education system faces when encountering new technologies. The evolution of research hotspots shows that technology breakthroughs in education’s original boundaries of time and space create new challenges. The continuous self-renewal of education is achieved by solving one hotspot problem after another.

The present study offers significant practical implications for scholars and practitioners in the field of digital technology education applications. Firstly, it presents a well-defined framework of the existing research in this area, serving as a comprehensive guide for new entrants to the field and shedding light on the developmental trajectory of this research domain. Secondly, the study identifies several contemporary research hotspots, thus offering a valuable decision-making resource for scholars aiming to explore potential research directions. Thirdly, the study undertakes an exhaustive analysis of published literature to identify core journals in the field of digital technology education applications, with Sustainability being identified as a promising open access journal that publishes extensively on this topic. This finding can potentially facilitate scholars in selecting appropriate journals for their research outputs.

Limitation and future research

Influenced by some objective factors, this study also has some limitations. First of all, the bibliometrics analysis software has high standards for data. In order to ensure the quality and integrity of the collected data, the research only selects the periodical papers in SCIE and SSCI indexes, which are the core collection of Web of Science database, and excludes other databases, conference papers, editorials and other publications, which may ignore some scientific research and original opinions in the field of digital technology education and application research. In addition, although this study used professional software to carry out bibliometric analysis and obtained more objective quantitative data, the analysis and interpretation of data will inevitably have a certain subjective color, and the influence of subjectivity on data analysis cannot be completely avoided. As such, future research endeavors will broaden the scope of literature screening and proactively engage scholars in the field to gain objective and state-of-the-art insights, while minimizing the adverse impact of personal subjectivity on research analysis.

Data availability

The datasets analyzed during the current study are available in the Dataverse repository: https://doi.org/10.7910/DVN/F9QMHY

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Acknowledgements

This research was supported by the Zhejiang Provincial Social Science Planning Project, “Mechanisms and Pathways for Empowering Classroom Teaching through Learning Spaces under the Strategy of High-Quality Education Development”, the 2022 National Social Science Foundation Education Youth Project “Research on the Strategy of Creating Learning Space Value and Empowering Classroom Teaching under the background of ‘Double Reduction’” (Grant No. CCA220319) and the National College Student Innovation and Entrepreneurship Training Program of China (Grant No. 202310337023).

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Wang, C., Chen, X., Yu, T. et al. Education reform and change driven by digital technology: a bibliometric study from a global perspective. Humanit Soc Sci Commun 11 , 256 (2024). https://doi.org/10.1057/s41599-024-02717-y

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School Education /

Essay on Contribution of Technology in Education for School Students

Updated on
Jan 19, 2024

Essay on Contribution of Technology in Education: In the 1920s, radio was used for the first time for educational purposes. Today, artificial intelligence and robotics have not only increased our efficiency and productivity at work but have also helped students learn from their classroom experiences.

Interactive whiteboards, digital projectors, tablets, and smart gadgets have replaced traditional ways of writing on surfaces including chalkboards, tables, and many more. In addition to providing students with rapid access to a wealth of knowledge, technology-based learning methods also link the classroom to real-world situations.

Table of Contents

1 Essay on Contribution of Technology in Education (100 words)
2 Essay on Contribution of Technology in Education (200 words)
3 Essay on Contribution of Technology in Education (300+ words)

Also Read: Top Teaching Tools for Teachers to Enhance Classroom Learning

Essay on Contribution of Technology in Education (100 words)

In this revolutionary era, education and technology are the two powerful tools that help students learn about personalized learning opportunities. Interactive whiteboards and projectors have replaced the traditional methods of studying in classrooms.

According to recent data, over 60 percent of schools provide digital learning with the incorporation of tablets, laptops, and other important electronic gadgets in their schools. The aim of using technology in classrooms is to accommodate multiple learning styles, encouraging the students to collaborate on their new ideas and opinions. All such diverse ranges of technologies and experiences help the students learn things from different sources, which not only increases their areas of understanding but also changes their learning abilities.

Also Read: Blended Learning Approach for Teachers

Essay on Contribution of Technology in Education (200 words)

The importance of online learning methods has seen an unusual jump in the local, national, and international educational markets. The COVID-19 pandemic has acted as a catalyst that has helped to drive digital education in an unparalleled way. It is estimated that more than 50 percent of the worldwide learning industry, either schools, colleges, or universities, embraces online learning methods.

The changes in the way of learning have pushed the education industry to explore innovations as well as new learning technologies. The new methods of technology such as gamification flipped classrooms, and eTextbooks have created healthy and interactive teaching methods that help to bridge the gap caused by physical restrictions. Moreover, technology has empowered the learning opportunities and helped to reach the students in remote areas. It is the digital revolution that has helped to change traditional classrooms into specialized online classes, with an aim of lifelong learning.

In conclusion, the rise in online education after post-COVID has curbed the educational population and has limited geographical areas. Although there are still some challenges regarding the use of technology in digital education such as limitations of budget, misuse of technology and lack of awareness of the tools that can be achieved by providing good infrastructure, awareness about the use of technology and by creating awareness among the masses.

Also Read: How to Write an Essay in English?

Essay on Contribution of Technology in Education (300+ words)

The word technology is comprised of two Greek words, techne, and logos. Here, techne means skill and art and logos mean the remark or comment by which the inner thoughts are expressed. Combining these two words, educational technology can be defined as an instructional program that is based on experience and is designed to impart students with educational knowledge of technology.

In the past students had limited resources to explore good knowledge. The limited knowledge was either found within the four walls of schools, or in local libraries. But now, with the help of the internet, a piece of vast information is just a click away from the students. Students have the opportunity to explore different subjects, watch educational YouTube videos, and connect with related experts using social media worldwide.

Moreover, the interaction of education and technology has given rise to different online learning platforms such as Coursera, LinkedIn Learning, Skillshare, Udemy, and many more. The online learning platform has seen a rise of 50 percent in users over the last five years. One of the major reasons for a boom in online learning includes the improved means of classroom interactions, easiness of learning remotely, and discovering new things at their own pace.

Academic institutions, colleges, universities, and different online platforms use new methods of technology to make learning better for students. Educational applications or apps have become invaluable tools in the digital era that help students cover the spectrum of subjects. These applications serve different styles of learning, and languages, to provide interactive and engaging learning. For example, mathematics subjects can use enjoyment, relaxation, and effective learning interaction with the students. Here the example indicates, how technology can not only be used for fun but can also be used for learning with the involvement of needs as well as preferences at the same time.

Furthermore, the increase in the importance of digitization of educational resources such as online tests, universities, e-books, and edutainment helps unburden the heavy backpacks and also updates the students with the latest information. Using the technology not only helps lighten the physical loads but also helps with a more feasible approach towards learning.

In conclusion, we can say that technology has made learning easier and more convenient. From global interaction sessions to collaboration, technology has helped students in a revolutionary way. It is believed that in coming future the advancement of technology will not only help the students with innovations but will also come up with endless possibilities.

Read this Essay on Technology for related information.

Ans: Technology helps in unburdening our backpacks with e-books, edutainment, and online tests. Also online learning platforms such as Udemy, and Coursera help in breaking the geographical barriers.

Ans: Technology education is an instructional program that is based on experience and is designed to give students educational knowledge on technology.

Patrick Suppes and Richard Atkinson are often considered known as fathers of educational technology.

An increase in the importance of digitization of educational resources such as online tests, universities, e-books, and edutainment helps unburden the heavy backpacks and also updates the students with the latest information. Using the technology not only helps lighten the physical loads but also helps with a more feasible approach towards learning.

Ans: It is believed that in the coming future, the advancement of technology will not only help students with innovations but will also come up with endless possibilities.

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Deepika Joshi is an experienced content writer with educational and informative content expertise. She has hands-on experience in Education, Study Abroad and EdTech SaaS. Her strengths lie in conducting thorough research and analysis to provide accurate and up-to-date information to readers. She enjoys staying updated on new skills and knowledge, particularly in the education domain. In her free time, she loves to read articles, and blogs related to her field to expand her expertise further. In her personal life, she loves creative writing and aspires to connect with innovative people who have fresh ideas to offer.

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What 126 studies say about education technology

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J-PAL North America's recently released publication summarizes 126 rigorous evaluations of different uses of education technology and their impact on student learning.

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In recent years, there has been widespread excitement around the transformative potential of technology in education. In the United States alone, spending on education technology has now exceeded $13 billion . Programs and policies to promote the use of education technology may expand access to quality education, support students’ learning in innovative ways, and help families navigate complex school systems.

However, the rapid development of education technology in the United States is occurring in a context of deep and persistent inequality . Depending on how programs are designed, how they are used, and who can access them, education technologies could alleviate or aggravate existing disparities. To harness education technology’s full potential, education decision-makers, product developers, and funders need to understand the ways in which technology can help — or in some cases hurt — student learning.

To address this need, J-PAL North America recently released a new publication summarizing 126 rigorous evaluations of different uses of education technology. Drawing primarily from research in developed countries, the publication looks at randomized evaluations and regression discontinuity designs across four broad categories: (1) access to technology, (2) computer-assisted learning or educational software, (3) technology-enabled nudges in education, and (4) online learning.

This growing body of evidence suggests some areas of promise and points to four key lessons on education technology.

First, supplying computers and internet alone generally do not improve students’ academic outcomes from kindergarten to 12th grade, but do increase computer usage and improve computer proficiency. Disparities in access to information and communication technologies can exacerbate existing educational inequalities. Students without access at school or at home may struggle to complete web-based assignments and may have a hard time developing digital literacy skills.

Broadly, programs to expand access to technology have been effective at increasing use of computers and improving computer skills. However, computer distribution and internet subsidy programs generally did not improve grades and test scores and in some cases led to adverse impacts on academic achievement. The limited rigorous evidence suggests that distributing computers may have a more direct impact on learning outcomes at the postsecondary level.

Second, educational software (often called “computer-assisted learning”) programs designed to help students develop particular skills have shown enormous promise in improving learning outcomes, particularly in math. Targeting instruction to meet students’ learning levels has been found to be effective in improving student learning, but large class sizes with a wide range of learning levels can make it hard for teachers to personalize instruction. Software has the potential to overcome traditional classroom constraints by customizing activities for each student. Educational software programs range from light-touch homework support tools to more intensive interventions that re-orient the classroom around the use of software.

Most educational software that have been rigorously evaluated help students practice particular skills through personalized tutoring approaches. Computer-assisted learning programs have shown enormous promise in improving academic achievement, especially in math. Of all 30 studies of computer-assisted learning programs, 20 reported statistically significant positive effects, 15 of which were focused on improving math outcomes.

Third, technology-based nudges — such as text message reminders — can have meaningful, if modest, impacts on a variety of education-related outcomes, often at extremely low costs. Low-cost interventions like text message reminders can successfully support students and families at each stage of schooling. Text messages with reminders, tips, goal-setting tools, and encouragement can increase parental engagement in learning activities, such as reading with their elementary-aged children.

Middle and high schools, meanwhile, can help parents support their children by providing families with information about how well their children are doing in school. Colleges can increase application and enrollment rates by leveraging technology to suggest specific action items, streamline financial aid procedures, and/or provide personalized support to high school students.

Online courses are developing a growing presence in education, but the limited experimental evidence suggests that online-only courses lower student academic achievement compared to in-person courses. In four of six studies that directly compared the impact of taking a course online versus in-person only, student performance was lower in the online courses. However, students performed similarly in courses with both in-person and online components compared to traditional face-to-face classes.

The new publication is meant to be a resource for decision-makers interested in learning which uses of education technology go beyond the hype to truly help students learn. At the same time, the publication outlines key open questions about the impacts of education technology, including questions relating to the long-term impacts of education technology and the impacts of education technology on different types of learners.

To help answer these questions, J-PAL North America’s Education, Technology, and Opportunity Initiative is working to build the evidence base on promising uses of education technology by partnering directly with education leaders.

Education leaders are invited to submit letters of interest to partner with J-PAL North America through its Innovation Competition . Anyone interested in learning more about how to apply is encouraged to contact initiative manager Vincent Quan .

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J-PAL North America calls for proposals from education leaders

J-PAL North America’s Education, Technology, and Opportunity Innovation Competition supports education leaders in using randomized evaluations to generate evidence on how technology can improve student learning, particularly for students from disadvantaged backgrounds.

J-PAL North America’s Education, Technology, and Opportunity Innovation Competition announces inaugural partners

Applications for second offering of the ReACT Computer and Data Science Program are now open.

New learning opportunities for displaced persons

J-PAL North America will partner with the Sacramento-based California Franchise Tax Board to evaluate the impact of strategies to encourage households to file for the California Earned Income Tax Credit (CalEITC).

J-PAL North America announces new partnerships with three state and local governments

A new way to measure women’s and girls’ empowerment in impact evaluations

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The Impact of Technology on Education and Learning

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You are going abroad on holiday and your friend will stay in your house while you are away. write a letter to your friend, in your letter - explain where you hide the key - describe what your friend need to do in your absen - say when you are coming back, some feel that the effects of advertising are positive for individuals and businesses, while others think they are negative. discuss both sides and give your own opinion., in the future more people will choose to go on holiday in their own country and not travel abroad on holiday. do you agree or disagree, in some countries,owing a home rather than renting one is very important for people.why might this be the case do you think this is a possitive or negative situation.

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Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

Immersive environments

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

Data-gathering and analysis

Technology in Education: Benefits and Challenges Essay

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Currently available opportunities for learning and developing competencies are based on applying technologies. This situation creates a range of challenges and barriers for graduate students in the field of Speech Pathology because of the necessity of adapting to these new conditions. To succeed in this learning environment, students need to develop organizational and clinical skills and strategies to achieve academic success; challenges may be associated with the quality of received information and consequences of using devices.

A graduate student can potentially succeed academically and clinically when applying specific skills necessary for working with technologies. In this context, professional and academic skills include an individual’s adaptability, self-accountability, and developed time management competencies. The reason for implementing these skills is that the overuse of certain technologies can have a negative effect on the emotional state of users (Curran et al., 2017). It is important to be open to innovation but remain focused on the task when using new technologies. Moreover, the familiarization with new resources and devices should be supported by effective self-control (Campbell et al., 2016). In this case, it will be possible to develop skills in researching databases and finding evidence quickly, as well as in applying multiple learning modalities associated with auditory, visual, or kinesthetic learning styles. The availability of technologies allows for making the learning process adapted to students’ needs, and better academic results are expected.

It is also important to develop clinical skills in using technologies, such as the presentation of therapies to clients privately, at their home. The task of a service provider in this context is to ensure that the target audience is familiar with technologies and receives information in the most appropriate format (Curran et al., 2017). These formats can be numerous, including videos and posts, like those presented on social media platforms.

The changing learning environment also requires the adaptation of strategies to succeed academically. These strategies include the concentration on motivation to remain self-driven and involved in completing tasks. Furthermore, it is also important to eliminate all possible distractions associated with using technologies, such as turning off notifications on social media and websites. The fast development of technologies also requires focusing on the latest and unfamiliar ones (Campbell et al., 2016). In addition, it is necessary to use technologies to develop positive and productive relationships with classmates.

However, the application of the latest technologies in learning and clinical practices can be related to certain challenges. These barriers and problems include the presence of an extremely high number of technologies, resources, and options to choose from. When selecting the most appropriate or latest technology, it is possible to face the challenge associated with a high price or limited compatibility with other devices. The quality of information available with the help of technologies can also be questionable, and only credible resources should be used. In addition, using various devices, it is important to remember about cybersecurity and privacy protection (Yot-Domínguez & Marcelo, 2017). Other challenges associated with using many technologies are related to work-life balance and health issues (Curran et al., 2017). The problem is that the use of technologies and being constantly online impose a specific burden on users as clients can try to reach specialists during non-working hours, and the use of devices can result in developing computer vision syndrome, among other conditions. Thus, creating many opportunities for learning, technologies have specific disadvantages.

The environment of ever-evolving technologies in academic and clinical settings enables students to receive knowledge in the most effective manner, with a focus on their specific needs and learning styles. Opportunities for finding resources, accessing databases, and managing the work on tasks are considerable. Nevertheless, this particular modern situation also creates obstacles for students that need to be overcome, and key challenges include the quality of information, cybersecurity, and health conditions, among others.

Campbell, S., Chong, S., Ewen, V., Toombs, E., Tzalazidis, R., & Maranzan, K. A. (2016). Social media policy for graduate students: Challenges and opportunities for professional psychology training programs. Canadian Psychology/Psychologie Canadienne , 57 (3), 202-210.

Curran, V., Matthews, L., Fleet, L., Simmons, K., Gustafson, D. L., & Wetsch, L. (2017). A review of digital, social, and mobile technologies in health professional education. Journal of Continuing Education in the Health Professions , 37 (3), 195-206.

Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education , 14 (1), 38-49.

Information Technology Systems in Universities
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Reflection on Technology in Education

Technology is becoming more prevalent in today’s educational landscape as teachers and learners continue to benefit from its usage in the learning process. The use of the internet in classrooms, especially in the research process, involves collaboration between the teachers and online resources facilitated by technologies (Raja & Nagasubramani, 2018). Math sectors have employed online study that provides assistance and methods for students to track their development to see their progress. Because of the ease with which educators may now acquire additional materials, monitor their students’ progress, and communicate with their students and colleagues, technology has an essential role in the Classroom (Aldridge, 2021).

For the past ten years that I have served as an educator, it’s evident that instructors’ access to materials has increased tremendously because of technological advancements. To ensure that my students are making positive progress, I introduced I-Ready as a technology tool to help them during their reading, especially in mathematics. In the beginning, the students objected, but afterward, they realized it was beneficial since it helped improve their learning skills. During my lessons, I employed translators and memory drills who helped monitor the students’ progress as they practiced how to use the I-Ready tool. This tool made it easy for students to submit their assignments while in the Classroom.

This tool made it easy to develop an email chain and a set of criteria that helped monitor the educator’s work and ensure they were doing what was expected at a particular time (Ratheeswari, 2018). It also confirmed that students created excellent relations with their peers and were able to learn from each other. It has become more common for schools to utilize online services like I-Ready to outline courses for their students. I-Ready has led to intelligent boards that help students store work for their following class. Teachers have also come up with appropriate ways such as educating their students the importance of using smart boards while in their classes. This has made it easy for institutions install the dash boards since the students embrace them (Selwyn, 2012)

According to the I-Ready requirements, educators were required to collaborate with students and colleagues (Hawkridge, 1983). Preparation time is being used more and more by instructors to assist students in getting the most out of their digital learning. Educators are expected to work together with their students to develop new skills via digital resources. I-Ready is a technology based diagnostic instruction program for reading. Therefore as an educator, I used this form of technology to solve some students issue especially in assignment submission. This form of technology has several beneficial approaches to the student, especially in their learning process. Some of these benefits include, I-Ready has made students improve in their pronunciation while in class, and lastly it has made mathematics spear simpler to students who found it difficult. After several research on the I-Ready technology tool, I understood that this tool was also helpful to a student’s academic growth.

As an educator, it is essential to pay attention to the new advances, especially if it considers technological innovation (Saxe, 2021. Comparing older students and current students, it is evident that current students have more technological advantages compared to the older students since they were not able to access technology. Current students should be familiar with technology sources such as computers, iPads, and interactive whiteboards for them to be able to access the I-Ready tool (Baker & Benge, 2021).

After doing my personal research, it is clear that technology has helped upgrade the education sector. Students have embraced the use of technology positively and this has help them improve on their personal grades. My research was based on the I-Ready technological tool since it is commonly used in schools. The tool has made education more straightforward and more interesting for students. Technology can also be used effectively to modernize the education sector. Online submission of homework, digital test papers, and computer-checked multiple-choice questions will alleviate educators’ workloads. If you are interested in using artificial intelligence in the Classroom, sharing and collecting necessary educational information is more accessible, which increases and expands your knowledge (Pruznak, 2021). For students who cannot go to an educational institution, online learning would allow them to acquire education from the comfort of their own homes and finish their selected courses by watching videos of lecture content.

Have learnt a lot in this module about I-Ready as a tool of technology and that’s why I keep expanding my knowledge on technology in the education area so that I may learn about as many methods as possible to enhance our educational institutions. Because artificial intelligence is now being utilized in practically every aspect of our lives, I would want to understand more about it. It is important to research information online and always try to keep up with technological changes as utilized in education and avoid missing any technology updates (Raja & Nagasubramani, 2018).

Some instructors are not sure whether technology in classes is appropriate since they feel that it is too much burden to the student especially those who have to deal with online bullies. Using new technology in the classroom depends on various criteria, including the cost, convenience of use, and availability of assistance to ensure adequate comprehension and correct application .These are some of the instructors’ common issues when incorporating technology and digital media into the classroom. Some students also tend to abuse technology during class time. For instance some students tend to play video games and watch movies while their lessons are in progress. Instructors find this behaviors from students being unethical although the growth of technology in the education sector will keep growing.

In conclusion, the education sector is growing rapidly since when the introduction of technology was embraced in institutions by educators and students. Education has become more personalized nowadays especially by use of I-Ready method of technology. This tool has made mathematics and music subjects appear easier than the students imagined. It is very important for schools to embrace technology because it gives students exposure that helps them improve on their mind set and thinking. I-Ready form of technology has made students to be more creative and innovative.

Aldridge, K. S. (2021). The Relationship Between I-Ready Intervention and Grade 8 Mathematical Achievement.

Baker, L. M., & Benge, M. (2021). Am I Ready? Competencies and Skill Set Needed for Virtual Conference Hosts: WC390/AEC728, 5/2021. EDIS , 2021 (3).

Hawkridge, D. (1983). New information technology in education . Routledge.

Lindberg, J. G. (2021). Am I Ready? How High School Instrumental Music Teachers Perceive Their Undergraduate Programs Prepared Them for a Professional Career (Doctoral dissertation, Concordia University Chicago).

Pruznak, C. (2021). The Effectiveness of i-Ready Instruction on Student Growth (Doctoral dissertation, Indiana University of Pennsylvania).

Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research , 3 (1), 33-35.

Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced Research , 3 (1), 45-47.

Saxe, R. S. (2021). The Effects of Using an Online Reading Program to Improve Learning for Special Education Students.

Selwyn, N. (2012). Education in a digital world: Global perspectives on technology and education . Routledge.

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Essay on Benefits of Modern Technology

Students are often asked to write an essay on Benefits of Modern Technology in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Benefits of Modern Technology

Introduction.

Modern technology has transformed our lives. It has made things easier, faster, and more efficient.

Improves Communication

Technology has revolutionized communication. We can now talk to anyone, anywhere, instantly.

Enhances Learning

With technology, learning has become fun and interactive. It provides access to vast knowledge.

Boosts Efficiency

Technology saves time and effort. It automates tasks, increasing productivity.

Improves Health

Modern technology has improved healthcare. It aids in diagnosis and treatment.

In conclusion, modern technology benefits us in many ways. It’s a tool that aids progress.

250 Words Essay on Benefits of Modern Technology

Modern technology has become an integral part of our daily lives, offering countless benefits that enhance various facets of human existence. It not only simplifies our tasks but also broadens our horizons by connecting us to a global network of knowledge and possibilities.

Efficiency and Productivity

One of the primary benefits of modern technology is the enhancement of efficiency and productivity. Tools like computers, software applications, and the internet have transformed traditional work methods, enabling us to accomplish tasks faster and with greater accuracy.

Communication and Connectivity

Technology has revolutionized communication, making it easier, faster, and more efficient. Social media, emails, and video conferencing have broken geographical barriers, fostering global collaboration and unity.

Education and Learning

Modern technology has transformed education by providing countless resources online, enabling self-paced learning and making education more accessible. Online courses, educational apps, and digital libraries offer a wealth of knowledge at our fingertips.

Healthcare Advancements

In conclusion, modern technology plays a pivotal role in shaping our lives. It offers numerous benefits, from enhancing productivity to revolutionizing healthcare. However, it’s crucial to use it responsibly to ensure its advantages outweigh its potential drawbacks.

500 Words Essay on Benefits of Modern Technology

The advent of modern technology has brought a revolutionary change in the world. It has impacted every sphere of human life, from communication to transportation, education to healthcare, and business to governance. This essay explores the manifold benefits of modern technology.

Enhanced Communication

Improved education.

The healthcare sector has immensely benefited from modern technology. Advanced diagnostic tools, telemedicine, robotic surgeries, and AI-powered predictive analytics have improved patient care and outcomes. These advancements have not only made treatments more effective but also reduced healthcare costs.

Boosting Business and Economy

Environmental sustainability.

In conclusion, modern technology offers numerous benefits that enhance the quality of life, promote education, improve healthcare, boost the economy, and foster environmental sustainability. However, it is crucial to use technology responsibly and ethically to mitigate its potential negative impacts. The future holds immense possibilities for technological advancements, and it is up to us to harness its power for the betterment of society.

That’s it! I hope the essay helped you.

Apart from these, you can look at all the essays by clicking here .

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How does technology benefit education?

August 28, 2024
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Table of Contents

Technology has dramatically impacted our lives, and the classroom today is a more multifaceted environment than it was even 10 years ago. Digital whiteboards have replaced traditional chalkboards, and iPads are a dime a dozen.

Does this progress harm students, or does it transform their learning experience? The Pew Research Center reports that 92% of teachers believe the Internet improves their ability to access content, resources, and materials.

The roadblocks to success: What are the challenges in EdTech?

IFF research highlights that 59 percent of middle school students believe digital educational tools have improved their grades and test scores. The growing popularity of EdTech tools has driven the educational technology market to an expected expansion to $342 billion by 2025, according to the World Economic Forum .

We must admit that educational technology consistently faces some challenges, especially regarding its implementation and usage.

For example, while there is increasing interest in AR, artificial intelligence, and other emerging technologies , fewer than 10 percent of schools have integrated these tools into their classrooms, according to Education Week .

Also, there are concerns about the effectiveness of teachers using these technologies, and equitable access to technology. The negative impacts of technology may also include:

Social isolation : Excessive use of technology, especially social media, can lead to social isolation. People might spend more time interacting online rather than engaging in face-to-face social interactions.
Privacy concerns : Issues such as personal data collection, surveillance, and potential data breaches threaten individuals’ privacy.

3. Health problems : Extended screen time and a sedentary lifestyle linked to technology use can lead to health problems like eye strain, disrupted sleep, and obesity due to a lack of physical activity. Naturally, this brings certain concerns. The British Department for Education highlights the need to teach young people how to use technology safely.

4. Cybersecurity threats : The interconnectedness of digital systems exposes them to cybersecurity risks. Hacking, identity theft, and other cybercrimes pose serious threats to both individuals and organisations.

Recently, Altamira’s Education Sector Consultant (Growth and AI Application Specialist), Conor Gately, shared insights on the current EdTech market. Read more .

Moreover, while some students succeed in online learning environments, others fall behind due to various factors, including a lack of support resources. As a rule, students who had difficulties in traditional classrooms might find the online setting even more challenging. It gets even worse if students depend on resources that are not available at home.

Despite all the ins and outs, we can’t help but agree with the benefits of technology in education. It fosters greater collaboration and communication, improves the quality of education, and creates engaging lessons that ignite students’ imaginations and encourage a thirst for knowledge.

What are the technology benefits in education?

Having grown up surrounded by digital tools, today’s youth interact with technology in ways that older generations may find difficult to cope with updates. Let’s explore the ways educational technology enhances the classroom experience.

Fact 1: Technology in education makes learning more accessible

Remote learning.

The global pandemic forced the education sector to rely on technology in unprecedented ways. With both educators and students working from home, technology became essential for enabling remote learning.

Tools like Zoom , Google Meet , and Microsoft Teams became standard for communication, while digital platforms were key in distributing educational resources. As students and teachers return to physical classrooms, it’s unlikely that these remote technological practices will be entirely abandoned.

Technology in education will continue to enable virtual interactions with outside experts and experiences, providing a safe and effective way to enhance teaching.

Differentiated learning experiences

Students have unique learning styles and progress at different rates. Technology in education supports personalised learning, allowing students learn at their own pace.

Technology also offers a customised experience, enabling students to choose games or resources that align with their interests and creative goals.

Additionally, technology can adapt to individual needs, such as providing magnification for e-books and digital resources. There are numerous options available to create a personalised learning experience that keeps each student engaged and connected to their education.

Learn more about top EdTech app features for your next product .

Fact 2: Technology in education improves engagement

Active participation.

Technological tools like apps and online quizzes can transform lessons into interactive experiences. This approach helps minimise inactivity and encourages participation from even the quietest students.

Additionally, cutting-edge technology enables students to engage in activities that might be unsafe or impractical in real life. For example, Virtual Reality (VR) facilitates virtual field trips right from the classroom. By integrating technology into education, teachers can offer immersive experiences that bring lessons to life.

Improved knowledge retention

Technology helps us alleviate fears of failure or frustration. Gamification in EdTech refers to integrating gaming elements into lessons, such as incorporating a points system or virtual rewards to create a sense of competition.

Tools like online polls can make lessons more enjoyable, engaging, and memorable. Additionally, technology complements the concept of microlearning, which involves breaking information into small, manageable chunks to enhance retention.

Fact 3: Technology in education encourages collaboration and communication

Technology fosters collaboration among students by encouraging them to work together and tackle digital challenges.

This process helps students develop crucial problem-solving skills. Additionally, students who are more confident with technology have the chance to assist their peers.

Shared learning platforms enable them to exchange information and interact with each other’s work. Furthermore, Learning Management Systems (LMS) facilitate effective communication between teachers and students, allowing for the seamless sharing of resources and information.

Learn more about LMS cost and decide if it is better to adopt or build a learning management system from scratch .

Fact 4: Technology in education promotes digital skills

Awareness of dangers in technology.

Technology is an excellent resource for both social interaction and knowledge acquisition. Nevertheless, mastering safe technology use is critically important in today’s evolving digital landscape.

Integrating technology across the curriculum, in addition to emphasising safe digital practices in PSHE , can provide students with a deeper understanding of appropriate technology use. For example, incorporating search engine research in a history project can educate students about issues such as plagiarism and copyright violation.

enable students progress education system younger students understand complex concepts

Digital skills in the workplace

More than 89% of educators agree that, given technology’s central role in daily life, it should be incorporated into education. This approach is logical because integrating technology into the classroom enhances and develops valuable digital skills for the modern workplace.

Students can acquire important soft skills such as problem-solving and critical thinking and gain confidence in using tools like word-processing software and databases. By embedding technology throughout the curriculum, students are better equipped to enter a job market that is increasingly dependent on technological proficiency.

Fact 5: Technology in education supports teachers

Data analysis.

When students use technological tools like apps or digital platforms, they generate a digital footprint. These footprints provide educators with insights into which learning tools are effective and highlight students who may need additional support.

Technologies like artificial intelligence and machine learning enable the customisation of content to meet each student’s specific needs. Additionally, a secure digital infrastructure within a school or organisation facilitates data aggregation across the institution, enabling administrators to identify overarching areas for improvement.

professional development increase student engagement incorporate technology

Administration

Technology can automate repetitive administrative tasks, such as grading and testing, providing educators with efficient methods to track student progress. Additionally, it allows teachers to create, discover, and share a variety of resources, enhancing traditional teaching methods.

Social media also serves as a valuable platform for educators to exchange best practices and connect with other professionals. A recent survey revealed that 47% of teachers use social media as a communication tool. Thus, technology in education benefits students and educators, freeing up their time to concentrate on improving student learning.

Tips for implementing educational technology in the classroom

Incorporating technology into the classroom requires careful planning, training, and support. Regardless of the tools or applications your school chooses, it’s important to align their use with the primary objectives of enhancing student access, engagement, and communication.

Always assess how technology will contribute to achieving the desired learning outcomes. Consider how it will help students meet lesson or project objectives. Are there opportunities to incorporate gamification into assignments and topics? Be open to taking risks and experimenting with new technology tools.
Think about how the technology will integrate with your classroom environment and existing lesson plans. What resources will be available to you? For example, will students use a shared set of computers, need to book time in a computer lab, or have individual laptops or Chromebooks? The availability of resources both in the classroom and at home will influence how effectively you can enhance student learning.

Ensure students receive clear instructions and guidance to support their use of technology. Beyond understanding the goals of a project or assignment, students need to feel confident in navigating the technology and accessing resources. Consider providing training sessions or establishing a tech support system for those who need additional help.
Regularly monitor and evaluate student progress to ensure they are effectively using technology and not encountering difficulties. Use available analytics tools to collect data, track progress, and give timely feedback. This approach will help you pinpoint areas where students may need extra support and guide adjustments to your teaching methods. Additionally, consider using polls or survey platforms to gather student feedback on their experiences with technology and identify areas where they feel they need more help.
Always have a backup plan that doesn’t rely on technology. Equipment can fail, software may have issues, and internet connections can be disrupted. For minor technical problems, consider involving students in troubleshooting as a spontaneous learning opportunity. Additionally, make sure you know who to contact for technical support when needed.

The final words

Technology enables students to engage with a global community. Video conferencing, digital group projects, and online forums and chats allow students to interact with peers from around the world, offering a broader perspective than a traditional classroom setting.

While incorporating technology into the classroom offers numerous advantages, it’s equally important to recognise the value of traditional learning methods. Take the time to thoroughly understand each educational technology tool you plan to use. By doing so, you will discover that technology can significantly enhance students’ learning experiences.

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Mixed Reality in Endodontics

Mixed reality (MR) combines elements of both augmented reality (AR) and virtual reality (VR), blending the physical and digital worlds to create immersive experiences. MR has the potential to transform endodontic education by providing interactive and engaging learning environments.

Benefits of Mixed Reality

Immersive Learning Experiences : MR enables students to interact with digital models and simulations in a way that traditional methods cannot match. For example, students can visualize the anatomy of a tooth in 3D, rotate it, and observe it from different angles, gaining a deeper understanding of spatial relationships and complex structures.
Real-Time Guidance and Feedback : During clinical procedures, MR can provide real-time guidance and feedback. By overlaying digital markers and instructions onto the physical anatomy of a patient, students can receive step-by-step assistance, reducing the likelihood of errors and improving the quality of their work.
Increased Engagement and Retention : The interactive nature of MR makes learning more engaging and enjoyable. Students are more likely to retain information and develop a genuine interest in the subject when they are actively involved in the learning process.
Remote Learning Capabilities : MR technology can create virtual classrooms and training sessions, allowing students from different geographical locations to participate in high-quality education without the need for physical presence. This is particularly beneficial in the current global scenario, where remote learning has become increasingly important.

Implementing Mixed Reality

Embracing the Future

As technology continues to evolve, the possibilities for integrating 3D printing and mixed reality into endodontic education are limitless. Future advancements could include the use of AI to personalize learning experiences, the development of more sophisticated VR/AR simulations, and the incorporation of haptic feedback to better simulate the tactile sensations of dental procedures.

Incorporating these technologies along with other advances in digital technology into our endodontic education programs holds immense potential to revolutionize how we teach and how students learn. By embracing these innovations, we can provide more engaging, effective, and personalized education experiences that prepare our students for the challenges of modern endodontics.

Let’s continue to explore and experiment with these technologies, sharing our successes and learning from each other.

Warm regards, Dr. Gordon Lai

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NSC May/June 2024: COMPUTER APPLICATIONS TECHNOLOGY P1

This is the NSC May/ June 2024 question paper for the supplementary National Senior Certificate Exam. Grade 12 learners will benefit greatly when using it as part of their examination preparation.

Do you have an educational app, video, ebook, course or eResource?

Contribute to the Western Cape Education Department's ePortal to make a difference.

Enhancing the Sustainability of Rubber Materials: Dual Benefits of Wet Mixing Technology and Recycled Rubber's Honeycomb Reinforcement Structure

34 Pages Posted: 27 Aug 2024

Maohui Wang

Qingdao University of Science and Technology

Zhanfu Yong

The three leading rubber tire companies have proposed specific plans and timetables for using recycled materials. For instance, Michelin plans to increase the proportion of sustainable materials in tires to 40% by 2030 and achieve 100% of tires produced from bio-based, renewable, or recyclable materials as of 2050. In such a context, this study introduced wet mixing technology to apply recycled rubber (RR) in highly wear-resistant tire tread compounds. This allows for leveraging the rubber's inherent crosslink density to enhance the mechanical performance of final products. The results indicated that wet mixing effectively addressed the high viscosity issue of RR. Compared to dry mixing, wet mixing reduced the rubber's thermal performance by 75% and achieved 35.6% improvements in the rebound performance at 23°C, 60°C, and 100°C. DIN abrasion was also reduced by 23.3%. Importantly, Akron abrasion nearly doubled its effect. Additionally, wet mixing regulated aggregate structure and created a densely packed honeycomb-like structure within RR. Incorporating RR using wet mixing demonstrates noticeable advantages in carbon black/natural rubber/RR composite materials.

Keywords: sustainable development, recycled materials, wet mixing technology, highly wear-resistant tire tread compound, thermal performance optimization.

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Qingdao University of Science and Technology ( email )

Qingdao, 266042 China

Zhanfu Yong (Contact Author)

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As we move America’s workforce toward the future, Amtrak connects businesses and communities across the country. We employ more than 20,000 diverse, energetic professionals in a variety of career fields throughout the United States. The safety of our passengers, our employees, the public and our operating environment is our priority, and the success of our railroad is due to our employees.

Are you ready to join our team?

Our values of ‘Do the Right Thing, Excel Together and Put Customers First’ are at the heart of what matters most to us, and our Core Capabilities, ‘Building Trust, Accountability, Effective Communication, Customer Focus, and Proactive Safety & Security’ are what every employee needs to know and do to be most impactful at Amtrak. By living the Amtrak values, focusing on our capabilities, and actively embracing and fostering diverse ideas, backgrounds, and perspectives, together we will honor our past and make Amtrak a company of the future.

SUMMARY OF DUTIES:

The Senior Director is responsible for creating and transforming the business architecture for both Commercial and Operations teams to drive technology transformation. This role owns the business case for the technology transformation that underpins the new reservation system replacement. This is a key strategic role responsible for the success of the business architecture across the company in driving revenue growth that is enabled by significant capital investments in technology.

This role interfaces with executives in PRM, E-commerce, Loyalty and other commercial teams as well as all the Operations teams and States across the company to initiate business architecture changes that are needed for a successful technology transformation powered by the new reservation system.

This Senior Director regularly reports to ELT on the progress and the key business decisions being made as part of the capital project. The Senior Director is responsible for change management and the revenue delivery attached to the business case for a multi-year IIJA funded Next Generation Reservation System project. Senior Director will d evelop, maintain, and communicate product vision, strategy, positioning, value proposition, launch and support including schedules, fares, inventory solution implementation, order and offer management of the new reservation system.

ESSENTIAL FUNCTIONS:

Own the overall scoping of projects in conjunction with setting and managing expectations of the Amtrak business leadership and Engineering and Data teams.
Directs the business teams leveraging their data analysis and change management skills to create the business process architecture and implement the change manage across the organization.
Hire, train, and manage a group of highly skilled individuals to accomplish company, departmental, and ridership/revenue objectives.
Foster an open, positive working environment where discussion and debate are welcome
Establishes quality controls, documentation, and metrics to ensure accuracy/eliminate errors
Oversees and maintains a positive working relationship with both Commercial and Operations Department
State partners by communicating strategy, seeking consensus, and increasing ridership/revenue.
Partners with Decision Technologies Department to implement the business requirements from the revamped business architecture.
Develops and presents presentations for Senior Management, including C-level leaders. D eliver presentations/demonstrations at both internal and external partner sites, trade shows, and via web conference.
Contribute to the preparation of statements of work, RFI responses, and marketing collateral as needed.

MINIMUM QUALIFICATIONS:

Bachelor's Degree in Economics or related fields, or equivalent combination of education and training/experience
Leadership experience in commercial environment
Strong strategic and problem-solving skills
Self-motivated and self-directed, able to define and pursue key objectives.
Proven leadership of successful digital transformation projects
Collaborative work style and experience in working with cross-functional teams and numerous stakeholders.
Strong written and verbal communication skills including ability to prepare and make effective presentations to senior leadership.
Ability to communicate complex concepts at all levels• Curious, ambitious, eager to make a difference • Strong emotional intelligence• Strong skills in Microsoft Office products (PowerPoint, Excel, Word, Outlook, Teams) and experience in data analysis skillsets

MIMINUM KSA (Knowledge, Skills, and Abilities):

Excellent interpersonal, organizational, supervisory, motivational, and team building skills
Working knowledge of Arrow Pricing and Revenue Management aspects
Strong strategic and analytical skill set
Self-motivated and self-directed, able to define and pursue key objectives
Collaborative work style and experience in working with cross-functional teams and numerous stakeholders
Strong written and verbal communication skills including ability to prepare and make effective presentations to senior leadership
Curious, ambitious, eager to make a difference
Strong emotional intelligence
Previous experience with organization changes and/or transformations (i.eAgile and/or Product)
Previous experience with Agile scaling frameworks (i.eSAFe, Less, Discipline Agile, etc)
Previous experience in a lean-portfolio management role
Strong skills in Microsoft Office products (PowerPoint, Excel, Word, Outlook, Teams)
Proficiency with Business Intelligence tools (Power BI, Power Query, etc.)

PREFERRED QUALIFICATIONS:

Previous RM experience at another travel/transportation company along with system implementation
13+ years’ work experience in a commercial and pricing environment
Previous reservations or ticket agent experience
MBA or other advanced degree
Previous supervisory and leadership experience
Project management skills or experience
Experience in developing and implementing automated pricing systems
Prior implementation of data science models and algorithms

WORK ENVIRONMENT:

A dynamic, fast-paced environment that requires the individual to simultaneously manage several tasks
Occasional travel (not more than 25%) may be required to meet with other Amtrak Departments, State partners, current/potential vendors, or for industry conferences
Occasionally required to lift or move objects weighing up to 25 pounds and set up equipment

COMMUNICATIONS AND INTERPERSONAL SKILLS:

Must have excellent oral and written communication skills.

The salary/hourly range is $187,500 - $242,892. Pay is based on several factors including but not limited to education, work experience, certifications, etc. Depending on an employee’s assigned worksite or location, Amtrak may consider a geo-pay differential to be applied to the employee’s base salary. Amtrak may offer additional incentive and pay programs to recognize and reward our employees, including a short-term incentive bonus based upon factors such as individual and company performance that is commensurate with the level of the position and/or long-term incentive plan compensation. In addition to your salary, Amtrak offers a comprehensive benefit package that includes health, dental, and vision plans; health savings accounts; wellness programs; flexible spending accounts; 401K retirement plan with employer match; life insurance; short and long term disability insurance; paid time off; back-up care; adoption assistance; surrogacy assistance; reimbursement of education expenses; Public Service Loan Forgiveness eligibility; Railroad Retirement sickness and retirement benefits; and rail pass privileges. Learn more about our benefits offerings here .

Requisition ID: 162786 Posting Location(s): N/A

Work Arrangement: Remote Job Family/Function: Marketing Relocation Offered: No Travel Requirements: Up to 25%

You power our progress through your performance.

We want your work at Amtrak to be more than a job. We want your career at Amtrak to be a fulfilling experience where you find challenging work, rewarding opportunities, respect among colleagues, and attractive compensation. Amtrak maintains a culture that values high performance and recognizes individual employee contributions.

Amtrak is committed to a safe workplace free of drugs and alcohol. All Amtrak positions requires a pre-employment background check that includes prior employment verification, a criminal history check and a pre-employment drug screen.

Candidates who test positive for marijuana will be disqualified, regardless of any state or local statute, ordinance, regulation, or other law that legalizes or decriminalizes the use or possession of marijuana, whether for medical, recreational, or other use. Amtrak's pre-employment drug testing program is administered in accordance with DOT regulations and applicable law.

In accordance with DOT regulations (49 CFR § 40.25), Amtrak is required to obtain prior drug and alcohol testing records for applicants/employees intending to perform safety-sensitive duties for covered Department of Transportation positions. If an applicant/employee refuses to provide written consent for Amtrak to obtain these records, the individual will not be permitted to perform safety-sensitive functions.

In accordance with federal law governing security checks of covered individuals for providers of public transportation (Title 6 U.S.C. §1143), Amtrak is required to screen applicants for any permanent or interim disqualifying criminal offenses.

Note that any education requirement listed above may be deemed satisfied if you have an equivalent combination of education, training and experience.

Amtrak is an EOE/Affirmative Action Minority/Female employer, and we welcome all to apply. We consider candidates regardless of race/color, religion, sex (including pregnancy, childbirth and related conditions), national origin/ethnicity, age, disability (intellectual, mental and physical), veteran status, marital status, ancestry, sexual orientation, gender identity and gender expression, genetic information, citizenship or any other personal characteristics protected by law.

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