importance of technology in education conclusion

How technology is reinventing education

Stanford Graduate School of Education Dean Dan Schwartz and other education scholars weigh in on what's next for some of the technology trends taking center stage in the classroom.

Image credit: Claire Scully

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.”

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.

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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?

About the Authors

Alejandro j. ganimian, emiliana vegas, frederick m. hess.

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Discovering the Importance of Technology in Education 

Updated: January 29, 2024

Published: May 24, 2019

Technology has taken over our world and has dramatically changed the way we live, work, and learn. In the education sector, technology has been a game-changer and has transformed the traditional methods of teaching and learning.  In a classroom setting, students are often given a lot of information to process quickly. This can be overwhelming and cause confusion. Technology provides access to numerous online resources that support independent learning and research. It also helps simplify the learning process by making concepts easier to understand, for example through instructional videos.   

Gone are the days of rote memorization and blackboard lectures. Today’s students are digital natives, who have grown up surrounded by technology and are accustomed to a more interactive, dynamic learning experience. Let’s take a closer look at the importance of technology in education.  

How Important is Technology in Education?  

Technology enhances the learning experience for students by providing them with the tools and resources necessary to succeed. From online resources that help simplify complex concepts to interactive learning experiences that keep students engaged, technology provides students with the support they need to thrive in the classroom and beyond. 

Here are reasons why technology is important in education. They include more engaged students, support for multiple learning styles, better collaboration, more instant feedback for teachers, and preparation for the future.   Let’s take a closer look at the importance of technology in education:  

Enhances Creativity and Innovation  

Technology has opened up a world of opportunities for students to be creative and innovative. With access to a wealth of information and resources at their fingertips, students can experiment, explore and bring their ideas to life.   

This type of hands-on learning is much more engaging and enjoyable for students and helps to foster critical thinking skills. For example, students can use graphic design software to create posters, animations, or videos to present their ideas.   

They can use 3D printing to design and create prototypes of their inventions. They can even use virtual and augmented reality to bring their ideas to life and make them more interactive.  

Supports Personalized Learning  

One of the biggest benefits of technology in education is personalized learning. With online resources and educational software, students can find information that is tailored to their needs, interests, and learning style.   

They can work at their own pace, repeat lessons if they need to, and access information that is relevant to their studies. This type of individualized learning can help students to stay motivated and achieve better results.  

Improves Communication and Collaboration  

Technology has revolutionized the way students, teachers, and administrators communicate and collaborate. With online platforms and social media, students can share ideas, work on projects, and stay connected no matter where they are. They can even work on projects with classmates from other schools or countries, breaking down geographical barriers and building a sense of community in the classroom.   

Furthermore, teachers can use technology to create interactive lessons, online quizzes and tests, and provide instant feedback to students, helping them to stay on track and improve their performance.  

Teaches Students How to be Responsible Online  

With so many social media options out there, it’s no surprise that students are already digital natives. But by bringing technology into the classroom, teachers get to help these students learn how to be responsible and make positive impacts in the digital world. The classroom becomes a mini version of the online world where students get to practice communicating, searching, and interacting with others just like they would in the real digital world.   

Makes Learning More Fun  

Students today are heavily reliant on technology in their daily lives outside the classroom. But incorporating technology in the classroom can not only make learning more interesting, but also help to reinforce the material taught. One innovative teaching method, game-based learning (GBL), involves using interactive games and leaderboards to deliver lessons, making the learning process much more engaging for students.  

With technology, students can also create multimedia projects and share their work with classmates, adding a creative element to the learning experience. Thanks to virtual reality (VR) and augmented reality (AR), students can take virtual field trips and simulations that can offer hands-on experiences that bring subjects to life.   

Prepares Students for the Future  

Technology is a critical tool for preparing students for the future. The workforce is rapidly evolving and technology is playing a significant role. Students need to be equipped with the skills they need to succeed in the digital age.   

Technology provides students with the tools and resources they need to develop a range of essential skills such as problem-solving, critical thinking, and collaboration. It also provides them with exposure to a variety of digital tools and platforms, helping them to become confident and proficient users.  

What Is the Role of Technology in Education?: The Future  

Wondering what is the role of technology in education ? The 3 important roles technology plays in education are increased collaboration and communication, personalized learning opportunities, and engaging content.  

The future of technology in education is bright and full of possibilities. From virtual and augmented reality to artificial intelligence and machine learning, technology is constantly evolving, and there is so much more to come. Virtual and augmented reality will soon become an integral part of the education experience, allowing students to immerse themselves in interactive, 3D simulations of real-life scenarios. Some benefits of technology in education include improved adaptability, more enriched collaboration, more enjoyable learning experiences, enhanced feedback, better connections, improved tech skills, and reduced costs.  

Artificial intelligence will also play a big role, with chatbots and AI-powered tutors providing instant feedback and support to students. Machine learning will also help to personalize the learning experience, making it more effective and efficient.  

In conclusion, technology has transformed the way we learn, and its impact on education has been profound. It has opened up new avenues for creativity and innovation, supported personalized learning, improved communication and collaboration, and prepared students for the future. As technology continues to evolve, it will be exciting to see how it will continue to shape and improve the education sector.  

Related Articles

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

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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Technology in Education: An Overview

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Technology is everywhere in education: Public schools in the United States now provide at least one computer for every five students. They spend more than $3 billion per year on digital content. Led by the federal government, the country is in the midst of a massive effort to make affordable high-speed Internet and free online teaching resources available to even the most rural and remote schools. And in 2015-16, for the first time, more state standardized tests for the elementary and middle grades will be administered via technology than by paper and pencil.

To keep up with what’s changing (and what isn’t), observers must know where to look.

There’s the booming ed-tech industry, with corporate titans and small startups alike vying for a slice of an $8 billion-plus yearly market for hardware and software. Much attention is also paid to the “early adopters”—those districts, schools, and teachers who are making the most ingenious and effective uses of the new tools at their disposal.

But a significant body of research has also made clear that most teachers have been slow to transform the ways they teach, despite the influx of new technology into their classrooms. There remains limited evidence to show that technology and online learning are improving learning outcomes for most students. And academics and parents alike have expressed concerns about digital distractions, ways in which unequal access to and use of technology might widen achievement gaps, and more.

State and federal lawmakers, meanwhile, have wrestled in recent years with the reality that new technologies also present new challenges. The rise of “big data,” for example, has led to new concerns about how schools can keep sensitive student information private and secure.

What follows is an overview of the big trends, opportunities, and concerns associated with classroom technology. Links to additional resources are included in each section for those who would like to dig deeper.

What Is Personalized Learning?

Many in the ed-tech field see new technologies as powerful tools to help schools meet the needs of ever-more-diverse student populations. The idea is that digital devices, software, and learning platforms offer a once-unimaginable array of options for tailoring education to each individual student’s academic strengths and weaknesses, interests and motivations, personal preferences, and optimal pace of learning.

In recent years, a group of organizations including the Bill & Melinda Gates Foundation, the Michael and Susan Dell Foundation, and EDUCAUSE have crafted a definition of “personalized learning” that rests on four pillars:

• Each student should have a “learner profile” that documents his or her strengths, weaknesses, preferences, and goals;
• Each student should pursue an individualized learning path that encourages him or her to set and manage personal academic goals;
• Students should follow a “competency-based progression” that focuses on their ability to demonstrate mastery of a topic, rather than seat time; and,
• Students’ learning environments should be flexible and structured in ways that support their individual goals.

How does technology support that vision?

In many schools, students are given district-owned computing devices or allowed to bring their own devices from home. The idea is that this allows for “24-7” learning at the time and location of the student’s choosing.

Learning management systems, student information systems, and other software are also used to distribute assignments, manage schedules and communications, and track student progress.

And educational software and applications have grown more “adaptive,” relying on technology and algorithms to determine not only what a student knows, but what his or her learning process is, and even his or her emotional state.

For all the technological progress, though, implementation remains a major challenge. Schools and educators across the country continue to wrestle with the changing role of teachers, how to balance flexible and “personalized” models with the state and federal accountability requirements they still must meet, and the deeper cultural challenge of changing educators’ long-standing habits and routines.

Despite the massive investments that many school systems are making, the evidence that digital personalized learning can improve student outcomes or narrow achievement gaps at scale remains scattered, at best.

Additional resources:

• Taking Stock of Personalized Learning (Education Week special report)
• A Working Definition of Personalized Learning
• Why Ed Tech Is Not Transforming How Teachers Teach

What Is 1-to-1 Computing?

Increasingly, schools are moving to provide students with their own laptop computer, netbook, or digital tablet. Schools purchased more than 23 million devices for classroom use in 2013 and 2014 alone. In recent years, iPads and then Chromebooks (inexpensive Web-based laptops) have emerged as the devices of choice for many schools.

Video: Creating a Digital Culture

The two biggest factors spurring the rise in 1-to-1 student computing have been new mandates that state standardized tests be delivered online and the widespread adoption of the Common Core State Standards.

Generally, the hope is that putting devices in the hands of students will help with some or all of the following goals:

• Allowing teachers and software to deliver more personalized content and lessons to students, while allowing students to learn at their own pace and ability level;
• Helping students to become technologically skilled and literate and thus better prepared for modern workplaces;
• Empowering students to do more complex and creative work by allowing them to use digital and online applications and tools;
• Improving the administration and management of schools and classrooms by making it easier to gather information on what students know and have done;
• Improving communications among students, teachers, and parents.

Despite the potential benefits, however, many districts have run into trouble when attempting to implement 1-to-1 computing initiatives. Paying for the devices can be a challenge, especially as the strategy of issuing long-term bonds for short-term technology purchases has come into question. Many districts have also run into problems with infrastructure (not enough bandwidth to support all students accessing the Internet at the same time) and deployment (poor planning in distributing and managing thousands of devices.)

The most significant problem for schools trying to go 1-to-1, though, has been a lack of educational vision. Without a clear picture of how teaching and learning is expected to change, experts say, going 1-to-1 often amounts to a “spray and pray” approach of distributing many devices and hoping for the best.

Some critics of educational technology also point to a recent study by the Organization for Economic Cooperation and Development, which found that countries where 15-year old students use computers most in the classroom scored the worst on international reading and math tests.

• Learn More About 1-to-1 Computing
• Hard Lessons Learned in Ambitious L.A. iPad Initiative
• Chromebooks Gaining Popularity in School Districts

What Is Blended Learning?

In its simplest terms, blended learning combines traditional, teacher-to-student lessons with technology-based instruction.

Many schools and districts use a “rotation” model, which is often viewed as an effective means of providing students with more personalized instruction and smaller group experiences. In some cases, saving money (through larger overall class sizes, for example) is also a goal. The basic premise involves students rotating between online and in-person stations for different parts of the day. There are many versions of this approach, however: Do students stay in the classroom or go to a computer lab?

Does online instruction cover core content, or is it primarily for remediation? Are all students doing the same thing online, or do different students have different software and learning experiences?

Video: At Blended Learning School, Students on Flexible Schedules

One big trend for schools involves trying to make sure that what happens online is connected with what happens during face-to-face interactions with teachers. That could involve giving teachers a say in selecting the software that students use, for example, or making a concerted effort to ensure online programs provide teachers with data that is useful in making timely instructional decisions.

Another trend involves boosting students’ access to the Internet outside of school. Robust blended learning programs involve “anytime, anywhere” access to learning content for students—a major challenge in many communities.

Perhaps the biggest hurdle confronting educators interested in blended learning, though, is the lack of a solid research base. As of now, there is still no definitive evidence that blended learning works (or doesn’t.) While some studies have found encouraging results with specific programs or under certain circumstances, the question of whether blended learning positively impacts student learning still has a mostly unsatisfactory answer: “It depends.”

• Blended Learning: Breaking Down Barriers (Education Week special report)
• Blended Learning Research: The 7 Studies You Need to Know
• Learn More About Blended Learning

What Is the Status of Tech Infrastructure and the E-Rate?

The promise of technology in the classroom is almost entirely dependent on reliable infrastructure. But in many parts of the country, schools still struggle to get affordable access to high-speed Internet and/or robust wireless connectivity.

A typical school district network involves multiple components. In 2014, the Federal Communications Commission established connectivity targets for some of the pieces:

• A connection to the broader Internet provided by an outside service provider to the district office (or another central district hub). Target: 100 megabits per second per 1,000 students in the short-term, and 1 Gigabit per second per 1,000 students in the long-term.
• A “Wide Area Network” that provides network connections between the district’s central hub and all of its campuses, office buildings, and other facilities. Target: Connections capable of delivering 10 Gigabits per second per 1,000 students.
• “Local Area Networks” that provide connections within a school, including the equipment necessary to provide Wi-Fi service inside classrooms. Target: The FCC recommended a survey to determine a suitable measure. Many school-technology advocates call for internal connections that support 1-to-1 computing.

To support schools (and libraries) in building and paying for these networks, the FCC in 1996 established a program known as the E-rate. Fees on consumers’ phone bills fund the program, which has paid out more than $30 billion since its inception.

In 2014, the commission overhauled the E-rate, raising the program’s annual spending cap from $2.4 billion to $3.9 billion and prioritizing support for broadband service and wireless networks. The changes were already being felt as of Fall 2015; after steadily declining for years, the number of schools and libraries applying for E-rate funds for wireless network equipment skyrocketed, with nearly all of the applicants expected to receive a portion of the $1.6 billion in overall wireless-related requests.

As part of the E-rate overhaul, the FCC also approved a series of regulatory changes aimed at leveling the playing field for rural and remote schools, which often face two big struggles: accessing the fiber-optic cables that experts say are essential to meeting the FCC’s long-term goals, and finding affordable rates.

Infrastructure in some contexts can also be taken to include learning devices, digital content, and the policies and guidelines that govern how they are expected to be used in schools (such as “responsible use policies” and “digital citizenship” programs aimed to ensure that students and staff are using technology appropriately and in support of learning goals.)

Another big—and often overlooked—aspect of infrastructure is what’s known as interoperability. Essentially, the term refers to common standards and protocols for formatting and handling data so that information can be shared between software programs. A number of frameworks outline data interoperability standards for different purposes. Many hope to see the field settle on common standards in the coming years.

Additional Resources:

• The Typical School Network (EducationSuperHighway)
• The E-rate Overhaul in 4 Easy Charts
• Reversing a Raw Deal: Rural Schools Still Struggle to Access Affordable High Speed Internet (Education Week special series)

How Is Online Testing Evolving?

The biggest development on this front has been states’ adoption of online exams aligned with the Common Core State Standards. During the 2014-15 school year, 10 states (plus the District of Columbia) used exams from the Partnership for Assessment of Readiness for College and Careers (PARCC), and 18 states used exams from the Smarter Balanced Assessment Consortium, all of which were delivered primarily online. Many of the other states also used online assessments.

The 2015-16 school year will be the first in which more state-required summative assessments in U.S. middle and elementary schools will be delivered via technology rather than paper and pencil, according to a recent analysis by EdTech Strategies, an educational technology consulting firm.

Beyond meeting legislative mandates, perceived benefits include cost savings, ease of administration and analysis, and the potential to employ complex performance tasks.

But some states—including Florida, Minnesota, Montana, and Wisconsin—have experienced big problems with online tests, ranging from cyber attacks to log-in problems to technical errors. And there is growing evidence that students who take the paper-and-pencil version of some important tests perform better than peers who take the same exams online, at least in the short term.

Nevertheless, it appears likely that online testing will continue to grow—and not just for state summative assessments. The U.S. Department of Education, for example, is among those pushing for a greater use of technologically enhanced formative assessments that can be used to diagnose students’ abilities in close to real time. In the department’s 2016 National Education Technology Plan, for example, it calls for states and districts to “design, develop, and implement learning dashboards, response systems, and communication pathways that give students, educators, families, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices.”

• PARCC Scores Lower for Students Who Took Exams on Computers
• Map: The National K-12 Testing Landscape
• Pencils Down: The Shift to Online and Computer-Based Testing (EdTech Strategies)
• Online Testing Glitches Causing Distrust in Technology
• U.S. Ed-Tech Plan Calls Attention to ‘Digital-Use Divide’

How Are Digital Materials Used in Classrooms?

Digital instructional content is the largest slice of the (non-hardware) K-12 educational technology market, with annual sales of more then $3 billion. That includes digital lessons in math, English/language arts, and science, as well as “specialty” subjects such as business and fine arts. The market is still dominated by giant publishers such as Houghton Mifflin Harcourt and Pearson, who have been scrambling to transition from their print-centric legacy products to more digital offerings.

But newcomers with one-off products or specific areas of expertise have made inroads, and some apps and online services have also gained huge traction inside of schools.

As a result, many schools use a mix of digital resources, touting potential benefits such as greater ability to personalize, higher engagement among students, enhanced ability to keep content updated and current, and greater interactivity and adaptivity (or responsiveness to individual learners).

Still, though, the transition to digital instructional materials is happening slowly, for reasons that range from the financial (for districts that haven’t been able to purchase devices for all students, for example) to the technical (districts that lack the infrastructure to support every student being online together.) Print still accounts for about 70 percent of pre-K-12 instructional materials sales in the United States.

• Learn More About Digital Curriculum
• Digital Content Providers Ride Wave of Rising Revenues
• K-12 Print Needs Persist Despite Digital Growth

What Are Open Educational Resources?

Rather than buying digital instructional content, some states and districts prefer using “open” digital education resources that are licensed in such a way that they can be freely used, revised, and shared. The trend appears likely to accelerate: The U.S. Department of Education, for example, is now formally encouraging districts to move away from textbooks and towards greater adoption of OER.

New York and Utah have led the way in developing open educational resources and encouraging their use by schools. The K-12 OER Collaborative, which includes 12 states and several nonprofit organizations, is working to develop OER materials as well.

Proponents argue that OER offer greater bang for the buck, while also giving students better access to a wider array of digital materials and teachers more flexibility to customize instructional content for individual classrooms and students. Some also believe OER use encourages collaboration among teachers. Concerns from industry and others generally focus on the quality of open materials, as well as the challenges that educators face in sifting through voluminous one-off resources to find the right material for every lesson.

• What is OER? (Creative Commons)
• Districts Put Open Educational Resources to Work
• Calculating the Return on Open Educational Resources

How Are Virtual Education and Distance Learning Doing?

One technology trend that has come under increasing scrutiny involves full-time online schools, particularly cyber charters. About 200,000 students are enrolled in about 200 publicly funded, independently managed online charter schools across 26 states.

But such schools were found to have an “overwhelming negative impact” on student learning in a comprehensive set of studies released in 2015 by a group of research organizations, including Stanford University’s Center for Research on Education Outcomes at Stanford University.

That research did not cover the more than two dozen full-time online schools that are state-run, however, nor did it cover the dozens more that are run by individual school districts. Thousands upon thousands of students who are enrolled in traditional brick-and-mortar schools also take individual courses online. Five states—Alabama, Arkansas, Florida, Michigan, and Virginia—now require students to have some online learning to graduate. Other states, such as Utah, have passed laws encouraging such options for students.

For many students, especially those in rural and remote areas, online and distance learning can offer access to courses, subjects, and teachers they might otherwise never be able to find. Such opportunities can also benefit advanced and highly motivated students and those with unusual schedules and travel requirements, and be a useful tool to keep schools running during snow days.

But so far, achieving positive academic outcomes at scale via online learning has proven difficult, and many observers have expressed concerns about the lack of accountability in the sector, especially as relates to for-profit managers of online options.

• Learn More About Remote/Virtual Learning
• Cyber Charters Have ‘Overwhelming Negative Impact’

Education Issues, Explained

How to Cite This Article Herold, B. (2016, February 5). Technology in Education An Overview. Education Week. Retrieved Month Day, Year from https://www.edweek.org/technology/technology-in-education-an-overview/2016/02

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Digital learning and transformation of education

Digital technologies have evolved from stand-alone projects to networks of tools and programmes that connect people and things across the world, and help address personal and global challenges. Digital innovation has demonstrated powers to complement, enrich and transform education, and has the potential to speed up progress towards Sustainable Development Goal 4 (SDG 4) for education and transform modes of provision of universal access to learning. It can enhance the quality and relevance of learning, strengthen inclusion, and improve education administration and governance. In times of crises, distance learning can mitigate the effects of education disruption and school closures.

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How important is technology in education benefits, challenges, and impact on students.

Educational technology, often referred to as EdTech, has emerged as a transformative force in modern education, reshaping the landscape of learning and teaching. Integrating technology into educational practices has enabled a paradigm shift, moving away from traditional methods toward dynamic, interactive, and personalized learning experiences. EdTech encompasses a diverse range of tools and resources, including interactive whiteboards, online learning platforms, virtual reality simulations, and artificial intelligence applications. These innovations cater to diverse learning styles, making education more accessible and engaging for students of all ages.

The use of multimedia, interactive content, and gamified learning not only captures students' attention but also fosters a deeper understanding of complex concepts. Additionally, EdTech facilitates remote learning, allowing access to education beyond physical boundaries. However, challenges such as the digital divide and concerns about screen time must be addressed to ensure equitable access and a balanced educational experience. As educational technology continues to evolve, its potential to revolutionize education, empower educators, and prepare students for the challenges of the future remains a driving force in shaping the educational landscape.

Is Technology Important in Education

Technology plays a pivotal role in modern education, significantly impacting how knowledge is acquired, disseminated, and applied. Its importance lies in its ability to enhance the learning experience, making it more interactive, accessible, and tailored to individual needs. With the integration of educational technology, students can engage with dynamic multimedia content, simulations, and collaborative online platforms, fostering a deeper understanding of subjects. Furthermore, technology facilitates real-time communication between students and educators, transcending geographical constraints and enabling remote learning. The wealth of online resources and e-learning platforms democratize access to education, breaking down barriers and providing learning opportunities to individuals across diverse backgrounds.

Moreover, technology equips students with essential digital skills, preparing them for the demands of the modern workforce. It cultivates critical thinking, problem-solving, and adaptability—crucial attributes in a rapidly evolving global landscape. However, the effective implementation of technology requires careful consideration of issues such as digital equity and the balance between screen time and traditional learning methods. In essence, while technology is undeniably important in education, its integration must be thoughtful and purposeful to maximize its benefits and address potential challenges.

Benefits of Technology in Education

The integration of technology in education brings forth a multitude of benefits that positively impact both students and educators. The benefits of technology in education include increased engagement, personalized learning, collaboration, access to diverse resources, and the development of essential skills for future success. Here are some key benefits discussed below:

• Enhanced Engagement: Technology introduces interactive and multimedia elements into learning, making educational content more engaging and appealing to students.
• Personalized Learning: Adaptive learning platforms and tools enable personalized learning experiences, catering to individual students' needs, strengths, and pace.
• Global Access to Information: The internet provides students with immediate access to a vast amount of information, allowing them to explore diverse perspectives and stay updated on the latest developments.
• Collaborative Learning Opportunities: Technology facilitates collaborative projects and discussions among students, regardless of geographical location, fostering teamwork and communication skills.
• Efficient Assessment and Feedback: Automated grading systems and online assessment tools streamline the evaluation process, providing timely feedback to students and allowing educators to track progress effectively.
• Preparation for the Digital Age: Integrating technology into education equips students with essential digital literacy skills, preparing them for the technology-driven demands of the modern workplace.
• Flexible Learning Environments: Online platforms and digital resources enable flexible learning schedules, accommodating various learning styles and allowing for remote or blended learning options.
• Cost-Efficiency: Digital textbooks, online resources, and e-learning platforms can reduce the costs associated with traditional educational materials, making education more accessible and affordable.
• Real-world Simulations: Technologies like virtual reality and simulations provide realistic, hands-on experiences in various subjects, enhancing practical understanding and application of theoretical concepts.
• Data-Driven Decision-Making: Educational technology allows educators to collect and analyze data on student performance, enabling informed decision-making to tailor teaching methods and interventions for better outcomes.

 Also read:      Future Of Educational Technology In India

Challenges Technology in Education

Striking a balance between digital and traditional teaching methods is essential to mitigate these challenges. Here are some challenges of technology in education:

• Digital Divide: Disparities in access to technology and the internet create inequalities among students. Those with limited access face challenges in keeping pace with their peers who have more robust technological resources.
• Cost: Implementing and maintaining technology in educational institutions can be expensive. Many schools, especially in lower-income areas, struggle to afford the necessary devices, software, and infrastructure.
• Teacher Training: Educators may face challenges in adapting to new technologies and incorporating them effectively into the curriculum. Adequate training is essential to ensure that teachers can harness the full potential of technological tools.
• Screen Time Concerns: Excessive screen time has been associated with potential negative effects on health and well-being, particularly in younger students. Striking a balance between technology use and traditional teaching methods is essential.
• Security and Privacy: The use of technology in education raises concerns about the security of student data and the privacy of personal information. Safeguarding sensitive data is crucial to prevent unauthorized access and potential misuse.
• Dependence on Technology: Over-reliance on technology may hinder the development of fundamental skills such as critical thinking and problem-solving. It is essential to strike a balance between using technology as a tool and preserving traditional pedagogical approaches.
• Technological Obsolescence: Rapid advancements in technology can lead to the quick obsolescence of devices and software. Educational institutions may struggle to keep up with the latest technology, making long-term planning and sustainability challenging.
• Distractions: The presence of technology in the classroom can lead to distractions for students. Social media, gaming, and other non-educational applications may divert attention away from the learning objectives.
• Equity Concerns: Even when technology is available, not all students may have the same level of experience or comfort using it. This can create disparities in the ability to effectively leverage technological tools for learning.
• Resistance to Change: Some educators, administrators, and parents may resist the integration of technology into education due to concerns about its effectiveness, potential negative impacts, or a preference for traditional teaching methods.

Overcoming this resistance requires effective communication and demonstration of the benefits of technology in education.

How Has Technology Changed Education

Technology has profoundly transformed education in various ways, revolutionizing the teaching and learning landscape. Here are key ways in which technology has changed education:

• Access to Information: The internet has democratized access to information, making a vast array of educational resources available to students and educators globally. Online databases, e-books, and educational websites have become integral to research and learning.
• Digital Learning Platforms: Learning Management Systems (LMS) and online education platforms provide a centralized hub for course materials, assignments, and communication. Students can access content at their own pace, fostering personalized learning experiences.
• Interactive Learning: Technology enables interactive and engaging learning experiences through multimedia content, educational apps, and simulations. This dynamic approach enhances understanding and retention of complex concepts.
• Global Collaboration: Virtual communication tools and collaborative platforms facilitate global collaboration among students and educators. Projects can be conducted across borders, exposing learners to diverse perspectives and cultures.
• Remote Learning: The advent of video conferencing and online collaboration tools has facilitated remote learning, allowing students to participate in classes from any location. This has become particularly crucial during times of crisis, such as the COVID-19 pandemic.
• Adaptive Learning: Technology supports adaptive learning systems that tailor educational content to individual student needs. These systems use data and algorithms to adjust the difficulty and pace of instruction based on a student's performance.
• Assessment and Feedback: Technology has streamlined the assessment process with digital exams, automated grading, and instant feedback. This efficiency allows educators to focus more on teaching and addressing individual student needs.
• Augmented and Virtual Reality: These technologies offer immersive learning experiences, allowing students to explore historical sites, conduct virtual experiments, or engage in realistic simulations, enhancing their understanding of complex subjects.
• Flipped Classroom Model: Technology enables the flipped classroom model, where traditional methods of instruction and homework are reversed. Students engage with instructional content online at their own pace, allowing class time to be used for discussion and application of concepts.
• Professional Development: Educators can access online professional development courses, webinars, and collaborative platforms to enhance their teaching skills and stay updated on the latest educational trends and technologies.
• Digital Literacy: The integration of technology fosters digital literacy skills, preparing students for the demands of the digital age. This includes the ability to critically evaluate online information, collaborate using digital tools, and navigate various technological platforms.

In essence, technology has not only expanded the horizons of education but has also made learning more dynamic, interactive, and accessible to a broader audience.

In conclusion, the transformative impact of technology on education is undeniable, ushering in an era of accessibility, engagement, and global connectivity. The integration of digital tools has democratized access to information, providing a wealth of educational resources to learners worldwide. Technology has redefined the learning experience, making it interactive, adaptive, and tailored to individual needs. The shift towards remote learning during crises underscores its crucial role in maintaining educational continuity. Additionally, technology equips students with essential skills for the digital age, fosters global collaboration, and prepares them for a rapidly evolving workforce. Educators benefit from professional development opportunities and streamlined assessment processes. While challenges exist, the overall importance of technology in education lies in its ability to empower learners, bridge gaps, and cultivate a dynamic educational environment that transcends geographical and socioeconomic boundaries. Embracing technology in education is not merely a trend but a fundamental necessity in preparing the next generation for success in the 21st century.

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Home » Tips for Teachers » Embracing the Future: Why Should Technology Be Used in the Modern Classroom

Embracing the Future: Why Should Technology Be Used in the Modern Classroom

In the ever-changing landscape of education, the role of technology has grown exponentially, transforming the traditional classroom into a dynamic learning environment. This evolution is not just a trend but a fundamental shift in how we approach teaching and learning. As educators and facilitators of knowledge, understanding the significance and the methods of effectively integrating technology into educational practices is crucial.

The global pandemic served as a catalyst for this transformation. School closures and the abrupt shift to remote learning propelled educators into the digital realm, necessitating rapid adaptation to online teaching methods and technologies. This period of forced innovation was challenging, yet it revealed the immense potential of technology in education. A 2020 survey by the EdWeek Research Center highlighted this transformation, with 87% of educators acknowledging significant improvements in their proficiency with educational technology (EdTech).

This sudden and widespread adoption of technology in education was more than just a temporary solution to an unprecedented crisis. It marked the beginning of a new era in teaching methodologies, one where digital tools are not just supplementary but integral to the educational process. The experience gained during this period has paved the way for a more tech-savvy approach to education, emphasizing the need to leverage technology not just for its convenience, but for its potential to enrich and diversify the learning experience.

I love using technology in my classroom! ☺️💖 pic.twitter.com/DsMCAwak8o — Brenda Valenzuela (@miss_vteach) November 27, 2023

As we navigate this new terrain, it’s imperative to delve into the reasons why technology should be a staple in contemporary classrooms. From enhancing student engagement to providing access to a plethora of resources and fostering a culture of innovation, the reasons to embrace technology in education are manifold and compelling. Let’s explore these reasons and understand how they shape the future of education.

After reading this article you’ll know:

• Perspectives on Technology in the Classroom from Teachers and Experts →
• 11 Reasons Why Technology Should Be Used in the Classroom →
• Opposing Views on Technology in the Classroom →
• 5 Ideas for Integrating Technology in the Classroom →

Perspectives on Technology in the Classroom: Insights from Teachers and Experts

The sentiment among educators regarding the use of technology in the classroom is largely positive, with a growing recognition of its benefits in enhancing the educational experience. According to the National Center for Education Statistics ( NCES ), a considerable number of US teachers – 12% and 32% respectively – acknowledge that smartphones can be very or somewhat useful for school assignments. This recognition marks a shift in perception, viewing these devices as tools for learning rather than mere distractions.

Further emphasizing this positive stance, a significant 53% of teachers, as surveyed by EdWeek , expressed that students’ increased access to individual computers has made teaching more manageable, especially during the unforeseen challenges of school closures. This statistic highlights a broader acceptance and appreciation of digital tools in facilitating education, particularly under challenging circumstances.

For a deeper understanding and practical insights into the effective use of technology in education, educators can turn to resources like the New EdTech Classroom.

Below are some insights from teachers and education experts on the use of technology in the classroom:

“Learning in a connected, technology-rich environment enables young people to undertake meaningful experiences as they engage with peers, celebrities, relatives, and experts worldwide. They are able to connect with both formal and informal learning communities to communicate the results of their work — be it new proposals, new knowledge or solutions, persuasive advocacy (in a variety of interactive media formats), or creative ideas and expression — in ways that previous generations could only imagine. The educational opportunities that technology gives to students are not only amazing, they are transformative!” — Donald G. Knezek, CEO of the International Society for Technology in Education (ISTE)

“The key is to think about how technology improves the learning culture. How does it offer individuals the opportunity to take more responsibility for contributing? How does it make them be better consumers? How can technology increase their commitment by making audiences or experiences more real? Technology can help us increase the potential of all those things.” — Angela Maiers , award-winning educator, speaker, consultant, and social-media evangelist

“Real work for real purposes for real audiences — that’s the opportunity our children have today if they have technology in hand and access to the Internet. That’s not to say my 11- and 13-year-old children can’t do meaningful, important work without a device. But as lots of 11- and 13-year-olds are already showing, any child can now do world-changing work in ways that just weren’t possible even 10 years ago. The key is the audience, the connections that they can make with others who want to share in that work. These are the action networks, learning networks that my kids will be swimming in online all of their lives. And we need to teach them how to flourish in these spaces.” — Will Richardson, former teacher, cofounder of Powerful Learning Practice

“Find those in your building that have a natural interest in technology, and invest in those folks. But you really have to be strategic with that — you need to select teachers who are master teachers. That doesn’t mean veteran teacher. It means that a teacher who is well respected by their peers, who can ignite the fire of excitement with other teachers. And then once it begins to grow, your job as a principal is to provide what it is that they’re asking for, because before you know it, you have a school full of instructional leaders, and your instructional leaders have to be those folks that are in the classroom, knowing what kind of tools they need to do the job that they do everyday.” — Kappy Cannon Steck, principal of Forest Lake Elementary School in Columbia, South Carolina

11 Reasons Why Technology Should Be Used in the Classroom

In today’s educational landscape, the significance of technology in classrooms is undeniable. With over 60 percent of students reporting enhanced learning and improved grades due to classroom technologies post-COVID-19, it’s clear that technology resonates positively with the modern learner.

Let’s delve into the reasons for incorporating technology in the classroom.

1. Enhances Student Engagement and Learning

Incorporating technology in the classroom not only aligns with the digital habits of today’s students but also significantly enhances their engagement and learning. The International Society for Technology in Education’s research underscores this, revealing a noticeable increase in student motivation and engagement when technology is a part of their learning process. This is largely attributed to the interactive and dynamic nature of technology, which resonates with students accustomed to digital environments.

Technology transforms learning into an exciting journey with features such as:

• Educational Games and Quizzes: These tools foster interactive learning, transforming traditional lessons into engaging experiences.
• Online Polls: Facilitate active student participation and feedback.
• Coding Activities: Offer practical problem-solving experiences.
• AR/VR Technologies: Provide immersive and exploratory learning opportunities.

Incorporating technology effectively requires educators to guide students in responsible digital use, critical evaluation of information, and development of information literacy skills. Moving away from traditional, passive learning models, technology facilitates an active learning environment. For instance, gamification strategies can lead to significant improvements in student performance. Research indicates that challenge-based gamification can enhance student performance by up to 89% , transforming learners from passive recipients of information to active participants in their educational journey.

In sum, the integration of technology in education is not just about keeping up with digital trends; it’s about leveraging these tools to make learning more engaging, interactive, and relevant to the students’ everyday lives.

2. Facilitates Personalized Learning

In today’s diverse classrooms, where each student has a distinct learning style, the use of technology plays a pivotal role in facilitating personalized learning experiences. Digital tools like educational apps and online resources provide multiple approaches to grasp a single concept, allowing educators to tailor instruction to suit different learning styles and paces.

Recognizing that no two students learn the same way, technology becomes an invaluable asset for educators. It enables them to address the diversity in learning styles and experiences effectively. Research indicates that when students feel comprehended, it significantly enhances their depth of learning.

Key benefits of technology in personalized learning are:

• Addressing Diverse Learning Styles: Technology caters to varied educational preferences, from visual and auditory learners to those who prefer interactive engagement.
• Range of Educational Modalities: Incorporates various learning methods like videos, audiobooks, and games, accommodating different paces of learning.
• Updated Content: Ensures access to the latest educational materials, keeping students abreast of current information.

This approach to personalized learning not only enhances the educational experience but also ensures that each student’s unique learning needs are met, leading to a more inclusive and effective learning environment. Technology in education, therefore, is not just a tool but a bridge to a more tailored, responsive, and dynamic educational journey.

3. Prepares Students for the Future

Integrating technology into education is not just about keeping pace with the digital age; it’s about equipping students with the skills they need for a technology-dominated future. A Stanford Center for Opportunity Policy in Education report highlights how students acquire essential 21st-century skills like problem-solving, critical thinking, and digital literacy through technology in the classroom. These are not just academic skills; they are the tools for success in the modern workplace.

To be successful in the 21st-century workplace, students need more than basic knowledge of technology. They require firsthand exposure to the tools and skills that are increasingly becoming the norm in modern work environments. By weaving technology into the fabric of everyday learning, educational institutions are ensuring that students are well-prepared for the future workforce.

Here’s how technology in classrooms is shaping future-ready students:

• Mastering Digital Literacy: In today’s digital-centric world, integrating technology into classroom learning is crucial for developing digital literacy. It equips students with the ability to efficiently use various digital platforms, manage productivity tools, and effectively communicate in the digital realm.
• Skills in Information Management: The ability to sift through, organize, and interpret large volumes of data is a skill made possible by technology in the classroom. This proficiency is increasingly important in modern workplaces that rely on data for informed decision-making.
• Cultivating Adaptability and Flexibility: Regular exposure to diverse digital tools within the educational setting cultivates a student’s ability to adapt and be flexible. Such adaptability is essential in today’s rapidly changing work environments, where new technologies are constantly emerging.
• Fostering Creativity and Innovation: The use of technology in education opens doors to creative and innovative thinking. Students can delve into multimedia presentations, engage in project design, or experiment with prototyping, skills that are immensely valued across various creative industries.
• Enhancing Collaboration and Communication: Modern collaborative tools like Zoom, Microsoft Teams, and Google Drive are more than just software; they’re virtual workplaces. These platforms enable students to practice virtual collaboration and communication, essential skills that reflect the teamwork and interpersonal dynamics of the modern workplace.

By preparing students in these areas, technology in the classroom is not just an educational tool; it’s a vital bridge to their future careers, ensuring they are ready to navigate and contribute to a rapidly evolving digital world.

4. Increases Collaboration and Communication

The integration of technology in classrooms dramatically enhances collaboration and communication, two vital skills for success in both academic and professional realms. Educational platforms and group chat applications are just the tip of the iceberg in facilitating teamwork and interactive learning.

• Strengthening Connections: One of the keystones of effective education is the connection between teachers and students. Modern technology offers a unique avenue for these connections, enabling educators to engage with students through digital means. This approach aligns with the digital inclination of many students, making learning more relatable and accessible. By integrating technology into teaching, educators can explore new methods to convey curriculum material, opening up dynamic lines of communication and understanding.
• Promoting Community Building: In today’s educational landscape, fostering a sense of community is crucial. Technology provides an ideal platform for this, allowing students and teachers to connect beyond the traditional classroom setting. This digital interaction not only enhances learning but also strengthens the sense of community within a course.
• Cultivating Collaborative Learning: An interactive and engaging learning environment thrives on collaboration . With technology, students can engage in discussions, share ideas, and work on projects together, even remotely. This collaborative approach is further enhanced when tech-savvy students share their knowledge and skills with peers, creating a supportive and cooperative classroom culture.

In summary, the use of technology in education is not just about staying current with digital trends; it’s about building a more connected, collaborative, and communicative learning environment. This approach not only benefits students academically but also prepares them for the collaborative nature of the modern workplace.

5. Expands Educational Resources

In the digital age, technology significantly expands educational resources , transforming how students access and engage with information. The internet, a vast repository of knowledge, offers unparalleled opportunities for learning, transcending the limitations of physical textbooks and traditional classrooms.

• Digital Libraries: One of the most significant advantages of technology in education is the access it provides to digital libraries. These online databases are treasure troves of academic materials, including e-books, scholarly articles, journals, and a plethora of multimedia content. They are particularly beneficial for in-depth research and accessing diverse viewpoints on various subjects.
• Online Platforms: The rise of educational platforms and Learning Management Systems (LMS) has revolutionized information accessibility. These platforms serve as centralized hubs where educators can upload and manage course materials, including digital textbooks, multimedia content, interactive modules, and assignments. This integration of resources enhances the teaching and learning process, making it more streamlined and efficient.
• Open Educational Resources (OER): The concept of OER has gained significant traction in recent years. These are educational materials freely accessible online for anyone to use, modify, and distribute. OER platforms offer an extensive range of resources, including textbooks, lesson plans, videos, and more, which educators can adapt to fit their curriculum needs. This openness and flexibility in resource availability democratize education, making high-quality learning materials accessible to all, regardless of geographic or economic barriers.

By integrating these technological resources, educators can provide a richer, more diverse educational experience. They enable students to delve deeper into subjects, broaden their horizons, and engage with learning materials that are current, interactive, and tailored to their individual learning styles. The use of technology in education, therefore, is not just about convenience; it’s about expanding the boundaries of learning and opening new avenues for exploration and discovery.

6. Enables Efficient Assessment and Feedback

The integration of technology in classrooms has revolutionized the way educators assess student performance and provide feedback. It introduces efficiency and precision into the evaluation process, enabling educators to track and respond to student needs more effectively.

• Real-time Assessment: Technology allows for real-time assessment of student learning. Digital quizzes and online assessments can be automatically graded, providing instant feedback to both students and teachers. This immediate response helps students understand their areas of strength and weakness and allows teachers to adjust their instruction accordingly.
• Personalized Feedback: Digital platforms enable teachers to provide personalized feedback. Through learning management systems, educators can leave detailed comments on student assignments, addressing specific areas for improvement. This tailored approach to feedback ensures that each student receives the attention and guidance they need to succeed.
• Tracking Student Progress: Technology also simplifies tracking student progress over time. Digital grade books and analytical tools in educational software allow educators to monitor each student’s performance across various assignments and activities.

Technology in education streamlines the assessment process, making it more efficient, responsive, and student-centered. By leveraging digital tools for assessment and feedback, educators can provide a more engaging and personalized learning experience, ultimately leading to improved student outcomes.

7. Overcomes Geographical Limitations

The advent of technology in education has significantly bridged the geographical divide, enabling classrooms to transcend physical boundaries and connect with the global community. This expansion has not only enriched the educational experience but also fostered global awareness and cultural exchange among students.

• Connecting with Global Experts: Technology enables classrooms to invite experts from various fields across the world for virtual guest speaker sessions. This allows students to engage directly with professionals and academics, gaining insights and perspectives that enhance their learning and understanding of different subjects.
• Cultural Exchange and Global Awareness: Through online collaborations and virtual exchange programs, students can interact with peers from different cultural backgrounds. This exposure to diverse perspectives helps in developing a broader worldview, fostering tolerance, and understanding of global issues.
• Overcoming Access Limitations: By leveraging technology, educators can provide students with resources and experiences that were previously inaccessible due to geographical constraints. This includes virtual tours of historical landmarks, real-time interactions with scientists conducting fieldwork, or exploring artworks in international museums.

The integration of technology in education to bridge the geographical divide is supported by various initiatives and creative solutions:

• Comcast waived late fees and increased data for mobile hotspots for households with K-12 students, offering new customers with school-age children 60 days of free service to facilitate online learning during school closures​.
• School districts have partnered with media outlets to deliver educational content; Los Angeles schools teamed up with PBS stations to run virtual learning programs through television, a method replicated by Arkansas PBS after California’s success.

The use of technology in education transcends geographical limitations, offering students a dynamic and enriched learning experience. It not only connects them to the wider world but also fosters a sense of global citizenship, preparing them to engage effectively in an increasingly interconnected world. This approach to education is vital in developing well-rounded individuals who are aware of and sensitive to the diverse cultural tapestry that makes up our global society.

8. Supports Diverse Learning Environments

The COVID-19 pandemic underscored the indispensable role of technology in supporting diverse learning environments. When traditional classrooms were no longer accessible, technology stepped in as a vital tool to ensure the continuity of education. This period highlighted how technology can adapt to various learning settings, proving essential for modern education systems.

• Virtual Classrooms: During school closures, technology facilitated the shift to virtual classrooms. By the summer of 2020, EdWeek found that an overwhelming 93% of teachers in the United States were delivering some portion of their instruction online from their homes. Platforms like Zoom, Google Classroom, and Microsoft Teams enabled teachers to conduct live lessons, maintain student engagement, and provide a semblance of normalcy in an unprecedented situation.
• Blended Learning Models: Technology supports blended learning, where students experience a mix of online and in-person education. This approach tailors learning experiences to individual needs, allowing students to work at their own pace and access resources both in and out of the traditional classroom setting.
• Accessibility and Inclusivity: Educational technology can be a great equalizer, providing learning opportunities to students regardless of their location or socio-economic background. Online resources, digital textbooks, and educational apps make learning more accessible to a wider audience.

Technology in education is no longer just an auxiliary tool but a fundamental component in creating and supporting diverse and inclusive learning environments. It has proven its worth as an enabler of continuous learning, regardless of external circumstances, and is essential in preparing students for the ever-evolving global landscape.

9. Reduces Environmental Impact

The integration of technology in classrooms significantly contributes to reducing the environmental impact of traditional educational practices. As we strive for more sustainable solutions, technology offers effective alternatives that minimize the ecological footprint of teaching and learning activities.

Digital Textbooks and Resources: The shift from physical textbooks to digital ones is a major step in reducing paper usage. E-books and online resources not only save trees but also decrease the energy and resources expended in printing, transporting, and disposing of physical books.

Less Paper Waste: Utilizing digital platforms for assignments, tests, and notes significantly cuts down on paper consumption. Teachers can distribute materials electronically, and students can submit their work digitally, dramatically reducing the need for physical paper.

Reduced Carbon Footprint: Online learning and virtual classrooms can diminish the need for commuting to educational institutions, thereby reducing carbon emissions associated with transportation . This is particularly relevant in higher education and adult learning environments, where students often travel significant distances.

Key environmental benefits of using technology in education include:

• Conservation of Natural Resources: By using digital materials, the educational sector can play a significant role in conserving natural resources like trees and water.
• Energy Efficiency: Digital devices and cloud storage are more energy-efficient compared to the production and disposal of traditional learning materials.
• Reduced Pollution: With less reliance on physical materials, there is a decrease in the pollution associated with manufacturing, transportation, and waste management.

Incorporating technology into classrooms aligns with global efforts to create more environmentally sustainable practices. By embracing digital tools and resources, the education sector can significantly contribute to conserving the planet for future generations while still providing quality education.

10. Educates Students on Digital Citizenship

In today’s digital age, incorporating technology into classroom settings goes beyond just enhancing academic learning; it also plays a vital role in teaching students about digital citizenship. This concept encompasses understanding how to interact responsibly in the digital world, a skill as essential as any traditional subject taught in schools.

Here’s how technology in classrooms contributes to this important aspect of education:

• Safe Online Behavior: Technology in the classroom provides a controlled environment where students can learn about safe online practices. Educators can guide students on how to protect their privacy, recognize credible sources, and avoid cyberbullying, ensuring they understand the implications of their digital actions.
• Ethical Use of Information: Through technology, students learn about the ethical aspects of using digital content, including understanding copyright laws, plagiarism, and the importance of giving credit to original sources.
• Navigating the Digital World: Students gain firsthand experience in navigating various online platforms and tools, which is crucial for their future personal and professional lives. This experience teaches them how to effectively and responsibly use these platforms.
• Developing a Digital Footprint: Educators can discuss the concept of a digital footprint and its long-term impacts. Students learn that their online actions can have consequences, highlighting the importance of maintaining a positive digital presence.

By incorporating technology into education, teachers can effectively educate students on being good digital citizens. This education is critical in preparing students to navigate the complex and ever-evolving digital landscape, ensuring they are not only tech-savvy but also responsible and ethical digital participants.

11. Advances Careers with Technology Expertise

In the ever-evolving educational landscape, the mastery of classroom technology not only enhances teaching methodologies but also opens new career avenues for educators. Modern educational institutions are increasingly valuing teachers who are adept at integrating technology into their teaching practices. Although the U.S. Bureau of Labor Statistics ( BLS ) doesn’t provide specific growth projections for the edtech sector, it anticipates a significant expansion in the broader computing and IT industry. This field is expected to experience growth at a rate “much faster than average,” about 11 percent, potentially introducing over half a million new jobs between 2019 and 2029.

The rise of EdTech has created a plethora of new roles within the education field, catering to various aspects of technology-enhanced learning. These roles range from operational to strategic positions, including:

• Academic Operations Manager: Overseeing the implementation of technology in academic settings.
• Chief Learning/Technology Officer: Leading the strategic integration of technology in educational institutions.
• Classroom Teacher with Tech Expertise: Enhancing day-to-day teaching with innovative technology.
• Curriculum Design Manager: Developing tech-integrated curricula that cater to diverse learning styles.
• Director of Online Learning: Managing and improving online learning platforms and strategies.
• Innovation Director: Spearheading new technological initiatives in education.
• Instructional Designer: Crafting engaging and effective digital learning experiences.

Gaining expertise in EdTech not only positions educators at the forefront of instructional innovation but also significantly broadens their career prospects. Pursuing higher education, such as a Master of Education in Educational Technology & Innovation can be a strategic move. Such advanced degrees equip educators with the necessary skills and knowledge to access leadership roles in the EdTech field, marking a significant step in career progression and professional development.

Addressing Opposing Views on Technology in the Classroom

While the benefits of integrating technology into education are numerous, there are opposing viewpoints that merit discussion. Below are some common arguments against the use of technology in the classroom, along with counterpoints that challenge these perspectives.

1. Technology is a Distraction

Critics argue that technology in classrooms can be a significant distraction, leading students to focus on non-educational activities, such as social media and games.

While it’s true that technology can be distracting, this challenge can be mitigated through structured and guided use. Here are some rules and guidelines that can be implemented:

• Defined Usage Policy: Establish clear policies on when and how technology should be used in the classroom. This could include specific times for educational apps and platforms, and restrictions during lectures or discussions.
• Focused Learning Activities: Design lessons that integrate technology in a way that complements and enhances the learning objectives. This could involve interactive assignments, digital research projects, or technology-based group work.
• Regular Monitoring: Utilize software that allows for monitoring students’ screens and activities. This ensures that technology usage remains on-task and education-focused.
• Educate on Digital Etiquette: Teach students about digital citizenship and the importance of staying focused during class. This includes lessons on the appropriate use of technology and the consequences of misuse. Want to keep phones in the classroom in check? Read our article for tips on creating an effective cell phone policy.

Educators can establish clear rules and use monitoring tools to ensure that technology is used for educational purposes. Additionally, when technology is integrated into the lesson plan in a meaningful way, it becomes a tool for engagement rather than a distraction.

2. Overreliance on Technology Reduces Critical Thinking

Critics argue that easy access to information reduces students’ ability to think critically or solve problems independently.

Technology, when used correctly, can actually enhance critical thinking skills. Online resources can provide diverse perspectives and complex problems, challenging students to think critically. Additionally, technology-based tasks can require students to analyze information, make decisions, and solve problems, thereby fostering independent and critical thinking.

For further insights into the impact of technology on critical thinking, view this informative video.

3. Loss of Traditional Learning Skills

There’s a fear that reliance on technology in the classroom leads to the erosion of traditional learning skills, such as handwriting and basic arithmetic.

‘Educators need to take a step back and ask not ‘how can I replicate what I do in the classroom’, but ‘how can I redesign this learning experience to take advantage of a whole wealth of technology that can deliver a full learning experience’ https://t.co/9co0lzqQ6Y — Neil Mosley (@neilmosley5) May 18, 2020

Technology should be seen as a supplement to, not a replacement for, traditional learning methods. It’s about finding the right balance. For instance, while students might use tablets for research or creating presentations, they can still engage in handwriting exercises or mental math problems in other parts of their curriculum.

4. Health Concerns

Prolonged use of technology in the classroom is cited as a health concern, potentially leading to issues like eye strain, poor posture, and reduced physical activity.

Health concerns are important to consider, but they can be addressed through proper guidelines and practices, such as:

• Regular Breaks: Encourage students to take short breaks every 20-30 minutes to reduce eye strain and mental fatigue. This can involve stretching, walking around, or simply looking away from the screen.
• Ergonomic Setup: Promote an ergonomic classroom setup with comfortable seating and proper screen positioning to avoid poor posture and neck strain.
• Limit Screen Time: Implement guidelines to limit continuous screen time. Balance technology use with traditional learning methods and physical activities.
• Eye Care Practices: Teach students about the 20-20-20 rule – every 20 minutes, take a 20-second break and look at something 20 feet away to reduce eye strain.
• Proper Lighting: Ensure the classroom is well-lit to reduce glare and strain on the eyes. Adjust screen brightness to comfortable levels.

Additionally, technology can be used to promote physical activity through interactive games and activities.

While the concerns surrounding technology use in education are not unfounded, they are not insurmountable. With careful planning, structured implementation, and a balanced approach, the potential drawbacks can be effectively managed, allowing students and educators to reap the substantial benefits of technology in the classroom.

Check out this video for practical exercises designed to alleviate eye fatigue, perfect for incorporating into your classroom routine.

5 Ideas for Integrating Technology in the Classroom

Integrating technology into the classroom can enhance learning experiences and engage students in innovative ways. Here are some ideas for effectively utilizing technology in educational settings:

1. Interactive Whiteboards

Use interactive whiteboards to display multimedia content, encourage collaborative problem-solving, and allow students to interact with learning materials directly. Document cameras can also enhance the utility of whiteboards, making them an even more effective teaching tool. Explore our curated articles on the top whiteboards and document cameras to discover the perfect fit for your needs.

2. Educational Apps and Games

Gamification has been shown to have an impact on a student’s learning and engagement because of how it helps to build a sense of achievement. Many students are motivated to move to the next lesson when they know they can achieve something along the way. Look around and see if there are any gamified learning opportunities for your subject material on the Internet — you’ll be surprised what’s out there!

3. Virtual Field Trips

Utilize virtual reality (VR) or augmented reality (AR) to take students on virtual field trips to historical sites, museums, or even outer space. For instance, a geology professor can virtually guide students through the Grand Canyon, offering an immersive learning experience that would be impossible within the four walls of a traditional classroom.

4. Coding and Robotics

Introducing coding via educational platforms like Scratch or Code.org offers an engaging way to learn problem-solving and computational thinking. These activities often involve creating simple programs or animations, making learning both fun and practical. You can also use simple robotics kits to teach problem-solving and computational thinking.

5. Online Assessments and Quizzes

Use online platforms for assessments and quizzes, providing instant feedback and the ability to track student progress over time.

These ideas can be adapted to suit different age groups and learning objectives, offering a range of possibilities to make learning more dynamic and engaging through technology.

Useful Resources

• Technology in Education: An Overview
• The International Society for Technology in Education
• Technology in Education Overview by UNESCO

Integrating technology in the classroom is pivotal for modern education. It not only enhances engagement and personalized learning but also prepares students for a technology-driven future. By bridging geographical divides and promoting digital citizenship, technology in education empowers students to thrive in a globally connected world, making it an indispensable tool for educators and learners alike.

• “How COVID-19 Is Shaping Tech Use. What That Means When Schools Reopen”, EdWeek
• “Teachers’ Use of Technology for School and Homework Assignments: 2018–19”, National Center for Education Statistics
• Angela Maiers
• Powerful Learning Practice
• FOREST LAKE ELEMENTARY
• “How technology is shaping learning in higher education”, McKinsey & Company
• “The effect of challenge-based gamification on learning: An experiment in the context of statistics education”, ScienceDirect
• “Why is it Important for Students to Feel a Sense of Belonging at School? ‘Students Choose to be in Environments That Make Them Feel a Sense of Fit,’ Says Associate Professor DeLeon Gray”, NC State University
• “Reframing Student Outcomes to Develop 21st Century Skills”, Stanford Center for Opportunity Policy in Education
• “The Impact of Technology on Collaborative Learning”, ReseacrhGate
• “The Impact of Technology in Educational Resources: a Survey and New Perspectives”, ReseacrhGate
• “Using technology to encourage student engagement with feedback: a literature review”, ReseacrhGate
• “Here’s What Schools Can Do For the Millions of Students Without Internet Access”, EdSurge
• “How to reach students without internet access during coronavirus? Schools get creative”, NBC News
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• “Frequency of Teens’ Social Media Use, 2018 vs. 2012 Articles”, Marketing Charts
• “Computer and Information Technology Occupations”, U.S. Bureau of Labor Statistics
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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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Home — Essay Samples — Information Science and Technology — Technology in Education — The Importance of Technology in Education

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

• Categories: Impact of Technology Technology in Education

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Words: 1490 |

Published: May 24, 2022

Words: 1490 | Pages: 3 | 8 min read

Table of contents

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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• Technology in Schools: Revolutionizing Education – Unleashing the Power of Technology

May, 2023 | School ERP Software , School Management Software , School Management System , School Mnagement System , School Mobile App , Skolaro ERP , Software for Schools | 0 |

• Importance of technology in education
• Benefits of using technology in schools
• Interactive learning experiences
• Personalized learning paths
• Access to a vast range of educational resources
• Gamification of learning
• Collaborative learning opportunities
• Multimedia presentations and demonstrations
• Benefits of remote and online learning
• Overcoming geographical barriers
• Flexibility and convenience for students
• Streamlined administrative tasks
• Data-driven insights for targeted teaching
• Professional development opportunities
• Ensuring equal access to technology
• Privacy and security considerations
• Balancing technology with traditional teaching methods
• Artificial Intelligence (AI) in education
• Virtual and augmented reality for immersive learning
• Internet of Things (IoT) in the classroom
• Teaching responsible digital behavior
• Cybersecurity awareness and online safety
• Critical thinking and media literacy
• Advancements in educational technology
• Empowering lifelong learners
• Shaping the future of education
• Recap of the benefits of technology in education
• Encouragement to embrace technological advancements

Revolutionizing Education: Unleashing the Power of Technology in Schools

Education is the key to a brighter future, and in today’s fast-paced world, technology has revolutionized the way we live, work, and learn. The integration of technology in schools has become a game-changer, unleashing new possibilities and transforming traditional education systems. This article explores the immense potential of technology in revolutionizing education, empowering students, and equipping them with the skills needed for success in the digital age.

Enhancing Teaching and Learning

Technology has transformed teaching and learning, making it more interactive, engaging, and tailored to individual needs. With the aid of technology, educators can create interactive learning experiences that captivate students’ attention and promote active participation. Interactive whiteboards, educational apps, and multimedia presentations allow students to visualize complex concepts and engage with the material in a hands-on manner.

Furthermore, technology enables personalized learning paths, allowing students to progress at their own pace. Adaptive learning software and online platforms provide personalized recommendations, adaptive quizzes, and immediate feedback, enabling students to focus on areas where they need improvement. This personalized approach enhances learning outcomes and ensures that each student’s unique needs are met.

In addition, technology grants students access to a vast range of educational resources. Online libraries, digital textbooks, and educational websites offer a wealth of information at students’ fingertips. With the internet as a limitless source of knowledge, students can explore diverse subjects, conduct research, and gain a deeper understanding of the topics they are studying.

Increasing Student Engagement

One of the major benefits of integrating technology in education is the significant increase in student engagement. Traditional teaching methods often struggle to capture students’ attention, leading to disinterest and disengagement. However, technology offers innovative solutions to this challenge.

Gamification of learning has gained popularity, as it leverages students’ intrinsic motivation to engage in games and challenges. Educational games and gamified learning platforms make the learning process enjoyable and immersive, encouraging students to actively participate and compete with their peers.

Collaborative learning opportunities are also enhanced through technology. Online discussion forums, video conferencing tools, and collaborative platforms enable students to interact and collaborate with their peers, regardless of geographical barriers. This fosters teamwork, communication skills, and the ability to work effectively in a digital environment.

Additionally, technology facilitates the creation of multimedia presentations and demonstrations, making learning more visually appealing and interactive. Videos, animations, and simulations provide a dynamic learning experience, enabling students to grasp complex concepts and retain information more effectively.

Bridging the Gap: Remote and Online Education

The recent global pandemic highlighted the importance of technology in bridging the gap when physical classrooms are inaccessible. Remote and online education became essential tools for continuity in learning, ensuring that students could continue their education despite the challenging circumstances.

The benefits of remote and online learning extend beyond crisis situations. It offers flexibility and convenience for students, allowing them to access educational content from anywhere, at any time. This is particularly advantageous for students with specific needs, such as those juggling work or family commitments. Online education also eliminates geographical barriers, enabling students in remote or underserved areas to access quality education that may not have been available to them otherwise.

Moreover, online platforms facilitate asynchronous learning, giving students the freedom to learn at their own pace. This self-directed learning approach promotes autonomy and responsibility, preparing students for lifelong learning in the digital era.

Empowering Educators

Technology not only benefits students but also empowers educators in various ways. It streamlines administrative tasks, such as grading and attendance management, allowing teachers to focus more on instruction and student support. Digital tools automate routine tasks, freeing up valuable time that can be dedicated to personalized instruction and mentoring.

Furthermore, technology provides educators with data-driven insights, enabling them to identify students’ strengths and weaknesses more effectively. Learning analytics and assessment tools generate detailed reports, highlighting areas where students may require additional support or intervention. These insights enable targeted teaching strategies, ensuring that each student receives the necessary guidance for optimal learning outcomes.

Professional development opportunities are also enhanced through technology. Online courses, webinars, and virtual conferences enable educators to stay updated with the latest teaching methodologies and advancements in their respective fields. This continuous learning and professional growth contribute to the overall improvement of education quality.

Overcoming Challenges and Concerns

While the integration of technology in education brings numerous benefits, it is crucial to address the challenges and concerns associated with its implementation. Ensuring equal access to technology is essential to prevent furthering the digital divide. Efforts must be made to bridge the gap between students who have access to technology and those who do not, to ensure that all students can benefit from the opportunities it offers.

Privacy and security considerations are paramount in the digital age. Schools must prioritize the protection of students’ personal information and ensure that appropriate security measures are in place to safeguard data. Educating students about responsible digital behavior and cybersecurity is essential to create a safe and secure online learning environment.

Additionally, it is crucial to strike a balance between technology and traditional teaching methods. While technology enhances learning experiences, face-to-face interaction and hands-on activities remain vital for holistic development. The integration of technology should complement and enhance traditional teaching practices rather than replace them entirely.

Embracing Technological Innovations

The future of education holds exciting possibilities with technological innovations on the horizon. Artificial Intelligence (AI) has the potential to transform education by providing personalized tutoring, intelligent chatbots for student support, and data-driven insights for personalized instruction. Virtual and augmented reality can create immersive learning experiences, transporting students to different times, places, and scenarios. The Internet of Things (IoT) can enable smart classrooms, connecting devices, and creating a seamless learning environment.

These technological advancements have the power to revolutionize education and shape the way students learn and teachers teach. By embracing these innovations, educational institutions can equip students with the necessary skills and competencies to thrive in the digital era.

Building Digital Citizenship Skills

With technology playing an ever-increasing role in our lives, it is essential to teach students responsible digital behavior and develop their digital citizenship skills. Educators must emphasize the importance of ethical online conduct, respect for intellectual property, and responsible use of digital resources.

Additionally, cybersecurity awareness and online safety should be prioritized. Students need to understand the potential risks associated with the online world and learn how to protect their personal information, navigate safely, and identify and respond to cyber threats.

Moreover, critical thinking and media literacy skills are crucial in the digital age. Students should be equipped with the ability to evaluate information critically, discern reliable sources, and differentiate between factual content and misinformation or fake news.

Future Perspectives: The Role of Technology in Education

As technology continues to advance, its role in education will become increasingly significant. The integration of educational technology will empower lifelong learners by providing access to continuous education and upskilling opportunities throughout their lives. Online courses, micro-credentials, and virtual learning platforms will become integral parts of the lifelong learning journey.

Furthermore, educational technology will shape the future of education by fostering innovation, collaboration, and creativity. It will enable educators and students to explore new pedagogical approaches, break traditional barriers, and create dynamic learning environments.

In conclusion, technology has the power to revolutionize education by unleashing its full potential. It enhances teaching and learning, increases student engagement, bridges the gap in remote and online education, empowers educators, and prepares students for the digital age. However, it is essential to address challenges, ensure equal access, and maintain a balance between technology and traditional teaching methods. By embracing technological innovations and nurturing digital citizenship skills, education can truly be transformed, preparing students for a future full of possibilities.

• Technology enhances teaching and learning by providing interactive experiences, personalized learning paths, and access to a vast range of educational resources.
• Remote and online education offer flexibility, convenience, and the ability to overcome geographical barriers. It also promotes self-paced learning and prepares students for lifelong learning.
• Technology streamlines administrative tasks, provides data-driven insights, and offers professional development opportunities for educators.
• Challenges include ensuring equal access to technology, addressing privacy and security concerns, and maintaining a balance between technology and traditional teaching methods.
• Technology will continue to play a significant role in education, empowering lifelong learners, fostering innovation, and shaping the future of education.

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Importance of Educational Technology

Posted by B Enos | Aug 2, 2022

Table of Contents

As more people embrace digital media, teachers identify ways to enhance student engagement using the latest technology tools. In recent years, attaining a productive and engaging environment requires a teacher to be innovative in generating new ideas that can make learners excited about learning new concepts. Schools have become aware of the importance of technology and advanced equipment in spicing up the educational process. Consequently, they provide computer science lessons, ensuring scholars acquire essential skills such as coding computers. The competence allows them to fit in the job market due to skill compatibility. The significant question is, how does educational technology impact the learning environment, teachers, and students? This review provides an overview of the importance of educational technology.

Why is Educational Technology Important?

The education sector has experienced tremendous growth as a result of technological development. Innovation has enhanced educational technology, a field of study that specializes in evaluating, designing, developing new techniques, implementing them, and assessing the productivity of the instructional environment. Besides, it entails ascertaining if the learning materials, processes, and learners are in the best state to promote desirable outcomes. Most learning institutions have embraced technological education due to its ability to expand networks and enhance collaboration with other educators locally and internationally. Introducing new technologies in the classroom has promoted engagement and effective service delivery.

The following section outlines the importance of educational technology in the teaching and learning process.

  Creates Awareness of New Advancements in Technology

Educational technology allows students to learn and appreciate new technologies as soon as they emerge. Today’s learners are more inclined toward using new technologies more efficiently. Understanding the emerging innovations allows them to weigh the positive and negative outcomes of new tools before implementing them in professional careers and studies. Educational technology allows scholars to comprehend the dynamics of new ideas, how they can be integrated into the classroom, and possible outcomes. As a result, they become familiar with different techniques.

Enables Learners to Acquire New Skills and Knowledge

Educational technology creates multiple avenues for learners to improve skills and expand knowledge of various aspects through online programs. As a student, you have the responsibility to research and learn more about the topics that inspire you to work hard and meet your academic goals. For example, if you are passionate about information technology, you can acquire new knowledge relevant to your field. Consequently, you can develop new ideas and share them with your colleagues for a wonderful working relationship.

Due to the numerous implications of innovation in diversifying the job market, learners can improve their knowledge of various fields, acquire new skills in how different technologies function, and apply the concepts in their future roles. If you are familiar with new technologically advanced tools, you have high chances of securing jobs because you will most likely have a comprehensive understanding of the latest market trends, their possible effects on organizations, and apply essential knowledge to improve your company’s productivity.

Makes Learning and Research Easy 

Education technology makes learning more interesting and easy since students can access the internet anytime. As a result, they do not have to travel to campus, the library, or any other specific place to complete their assignments. As long as you are proficient in computer applications such as Microsoft Word, Excel, PowerPoint, and networking, you can confidently complete and submit homework at any time, provided you have a fast gadget, stable network, and power connection.

Essay writers provide academic assistance to students at affordable rates. If you are a college student stranded with assignments including essays, research papers, proposals, dissertations, and coursework, you can search for CustomWritings and place a custom essay order online. Your work will be handled by a professional writer who is competent in your field. With the numerous benefits of educational technology, you can easily link with the online academic service provider at any time and ask for help. You are assured of a quality deliverable that will improve your grades and make your school life more rewarding.

Improves Students’ Mental and Physical Health

Apart from promoting academic success, educational technology improves learners mentally and physically. Using technologically advanced tools enhances cognitive and learning skills. As a result, students realize better academic performance and physical health.

Provides Access to a Wide Range of Teaching and Learning Materials

Using technology in the classrooms allows teachers to discover and appreciate a newer perspective of life. They are better positioned to create an appealing instructional syllabus, diversify learning content, and deliver quality services. For instance, they can create many images using PowerPoint to show students how the program works. Nonetheless, they should be aware of frauds, interest securities, and privacy policies to protect the younger generation.

Educational technology tools provide learners with numerous learning options. As a student, you can browse the internet and select research materials that meet your needs. Besides, you can comfortably access YouTube, Twitter, online academic libraries, government publications, and other educational sites. As a result, you will improve your knowledge and become a good professional in your field.

  Improves Communication Skills in School and the Work Environment

Educational technology allows you to use a wide range of equipment that makes communication with peers and teachers easier. As a result, it nurtures interpersonal communication skills, which are relevant in the learning environment and future job market. 

Makes Learning Environment Fun and Engaging

Learners should learn and spend time on leisure activities to avoid boredom and increase concentration. An exciting educational experience encourages scholars to appreciate school and avoid truancy. Educational technology fulfills this objective by enabling students to have fun and learn simultaneously. Consequently, they are motivated to value and love studies.

Educational technology has a significant role in today’s education system. Using communication technologies to share and receive information creates an engaging environment that promotes effective teaching and learning. Various applications that support internet learning have made instructors’ work more accessible and better than ever because they can easily interact with their students and share knowledge through digital media.

Schools should appreciate the significance of educational technology in improving teaching and learning methods. Therefore, they should provide financial support and allow teachers to incorporate new technologies and use advanced tools in the classroom. Consequently, they will encourage instructors to use learner-centered styles, ensuring scholars learn in a conducive atmosphere.

Adopting new technologies will enable instructors to engage students in innovative, unique, and inspiring ways, which promote equity. Furthermore, institutions of higher learning should implement curriculums designed to improve ICT attributes, which are necessary in the contemporary world. Governments should also dedicate adequate financial resources to colleges and formulate policies to ensure the facilities integrate new technologies in teaching to raise tech experts.

About The Author

With a lifetime love of gaming and computers, I enjoy spending my time testing new hardware and tech. With over 10+ Years as a product reviewer, I offer easy-to-understand insights into any product I test. While I specialize in reviewing PC Gaming Hardware, I do enjoy all aspects of the tech and gaming industries.

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Jessica Grose

Every tech tool in the classroom should be ruthlessly evaluated.

By Jessica Grose

Opinion Writer

Educational technology in schools is sometimes described as a wicked problem — a term coined by a design and planning professor, Horst Rittel, in the 1960s , meaning a problem for which even defining the scope of the dilemma is a struggle, because it has so many interconnected parts that never stop moving.

When you have a wicked problem, solutions have to be holistic, flexible and developmentally appropriate. Which is to say that appropriate tech use for elementary schoolers in rural Oklahoma isn’t going to be the same as appropriate tech use in a Chicago high school.

I spent the past few weeks speaking with parents, teachers, public school administrators and academics who study educational technology. And while there are certainly benefits to using tech as a classroom tool, I’m convinced that when it comes to the proliferation of tech in K-12 education, we need “ a hard reset ,” as Julia Freeland Fisher of the Christensen Institute put it, concurring with Jonathan Haidt in his call for rolling back the “phone-based childhood.” When we recently spoke, Fisher stressed that when we weigh the benefits of ed tech, we’re often not asking, “What’s happening when it comes to connectedness and well-being?”

Well said. We need a complete rethink of the ways that we’re evaluating and using tech in classrooms; the overall change that I want to see is that tech use in schools — devices and apps — should be driven by educators, not tech companies.

In recent years, tech companies have provided their products to schools either free or cheap , and then schools have tried to figure out how to use those products. Wherever that dynamic exists, it should be reversed: Districts and individual schools should first figure out what tech would be most useful to their students, and their bar for “useful” should be set by available data and teacher experience. Only then should they acquire laptops, tablets and educational software.

As Mesut Duran — a professor of educational technology at the University of Michigan, Dearborn, and the author of “Learning Technologies: Research, Trends and Issues in the U.S. Education System” — told me, a lot of the technology that’s used in classrooms wasn’t developed with students in mind. “Most of the technologies are initially created for commercial purposes,” he said, “and then we decide how to use them in schools.”

In many cases, there’s little or no evidence that the products actually work, and “work” can have various meanings here: It’s not conclusive that tech, as opposed to hard-copy materials, improves educational outcomes. And sometimes devices or programs simply don’t function the way they’re supposed to. For example, artificial intelligence in education is all the rage, but then we get headlines like this one, in February, from The Wall Street Journal: “ We Tested an A.I. Tutor for Kids. It Struggled With Basic Math. ”

Alex Molnar, one of the directors of the National Educational Policy Center at the University of Colorado, Boulder, said that every school should be asking if the tech it’s using is both necessary and good. “The tech industry’s ethos is: If it’s doable, it is necessary. But for educators, that has to be an actual question: Is this necessary?” Even after you’ve cleared the bar of necessary, he said, educators should be asking, “Is doing it this way good, or could we do it another way that would be better? Better in the ethical sense and the pedagogical sense.”

With that necessary and good standard in mind, here are some specific recommendations that I’ve taken away from several discussions and a lot of reading. It’s unrealistic — and considering that we’re in a tech-saturated world, not ideal — to get rid of every last bit of educational technology. But we’re currently failing too many children by letting it run rampant.

At the State and Federal Levels: Privacy Protections and Better Evaluation

A complaint I heard from many public school parents who responded to my March 27 questionnaire and wanted a lower-tech environment for their kids is that they’re concerned about their children’s privacy. They couldn’t opt out of things like Google Classroom, they said, because in many cases, all of their children’s homework assignments were posted there. Molnar has a radical but elegant solution for this problem: “All data gathered must be destroyed after its intended purpose has been accomplished.” So if the intended purpose of a platform or application is grading, for example, the data would be destroyed at the end of the school year; it couldn’t be sold to a third party or used to further enhance the product or as a training ground for artificial intelligence.

Another recommendation — from a recent paper by the University of Edinburgh’s Ben Williamson, Molnar and the University of Colorado, Boulder’s Faith Boninger outlining the risks of A.I. in the classroom — is for the creation of an “independent government entity charged with ensuring the quality of digital educational products used in schools” that would evaluate tech before it is put into schools and “periodically thereafter.” Because the technology is always evolving, our oversight of it needs to be, as well.

At the District Level: Centralize the Tech-Vetting Process

Stephanie Sheron is the chief of strategic initiatives for the Montgomery County Public Schools, the largest district in Maryland, and all the district’s technology departments report to her. She likened the tech landscape, coming out of the Covid-19 pandemic remote school period, to the “Wild West.” School districts were flooded with different kinds of ed tech in an emergency situation in which teachers were desperately trying to engage their students, and a lot of relief money was pouring in from the federal government. When the dust settled, she said, the question was, “Now what do we do? How do we control this? How do we make sure that we’re in alignment with FERPA and COPPA and all of those other student data privacy components?”

To address this, Sheron said, her district has secured grant funding to hire a director of information security, who will function as the hub for all the educational technology vending and evaluate new tech. Part of the standardization that the district has been undergoing is a requirement that to be considered, curriculum vendors must offer both digital and hard-copy resources. She said her district tried to look at tech as a tool, adding: “A pencil is a tool for learning, but it’s not the only modality. Same thing with technology. We look at it as a tool, not as the main driver of the educational experience.”

At the Classroom Level: Ruthlessly Evaluate Every Tool

In my conversations with teachers, I’ve been struck by their descriptions of the cascade of tech use — that more tech is often offered as a solution to problems created by tech. For example, paid software like GoGuardian, which allows teachers to monitor every child’s screen, has been introduced to solve the problem of students goofing off on their laptops. But there’s a simple, free, low-tech solution to this problem that Doug Showley, a high school English teacher in Indiana I spoke to, employs: He makes all his students face their computer screens in his direction.

Every teacher who is concerned about tech use in his or her classroom should do a tech audit. There are several frameworks ; I like the worksheet created by Beth Pandolpho and Katie Cubano, the authors of “Choose Your Own Master Class: Urgent Ideas to Invigorate Your Professional Learning.” In the chapter “Balancing Technology Use in the Classroom,” they suggest that teachers list every tech tool they are using and evaluate its specific functions, asking, “Are these novel or duplicative?” They also encourage teachers to write out a defense of the tool and the frequency of use.

I like these questions because they make clear that the solutions are not going to be one size fits all.

Students Deserve Authentic Connection

As I close out this series, I want to return to what Fisher said about the importance of student connection and well-being. Of course academic outcomes matter. I want our kids to learn as much about as many different topics as they can. I care about falling test scores and think they’re an important piece of data.

But test scores are only one kind of information. A key lesson we should have learned from 2020 and ’21 is that school is about so much more than just academics. It’s about socialization, critical thinking, community and learning how to coexist with people who are different from you. I don’t know that all of these are things that can be tracked in a scientific way, which brings me back to the idea of tech in schools as a wicked problem: These aren’t easily measurable outcomes.

Jeff Frank, a professor of education at St. Lawrence University, expresses a sense that I’ve had very well in a paper , “Sounding the Call to Teach in a Social Media Age: Renewing the Importance of Philosophy in Teacher Education.” He says students are “hungry for experiences that make them feel alive and authentically connected to other people and to deeper sources of value. Though filtering and managing life through technologies offers safety, predictability and a sense of control, it also leads to life that can feel extremely small, constraining and lonely. Teaching can offer a powerful way to pierce this bubble.”

Ultimately, I believe the only way kids will be able to find that deeper meaning is through human relationships with their peers and teachers, no matter how shiny an A.I. tutor appears to be at first blush.

Jessica Grose is an Opinion writer for The Times, covering family, religion, education, culture and the way we live now.

Investigating the impact of technology-based education on academic motivation, academic perseverance, and academic self-efficacy in english language learning skills

• Published: 22 April 2024

Cite this article

• Jingxuan Bi 1 ,
• Siros Izadpanah   ORCID: orcid.org/0000-0002-2061-8110 2 ,
• Zohreh Mohammadi 3 &
• Yasaman Mohammad Rezaei 3  

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This study aims to investigate the impact of technology-based education (TBE) on the academic motivation (AM), academic perseverance (AP), and academic self-efficacy (ASE) of high school sophomore males. Technology has an important place in education in the modern digital age since it opens up new avenues for instruction and learning. Research is still being conducted to determine the precise impacts of TBE on different facets of students’ academic performance and attitudes. The study employed a quasi-experimental research design and utilized the cluster sampling method to select participants. Data collection for the study was conducted in the year 2023 and involved the administration of three distinct questionnaires: Harter’s AM questionnaire, Benishek et al.‘s AP questionnaire, and Lent et al.‘s ASE questionnaire. A thorough grasp of how TBE affects male students’ AM, AP, and ASE is one of the research’s predicted objectives. Examining how technology affects these factors might provide insightful information for educational practices and interventions targeted at improving student performance and engagement. The study’s findings revealed that TBE significantly influences both AE and AP while having a distinct impact on ASE. The outcomes of this study may have implications for curriculum designers, instructors, and educational officials by offering evidence-based suggestions for successfully integrating technology into the classroom. Furthermore, the findings might fill a gap unique to male students in the second year of high school by adding to the body of knowledge already available on TBE and its effects on student outcomes.

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Bi, J., Izadpanah, S., Mohammadi, Z. et al. Investigating the impact of technology-based education on academic motivation, academic perseverance, and academic self-efficacy in english language learning skills. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12712-0

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Technology In Education Essay

Essay On Technology In Education- Technology makes education very easy. Technology is now very essential to maintaining society, and it will definitely have an impact on education. In today's life, technology has made study easier. Here are 100, 200 and 500 word essays on Technology In Education

Technology plays a huge part in education. The students' learning process gets simpler as technology advances. Students can easily learn the concepts thanks to technologies utilised in schools and universities, such as computer labs and high-end equipment and instruments. In today's life, technology has made study easier. Here are some sample essays on Technology In Education

100 Words Essay On Technology In Education

Technology makes education very easy. Technology is now essential to maintaining society, and it will definitely have an impact on education. Previously teachers didn't allow students to use technology in education. Today's everything is connected to technology including education,communication, etc. Although technology has been a part of our lives for many years, the development and use of technology in education have only lately started to take shape. One of the most crucial things we have now that can help students perform better academically is technology. As technology advances, it creates new opportunities for students to interact and learn through a variety of sources. Online classes are the best example of technology.

200 Words Essay On Technology In Education

The word "technology" is derived from the Greek word "tekhnologia," where "tekh" signifies an art, a skill, etc., and "logy" defines a subject of interest. Technology makes our tasks easy and makes life easy. Today, technology plays a significant role in our lives and offers a digital platform. The term "smart classes" is being used increasingly in schools and colleges, and these classes are the best use of technology.

Technology And Education

Technology made education easy and attractive. Students study because of technology with their mobile phones and laptops.

By using technology, online classes have started, and students love doing smart classes.

Technology keeps students updated on the world and shows the right direction to do good in education.

Through technology, students can read newspapers daily wise. Technology made education easy and attractive.

From technology, schools make their app and take attendance online, which helps the environment also by not using paper and pen.

Technology attracts children more, which helps them to choose their path.

Education should not be done with only books; students should get a chance to explore their knowledge and try something new. Technology is the best thing to explore. By using technology, students' knowledge will grow faster than before.

500 Words Essay On Technology In Education

Technology has become an integral part of education because of different apps and websites. Nowadays, if you want to clear your doubts or to know your syllabus, everything is available online. Nowadays, education is nothing without technology.

Is Technology Helpful In Education?

Yes, technology is helpful to education. Nowadays, you will see the difference in how technology has changed teaching. In older days, students read from their books, and if they faced any problem, they would ask their teachers the next day at school or for tuition.

But nowadays, students clear their doubts by using apps and websites. Due to technology, they can also ask a question or can have live interaction with their teachers personally. Education has progressed a lot.

Technology has made education easy, and today we have multiple options to clear our doubts and interact online with our teachers. Nowadays, we have easy access to the internet, and other helping apps have made education accessible and exciting.

Technology is essential for students. Parents and teachers should permit their children to use technology for their students because time has changed, and the mode of education should also be changed. Students should be given a chance to learn something new and exciting and technology makes it possible.

Different Technologies for Education

Many devices make education easier for students and clear students' doubts. Some of them are-

Laptops | One of the best tools for learning is a laptop. You can obtain information on the Internet either in written form, video form, or audio form. On several applications and websites, you can find tutors who can give you a thorough explanation. Students can acquire extensive information and have their questions answered thanks to it. You may effortlessly visit several educational portals using a laptop.

Smartphone | Smartphones are smaller versions of laptops; you can use them more easily than laptops and take them with you wherever you go. It is user-friendly due to its compact size and simple internet connection. Students can speak with their teacher about questions using a smartphone. Many students have smartphones, which they use for academic purposes. Numerous apps were available for students on mobile devices.

Kindle for Textbooks | Kindle Textbooks are a type of online book. Kindle books are available at half the price of paper books. This helps to reduce the production of paper, which allows our environment and online books to be easily stored. Kindle Textbooks are popular these days. Many students use them.

My Experience

From the 12th standard, I used a smartphone and laptop for education. Technology makes study easier. When I didn't understand something from school, I used to look for those online and try to clear all my doubts by watching topic specific videos. In my school days, I learned different crafts and drawing skills by watching videos online. I used to take help from online videos to understand many science experiments and easy tricks to solve various mathematical questions. Technology in education is perfect for the future because the use of technology in education will bring a drastic change in our education system.

Explore Career Options (By Industry)

• Construction
• Entertainment
• Manufacturing
• Information Technology

Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary. 

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi . 

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive. 

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.  

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

Individuals who opt for a career as a stock analyst examine the company's investments makes decisions and keep track of financial securities. The nature of such investments will differ from one business to the next. Individuals in the stock analyst career use data mining to forecast a company's profits and revenues, advise clients on whether to buy or sell, participate in seminars, and discussing financial matters with executives and evaluate annual reports.

A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues. 

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems. 

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software. 

Highway Engineer

Highway Engineer Job Description:  A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials. 

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Pathologist

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth. 

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs. 

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story. 

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook. 

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion. 

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article. 

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or  MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.  

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications. 

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product. 

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans. 

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party. 

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems. 

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack 

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process. 

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