introduction to digital technology essay

Essay on Digital Technology

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

Let’s take a look…

100 Words Essay on Digital Technology

What is digital technology.

Digital technology refers to any system, device, or process that uses digital information. This includes computers, smartphones, and the internet. It’s a part of our daily lives.

Benefits of Digital Technology

Digital technology makes our lives easier. It helps us communicate, learn, and work. For example, we can send emails, learn online, and create digital art.

Challenges of Digital Technology

However, digital technology also has challenges. It can lead to less physical activity and face-to-face interaction. Plus, it can be hard to protect personal information online.

The Future of Digital Technology

The future of digital technology is exciting. We can expect more advancements that will continue to change our lives.

250 Words Essay on Digital Technology

Introduction.

Digital technology, a term encapsulating a wide array of software, hardware, and services, has revolutionized our world. It has altered how we communicate, learn, work, and entertain ourselves, shaping a new societal landscape.

The Evolution of Digital Technology

Digital technology has evolved exponentially over the past few decades. From the advent of personal computers and the internet, to the ubiquity of smartphones and the rise of artificial intelligence, each wave of technology has brought profound changes. This evolution has led to the digitization of various sectors, including education, healthcare, and commerce, thereby facilitating efficiency and convenience.

Impact on Society

The impact of digital technology on society is significant. It has democratized information, breaking down geographical and socio-economic barriers. Moreover, it has fostered global connectivity, enabling collaboration and interaction on an unprecedented scale. However, it also presents challenges such as privacy concerns and digital divide, necessitating thoughtful policy-making and ethical considerations.

Future Prospects

The future of digital technology is exciting, with emerging fields like quantum computing, virtual reality, and blockchain promising to further transform our lives. Nonetheless, it is crucial to ensure that this digital revolution is inclusive and sustainable, balancing technological advancement with societal well-being.

In conclusion, digital technology, while presenting certain challenges, offers immense potential to reshape our world. As we navigate this digital age, it is incumbent upon us to harness this potential responsibly, ensuring that the benefits of digital technology are accessible to all.

500 Words Essay on Digital Technology

Introduction to digital technology.

Digital technology, an umbrella term encompassing a myriad of devices, systems, and platforms, has revolutionized the world. It has transformed how we communicate, work, learn, and entertain ourselves, influencing every facet of our lives. This essay delves into the essence, benefits, and challenges of digital technology.

Understanding Digital Technology

Digital technology refers to any system, device, or process that uses a binary, numeric, or digital approach to create, store, process, and communicate information. It includes a broad range of technologies, such as computers, smartphones, digital televisions, email, robots, artificial intelligence, the Internet, and more. It is the cornerstone of the Information Age, underpinning the rapid exchange of information globally.

Digital technology has brought about numerous benefits. Firstly, it has enhanced communication. Digital platforms like email, social media, and instant messaging allow for instantaneous, affordable, and efficient communication across the globe. Secondly, digital technology has revolutionized education. Online learning platforms, digital textbooks, and educational apps have made education more accessible and personalized.

Furthermore, digital technology has transformed the business landscape. E-commerce, digital marketing, and remote working tools have opened new avenues for business growth and flexibility. Lastly, digital technology has also made significant strides in healthcare, with telemedicine, electronic health records, and digital diagnostic tools improving healthcare delivery.

Despite its numerous benefits, digital technology also poses significant challenges. Privacy and security concerns are at the forefront, with cybercrime, data breaches, and identity theft becoming increasingly prevalent. Additionally, the digital divide, the gap between those with access to digital technology and those without, exacerbates social and economic inequalities.

Moreover, the over-reliance on digital technology can lead to health issues, including digital eye strain and mental health problems. The rapid pace of technological change also presents challenges, as individuals and businesses struggle to keep up with the latest trends and developments.

Conclusion: A Balanced Perspective on Digital Technology

In conclusion, digital technology, while transformative and beneficial, also presents significant challenges that society must address. It is crucial to approach digital technology with a balanced perspective, acknowledging its immense potential to drive progress and innovation, while also recognizing and mitigating its risks. As digital technology continues to evolve at a rapid pace, fostering digital literacy and promoting responsible digital citizenship will be key to harnessing its potential responsibly and equitably.

In the future, we must strive to create a digital world that is secure, inclusive, and beneficial for all. This will require concerted efforts from all stakeholders, including individuals, businesses, governments, and international organizations. The journey is complex, but the potential rewards are immense, promising a future where digital technology serves as a tool for empowerment, progress, and prosperity.

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

If you’re looking for more, here are essays on other interesting topics:

Essay on Dependence on Technology
Essay on Advantages and Disadvantages of Modern Technology
Essay on School Environment

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

Happy studying!

Introduction Paragraph for Technology Essay: Effective Guide

Table of Contents

The introduction is an integral part of any essay and an excellent opportunity to impact your reader. It sets the tone for the argument and gives the reader an insight into the topic. A good introduction of essay about technology comprises three main parts.

The hook grabs the reader’s attention and encourages them to read on. Background presents more details on the topic, and the thesis statement summarizes the essay’s central focus.

The introduction can be challenging to write, but with some guidance, anyone can master the art of writing a compelling introduction. This guide discusses how to write an effective introductory paragraph for a technology essay.

What is A Technology Essay?

Technology has a significant impact on our society. Its numerous benefits have become a vital part of our life. It has improved and is still improving the efficiency of medicine, transportation, education, entertainment, and more. Technology also impacts social interaction; you can easily find lost friends on social networks.

A technology essay discusses a technological phenomenon or technological advancement. It could also discuss a personal experience related to a technological issue. Depending on your professor’s instructions, a technology essay could be argumentative, informative, persuasive, or otherwise.

How to Write An Introduction Paragraph For Technology Essay

Like other essays, a technology essay comprises three main parts: the introduction, the body, and the conclusion. The introduction provides the reader with an overview of the argument you’ll develop in the body of your essay.

Body of the paper is where you discuss the details of the argument. The conclusion represents the logical ending you reach regarding the idea presented in the essay’s body.

The introduction paragraph of a technology essay should provide context for the technological trends you address and the argument you develop. It should include a hook that will pull the reader in and keep him/her interested.

Here’s how to write a good introduction paragraph .

1. Hook the reader

The essay’s opening sentence sets the tone for the entire piece; it should intrigue the readers and pull them in. Begin with a hook that will grab the reader’s attention, hold their interest and make them want to read the rest of your work.

The hook should be exciting and lead the reader into the essay, giving them an idea of the topic you’re writing about. It should also be clear, catchy, and concise and spark the reader’s curiosity. Here’s how you can grab the attention of your audience.

Present a shocking statistic or fact.
Offer an anecdote or a relevant example.
Ask a thoughtful rhetorical question.

2. Create Context and Provide Background

Now that you have the reader’s attention, provide details on your topic. The next two to three sentences you make should explain how the hook connects to the rest of the essay.

Provide necessary background information to help the readers better understand your argument and the points you intend to make. If you include key terms that may be wrongly interpreted, let your readers know what the term means in your essay.

3. Present Your Thesis

A thesis is the pivot point of your paper, and the single most important idea that you convey in your work. Present the main points you intend to make throughout your essay.

Provide your readers with a roadmap of what you’ll cover in the rest of the paper to support your thesis statement. The last sentence of your introduction should allow smooth transition into the body of the essay.

Introduction of Essay About Technology

Technology has made our lives more comfortable. The products we use, our lifestyle, and our society are products of technology. Without technological advancements, the world would be different and most likely unrecognizable to us. Today, technology extends to every part of our life. Experts, business entrepreneurs, and non-professionals use technology to expand their livelihoods. However, with the good comes bad. Technology, quite frankly, harms society. Pollution, cybercrime, and war are only a few of the effects of technology on society. But does the good outweigh the bad?

Technology has impacted modern life immensely. It has drastically changed our world. We now travel in planes and cars and have better health facilities and education. We also have ways to communicate with people worldwide in seconds. However, these increased levels of technology did not come about by accident. It resulted from planned and systematic research by a group of people.

Technology is giving us a new shape. We’ve made more progress in the last 200 years than in the previous 20000 years. Earth has become a global village where most countries and people can connect through the internet, but it has some deadly consequences. Many countries have nuclear weapons, global warming and growing Co2 emissions threaten the existence of the whole population.

With the advent of technology, we are making such amazing developments that couldn’t even be imagined 100 or 200 years ago. We’ve found cures for deadly diseases, we’re constantly working on education, and most people have freedom to express themselves. Science has made huge leaps, but at the same time new diseases, deadlier than before, kill millions of people every year.

Technology is the application of information for building and developing devices and equipment that can be used in diverse ways. We live a very active day-to-day life with technology today. While technology has done a lot to make life easier for everyone, it has also had a few adverse effects that can’t be ignored. Here’s a look at how technology has affected our lives and how we can balance it to overcome it.

Example 6

Technology has changed society drastically. Before modern technology came along, life was too hard, and everyday chores took up a lot of time. We’re getting many opportunities out of technologies that play a significant role in our lives. Access to medicine, education, industry, and transportation is easier. Our lives have changed dramatically.

person holding on red pen while writing on book

A technology essay can be tricky to write, but a good essay introduction paragraph is key to the successful execution of your topic .

The introduction to a technology essay must be clear, concise, and persuasive to draw the reader in. It should establish the topic and provide as much detail as possible to help readers understand and empathize with the topic. This guide on introduction of essay about technology would help you write a gripping essay introduction.

Introduction Paragraph for Technology Essay: Effective Guide

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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introduction to digital technology essay

The Impact of Digital Technologies

Technologies can help make our world fairer, more peaceful, and more just. Digital advances can support and accelerate achievement of each of the 17 Sustainable Development Goals – from ending extreme poverty to reducing maternal and infant mortality, promoting sustainable farming and decent work, and achieving universal literacy. But technologies can also threaten privacy, erode security and fuel inequality. They have implications for human rights and human agency. Like generations before, we – governments, businesses and individuals – have a choice to make in how we harness and manage new technologies.

A DIGITAL FUTURE FOR ALL?

Digital technologies have advanced more rapidly than any innovation in our history – reaching around 50 per cent of the developing world’s population in only two decades and transforming societies. By enhancing connectivity, financial inclusion, access to trade and public services, technology can be a great equaliser.

In the health sector, for instance, AI-enabled frontier technologies are helping to save lives, diagnose diseases and extend life expectancy. In education, virtual learning environments and distance learning have opened up programmes to students who would otherwise be excluded. Public services are also becoming more accessible and accountable through blockchain-powered systems, and less bureaucratically burdensome as a result of AI assistance.Big data can also support more responsive and accurate policies and programmes.

However, those yet to be connected remain cut off from the benefits of this new era and remain further behind. Many of the people left behind are women, the elderly, persons with disabilities or from ethnic or linguistic minorities, indigenous groups and residents of poor or remote areas. The pace of connectivity is slowing, even reversing, among some constituencies. For example, globally, the proportion of women using the internet is 12 per cent lower than that of men. While this gap narrowed in most regions between 2013 and 2017, it widened in the least developed countries from 30 per cent to 33 per cent.

The use of algorithms can replicate and even amplify human and systemic bias where they function on the basis of data which is not adequately diverse. Lack of diversity in the technology sector can mean that this challenge is not adequately addressed.

THE FUTURE OF WORK

Throughout history, technological revolutions have changed the labour force: creating new forms and patterns of work, making others obsolete, and leading to wider societal changes. This current wave of change is likely to have profound impacts. For example, the International Labour Organization estimates that the shift to a greener economy could create 24 million new jobs globally by 2030 through the adoption of sustainable practices in the energy sector, the use of electric vehicles and increasing energy efficiency in existing and future buildings.

Meanwhile, reports by groups such as McKinsey suggest that 800 million people could lose their jobs to automation by 2030 , while polls reveal that the majority of all employees worry that they do not have the necessary training or skills to get a well-paid job.

There is broad agreement that managing these trends will require changes in our approach to education, for instance, by placing more emphasis on science, technology, engineering, and maths; by teaching soft skills, and resilience; and by ensuring that people can re-skill and up-skill throughout their lifetimes. Unpaid work, for example childcare and elderly care in the home, will need to be better supported, especially as with the shifting age profile of global populations, the demands on these tasks are likely to increase.

THE FUTURE OF DATA

Today, digital technologies such as data pooling and AI are used to track and diagnose issues in agriculture, health, and the environment, or to perform daily tasks such as navigating traffic or paying a bill. They can be used to defend and exercise human rights – but they can also be used to violate them, for example, by monitoring our movements, purchases, conversations and behaviours. Governments and businesses increasingly have the tools to mine and exploit data for financial and other purposes.

However, personal data would become an asset to a person, if there were a formula for better regulation of personal data ownership. Data-powered technology has the potential to empower individuals, improve human welfare, and promote universal rights, depending on the type of protections put in place.

THE FUTURE OF SOCIAL MEDIA

Social media connects almost half of the entire global population . It enables people to make their voices heard and to talk to people across the world in real time. However, it can also reinforce prejudices and sow discord, by giving hate speech and misinformation a platform, or by amplifying echo chambers.

In this way, social media algorithms can fuel the fragmentation of societies around the world. And yet they also have the potential to do the opposite.

THE FUTURE OF CYBERSPACE

How to manage these developments is the subject of much discussion – nationally and internationally – at a time when geopolitical tensions are on the rise. The UN Secretary-General has warned of a ‘great fracture’ between world powers, each with their own internet and AI strategy, as well as dominant currency, trade and financial rules and contradictory geopolitical and military views. Such a divide could establish a digital Berlin Wall. Increasingly, digital cooperation between states – and a universal cyberspace that reflects global standards for peace and security, human rights and sustainable development – is seen as crucial to ensuring a united world. A ‘global commitment for digital cooperation’ is a key recommendation by the Secretary-General’s High-level Panel on Digital Cooperation .

FOR MORE INFORMATION

The Sustainable Development Goals

The Age of Digital Interdependence: Report of the UN Secretary-General’s High-level Panel on Digital Cooperation

ILO | Global Commission on the Future of Work

Secretary General’s Address to the 74th Session of the UN General Assembly

Secretary General’s Strategy on New Technology

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Home Essay Samples Information Science and Technology

Essay Samples on Information Technology

The benefits of information technology: empowering the modern world.

This essay has examined the myriad benefits of information technology, emphasizing its transformative impact on various sectors and aspects of modern society. As IT continues to evolve, its potential to further enhance our lives and the world remains immense. Introduction The advent of Information Technology...

Advantages of Technology
Information Technology

Issues and Challenges in Information Technology: Exploring the Landscape

Introduction This essay has shed light on the array of issues and challenges that arise within the realm of Information Technology. It emphasizes the importance of proactive measures, ethical considerations, and collaborative efforts to navigate the complexities of the digital landscape. The rapid advancement of...

Modern Technology

Information Technology in Education: Empowering Learning in the Digital Age

This essay has explored the transformative role of information technology in education, emphasizing its potential to enhance learning experiences, foster collaboration, and prepare students for the challenges of the digital age. It underscores the importance of embracing technology as a catalyst for educational innovation and...

Technology in Education

The Future of Information Technology: Navigating the Digital Frontier

This essay has provided insights into the potential future of information technology, highlighting the transformative technologies and challenges that await us as we navigate the digital landscape. Introduction The landscape of Information Technology (IT) is continually evolving, shaping the way we live, work, and interact....

The Advantages of Information Technology: Transforming the Modern World

This essay has delved into the extensive advantages of information technology, highlighting its critical role in shaping various aspects of modern society. As IT continues to evolve, its potential to further enhance our lives and the world remains immense. Introduction In the modern era, information...

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Disadvantages of Information Technology: Navigating Digital Downsides

This essay has examined the various disadvantages of information technology, emphasizing the need for a comprehensive approach to navigating these challenges. As IT continues to dominate modern life, understanding and addressing these issues will be paramount for individuals, businesses, and governments alike. Introduction Information Technology...

Digital Communication

The History of Information Technology: From Abacus to AI

This essay has explored the rich history of information technology, from its humble beginnings to the transformative technologies that define our modern world. It serves as a reminder of the incredible journey of human innovation and the boundless potential of technology. Introduction The history of...

The Ubiquitous Role of Information Technology in Daily Life

Introduction This essay has highlighted the far-reaching influence of information technology on daily life, underscoring its role in communication, convenience, entertainment, work, and more. As we navigate the digital landscape, it's essential to be mindful of its implications and maximize its positive impact on our...

The Evolution of Information Technology Entrepreneurship

Introduction Information technology has had a deep impact on the current era. Almost every aspect of globalization is highly dependent on it. It has become dominant in all aspects of globalization. Information Technology is the study of transmitting information in various ways through the means...

Effects of Technology
Globalization

The Ethical Behavior When Using Information Communication And Technology

The topic that I choose and I want to explain is about online harassment. Online harassment or known as cyber harassment and online abuse. Online means email, social media platforms like Instagram, Twitter, Facebook, and messanging app like Whatsapp, digital platforms like Youtube. Actually there...

Cyber Bullying

Overview Of Information And Communication Technology In Bangladesh Context

Introduction: Information and communication technology (ICT) has become a part and parcel in today’s modern civilization. Although it was first adopted by private sector but now after seeing the potential and success rate, government of different countries are coping up with this magic wand. In...

Comsats Institute Of Information Technology

Green computing also known as Green IT, is the environmentally responsible and eco-friendly use of computers and their resources. In broader terms, it is also defined as the study of designing, engineering, using, disposing or recycling of computing devices in a way that reduces their...

Impact of Technology

The Integration Of Information And Communication Technology In Education

Information and Communication Technology (ICT) has become a catchphrase in the contemporary world where every single moment of humanity is monitored and anchored by technology. ICTs have made swift treads for the past three decades by bringing in new dimensions in the fields of transmission...

Education System

Best topics on Information Technology

1. The Benefits of Information Technology: Empowering the Modern World

2. Issues and Challenges in Information Technology: Exploring the Landscape

3. Information Technology in Education: Empowering Learning in the Digital Age

4. The Future of Information Technology: Navigating the Digital Frontier

5. The Advantages of Information Technology: Transforming the Modern World

6. Disadvantages of Information Technology: Navigating Digital Downsides

7. The History of Information Technology: From Abacus to AI

8. The Ubiquitous Role of Information Technology in Daily Life

9. The Evolution of Information Technology Entrepreneurship

10. The Ethical Behavior When Using Information Communication And Technology

11. Overview Of Information And Communication Technology In Bangladesh Context

12. Comsats Institute Of Information Technology

13. The Integration Of Information And Communication Technology In Education

Cyber Security
Artificial Intelligence
A Day Without Technology
Computer Programming
Children and Technology
Cell Phones

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18.7 Spotlight on . . . Technology

Learning outcomes.

By the end of this section, you will be able to:

Implement a variety of technologies while matching them to environments used to address rhetorical situations.
Match the capacities of different modes and media to various rhetorical situations.

Technology is a crucial element in multimodal composition. In fact, the emergence of digital technology has vastly changed the landscape of multimodal composition in recent years. The rise of technology has resulted in new communication and composition practices in people’s social, academic, and professional lives. Technology also plays a role in the rhetorical approach to writing and composition, increasing the complexity of expression, communication, and persuasion. Indeed, technology has both challenged and transformed long-held ideas about what it means to write.

Within the genre of multimodal composition, there is a growing call for design advocacy, part of which means redefining and recontextualizing the rhetoric of design to make multimodal compositions more inclusive not only for those with differing abilities but also for those marginalized according to social, technological, and cultural equity.

Digital Deserts

One challenge posed by the incorporation of technology in multimodal composition is the presence of digital deserts , or places affected by a digital divide, where residents have no access to the high-speed internet connections required to consume and create digital media. The Federal Communications Commission produced data indicating that in 2017, 21.3 million Americans lacked access to high-speed internet service, and of those people, 2.2 million households had no internet access at all. Studies show that this data may be understated, with even more people living in digital deserts. Rural parts of the country are disproportionately affected, but people living in low-income urban areas make up a significant portion of these numbers.

To participate in the consumption or creation of most multimodal composition, students need access to high-speed internet, defined by the FCC as a download speed of 25 Mbps and an upload speed of 3 Mbps. When no such access exists, cultural, social, and educational disparities arise within the genre of multimodal literature. Students who have less access to the technology required to read, view, or create multimodal works are excluded from this relatively new form of literature, leading to cultural underrepresentation and placing them at academic and social disadvantages.

Enhancing Usability and Accessibility

Other considerations affecting multimodal compositions are usability and accessibility for readers of differing abilities. These may be associated with speech, hearing, vision, and/or motor impairments, among others. Universal accessibility aims to produce content that all people, regardless of abilities, can use, often with assistive technologies, solutions, and tools. Although new fields within the education landscape, such as universal design, have made great strides in usability and accessibility, multimodal content can enhance these strides in unique ways for students and for all consumers of multimodal compositions.

Multimodal compositions often include interaction constraints. These can be thought of as filters that limit a user’s ability to access consumer content effectively. For example, a person who has vision impairment may experience interaction constraints when attempting to consume a photo essay. This constraint can be eased through technologies that help make the media more meaningful, such as text and audio alternatives that help the user experience the composition in a way similar to its original form.

Web Content Accessibility Guidelines (WCAG) are intended to make web content more accessible to people with disabilities. However, creators of multimodal compositions can adapt and apply WCAG rules and principles, such as those discussed below, even to compositions that are not web based.

Provide Informative Titles and Headings

Content titles and headlines that accurately describe and distinguish the composition from others are helpful for contextualizing the composition. A headline usually refers to a composition within something larger, such as an article in a magazine, whereas a title encompasses an entire entity in itself, such as a novel or story that stands on its own. Consider the headline of the blog post you read earlier, “Celebrating a Win-Win: 30 Years of Progress under the Pollution Prevention Act.” This headline is informative, telling the audience that the post is about the progress of the Pollution Prevention Act. It also informs readers of the author’s perspective on this topic, clearly indicating her belief in the success of the act. For the photo essay about the war in Syria, the student writer revised the original headline to the more specific and meaningful Remnants of War—Syria .

Use Headings and Subheads to Convey Meaning and Structure

Headings and short subheads group related information, clearly describe sections of text or media, and provide an outline of the content. Although they are a standard feature of informational texts, headings and subheads can be explored within multimodal compositions as organizational and accessibility features, as they are used in the poster shown in Figure 18.24 , United Nations poster . The subheads clarify the structure of the composition, indicating features such as the introduction and author’s objectives, and provide transitions between sections.

Make Link Text Meaningful

When using hyperlinks within a multimodal composition, write text that describes the content of the link target. Instead of using vague text such as “click here” or simply using the URL as the hyperlink, use the opportunity to include relevant information about the content of the link. This added content serves as a transition and emphasizes the relationship between the media. Alexandra Dapolito Dunn does this in the blog post in Annotated Sample Reading , specifying in her text the content of the link used:

public domain text President Trump acknowledged the effectiveness of these and other EPA programs in a 2018 Executive Order that directed federal agencies to use EPA’s P2 resources to meet their statutory sustainable purchasing requirements. end public domain text

Write Meaningful Text Alternatives for Graphics

All images and other graphic representations should have meaningful alternative text that helps readers understand the information portrayed in the image and its significance to the function of the composition. Consider Figure 18.26 :

Briefly, the caption provides context and any other important information that cannot be gathered simply by looking at the image. Alternative (Alt) text, in contrast, describes only the information that can be gathered by simply looking at the image (the “what the image shows” part of the caption sentence). Alt text for this image might read “Large crowd of soccer fans waves national flags.” Alternative text is imperative for those who have vision impairments because it enables them fuller comprehension of the media.

Create Transcripts and Captions for Media

Audiovisual content, such as videos and podcasts, can be especially challenging for users with visual or auditory disabilities. Therefore, include clear and specific transcripts and captions to guide users through content in your multimodal compositions. In video transcripts, describe visual content (for example, “Joey enters the room” whenever that action occurs). For audio content, include text that indicates spoken information and other sound that is important for understanding the content (for example, “Trumpets softly play the national anthem in the background”). Again, these small additions make your multimodal media accessible to consumers of all abilities.

Publishing Your Work

One of the most exciting parts of composing is publishing your work. Technology affords multimodal composers numerous options for publishing. Whether or not you create your composition through digital means, you can use technology in the publishing process. First, know that you want your published product to be a finished work that incorporates the revisions and edits you made during the peer review process. This step is occasionally skipped in the multimodal composition process, mostly because digital publishing can be more accessible than other traditional publishing methods. Nevertheless, as a composer, you want your published product to be your best work.

Depending on which modes and media you include, consider the following options for publishing your multimodal advocacy project.

Blogs , which usually include text, images, and videos, can be self-published on free or inexpensive web-based platforms such as WordPress, Adobe Experience Manager, and others. Any author or group can start a blog and create posts that incorporate multimodal content.
As an alternative to blogs, consider the digital flipbook format, the equivalent of a digital magazine. Platforms such as Issuu allow content creators to organize content in a format in which the viewer scrolls left and right by “flipping” pages. Flipbooks offer more options for layout, organization, and transitions.
You may instead choose to publish your completed composition on a video hosting site such as YouTube or Vimeo.
You can also use technology to publish non-digital multimodal compositions, such as performances, presentations, or hard-copy posters and the like. This kind of publication typically involves another layer of mode mixing, such as recording a live performance or uploading a picture of an artwork to a digital platform.

No matter what technology you choose, you will want to follow an organized writing process and ensure that your choices honor your purpose, your audience, and the organization you have chosen for your work. Thinking specifically about your advocacy project, consider what you want to accomplish and to whom you are speaking. What digital publishing options can accomplish your goals? How does your intended audience consume digital media? Choosing your publication method is as important as choosing the modes and media.

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What you’ll learn to do: effectively use digital tools to convey your ideas

College requires lots of traditional essays, but it will also require you to use a range of technological tools and to convey your ideas in the form of digital writing. You will need to learn to use your institution’s LMS (learning management system) to read and download assignments, engage in online discussions, and contact your professor. You will probably be required to take quizzes and upload essays. And you may also be asked to create presentations, videos, web pages and/or photo essay.

When you enter the world of digital writing, the same principals will apply: You have to think about your audience and purpose, and you have to consider how you can use the digital tools at your disposal, including text, images, and/or sound, to express your ideas and persuade or inform your reader or viewer.

The following pages will offer some important tips on composing texts in digital environments and link you to some additional resources, which can be helpful as you work with the technology. We’ll also review some of the basics of using Microsoft Word and Google Docs. The more you know about these programs, the easier it will be to use them to your advantage and showcase your critical thinking and creativity.

Contributors and Attributions

Introduction to Using Technology in Writing. Authored by : Lumen Learning. License : CC BY: Attribution
Argument and Digital Writing. Provided by : Excelsior College Online Writing Lab. Located at : https://owl.excelsior.edu/argument-and-critical-thinking/argument-and-digital-writing/ . License : CC BY: Attribution
Image of a laptop. Authored by : Oberholster Venita. Provided by : Pixabay. Located at : pixabay.com/photos/e-learning-training-school-online-3734521/. License : Other . License Terms : pixabay.com/service/terms/#license

Module 1: Success Skills

Introduction to using technology in writing, what you’ll learn to do: effectively use digital tools to convey your ideas.

Introduction to Using Technology in Writing. Authored by : Lumen Learning. License : CC BY: Attribution
Argument and Digital Writing. Provided by : Excelsior College Online Writing Lab. Located at : https://owl.excelsior.edu/argument-and-critical-thinking/argument-and-digital-writing/ . License : CC BY: Attribution
Image of a laptop. Authored by : Oberholster Venita. Provided by : Pixabay. Located at : https://pixabay.com/photos/e-learning-training-school-online-3734521/ . License : Other . License Terms : https://pixabay.com/service/terms/#license

Chapter 1: Introduction to Digital Literacy

Cheryl Brown

In this chapter, you will be introduced to the concept of digital literacy and what new skills are needed in order to engage with the digital world responsibly and effectively. Drawing on your own digital experiences you will think about your digital literacy and digital footprint, developing positive strategies to proactively take control of your own digital identity.

Chapter Topics

Introduction.

Taking Stock of Your Digital self

What is Digital Literacy?

Why is digital literacy important, improving your digital literacy: becoming a digital citizen.

Learning Objectives

After completing this chapter you should be able to:

Describe the ways you use technology in your personal life and for learning
Compare the different ways digital literacy has been referred to by scholars
Examine how digital literacy differs between people based on the context in which they live and learn and the way they use technology
Use a basic framework to assess your own digital literacy
Reflect on your digital footprint
Develop strategies to control your own digital identity

As digital technology has become more common, affordable, and portable, more and more people from all parts of society are starting to increase their online and digital participation. Understanding the new opportunities, rules, and potential pitfalls of the digital world doesn’t necessarily come automatically with long-term use. Not everyone using digital technology knows how to handle the range of available tools to their best extent, and even experienced digital technology users can fall prey to hackers, lose control of how they are represented online, or otherwise fail to maintain their digital identity in an optimal manner.

Digital literacy is a relatively new concept that emerged in the 1990s during the era of the Internet revolution. Before that, people talked more about “computer literacy.” But in 1997, Paul Gilster, a historian and educator first coined the term “digital literacy,” arguing that digital literacy went beyond just skills in using technology. He said it is about “mastering ideas, not [computer] keystrokes” (Gilster, 1997, p. 1).

Gilster (1997) further defined digital literacy as “the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). For him, digital literacy involves the ability to critically evaluate information (presented in different formats) and make decisions about how to use this information in different real-life contexts.

By the end of this chapter you will be able to define the concept of digital literacy and its many different components, reflect on your own digital literacy, engage with the digital world responsibly, and be empowered as a digital citizen capable of helping others learn and develop their role in the digital world.

Taking Stock of Your Digital Self

You probably already use a range of technologies and digital tools in different aspects of your life. You might use mobile technologies, like a phone or tablet, to download materials or information from the Internet, or you may use them to communicate with friends and family. You may use information and communication technologies (ICT) mainly for work or for learning, or you might use it primarily for entertainment. In reality, people often use different technologies and tools for a mixture of purposes.

Activity 1.1: Thinking About Your Digital Self

Think about all the ways you use technology in your personal life (e.g. for entertainment, shopping, sharing photos, communicating with people, etc). Who do you interact with digitally, and how do you do this (i.e., what applications/websites do you use and for which purpose)? Now think about yourself as a student and the ways you use technology for learning?

Make a list or draw a diagram of your activities, noting the groups or networks you interact with digitally and thinking about how you use digital technology in the various spheres of your life.

You might like to try doing this digitally using this editable mind map about digital footprints on creatly.com or by making a drawing of your digital self on paper.

The Concept of Literacy

Let’s first start with “What is literacy?” Dictionaries define literacy as the ability to read and write. Within education, literacy is understood as the ability to read, write, and use arithmetic; the emphasis is on proficiency with language and numeracy.

It is important to pause and note that the term literacy has always held a degree of status. Globally, countries are often ranked in terms of literacy rates, compared by what percent of the adult population can read and write, for example. There is more complexity to the terms literate or illiterate, however, and a lot depends on context. “New literacy studies” view literacy as a situated practice; as in it all depends on where you come from and what your purpose is.

Activity 1.2: How is literacy depicted on the Internet?

Use a common search engine like Google and type the term “literacy” into the search bar. Select the option to view the results as images and scroll through the visual depictions of literacy. What do these images depict about the concept of literacy?

Much of what you find in your search will probably suggest a relationship between literacy and words. This may be attributed to the fact that the concept has traditionally been associated with language—i.e., alphabetic literacy. In popular use, the word literacy has increasingly become a synonym for skill, competence, and proficiency—for example, emotional literacy and spiritual literacy, etc.

Whatever your view of the word literacy, what is less questioned is the relationship between literacy and technology. Until quite recently, literacy has, for the most part, been associated with print technology. The increasingly important role that digital technology has taken in shaping our world has led to another defining moment in the evolution of literacy.

The Concept of Digital

So what is digital? When you thought about your digital self in Activity 1.1, you probably thought about the digital tools and technologies that are available to you. For example: “Oh, I use text messaging on my cell phone to communicate with friends.” Or: “I use email at university on my laptop or in the computer lab to communicate with faculty.” But the digital part (just like literacy) depends on context. The technology that you use and may even take for granted is not the same technology that your grandparents use or that students in another country use. This is why the concept of digital literacy is more often now referred to as digital literacies as a plural, acknowledging the variability of what is both available and relevant.

Digital Literacy

Since the pioneering introduction of computers into education in the 1960s , four key concepts that have dominated the literature on literacies related to digital technology include: information literacy, media literacy, computer literacy, and digital literacy (Brown, Czerniewicz, Huang & Mayisela, 2016). These four literacies are not competing, but in fact are necessary components of what it means to be literate in the twenty-first century. The table below presents an outline of the different terms and how they intersect:

The concept of digital literacy only started to gain attention in the last decade. Initially digital literacy was viewed primarily as the functional skills and competencies that people needed in order to use computers and the Internet. However in the last decade this has been expanded to consider the broader capacity needed to participate in a digital environment. UNESCO (2011) views digital literacy as a life skill that not only increases employability, but serves as a catalyst that “enables the acquisition of other important life skills” (p. 1).

The view of digital literacy offered by Jisc (2015) is even more comprehensive, defining digital literacy as “the capabilities which fit someone for living, learning and working in a digital society” (para. 3). The capabilities outlined by Jisc :

information, media, data literacy (critical use);
digital creation, scholarship and innovation (creative production);
digital communication, collaboration and participation (participating);
digital learning and personal/professional development (learning); and
digital identity and wellbeing (self-actualising).

(JISC, 2015)

Beyond functional and critical skills, the definitions and digital capabilities identified here propose a particular mindset, a way of being. In particular, the last three capabilities outlined—the abilities to engage in participatory culture, to be a lifelong learner, and to manage a professional digital identity—render digital literacy remarkably different from the initial views of digital literacy simply as mastery of technical skills.

You might be familiar with the concept of a “ digital native ” or the “ net generation .” These terms refer to the idea that a person who has been born or brought up during the age of digital technology will be familiar with computers and the Internet from an early age.

Activity 1.3: Generational View of Digital Natives

There are many cartoons online that comment on the amusing side of this concept. Do a search on Google (or your favourite search engine) for “digital native” a cartoon. You might see images of kids looking at a book with shock and asking each other, “Where is the ‘on’ button?” Or you might see a child returning home from school walking right past their parent exclaiming, “How do you think it was? They didn’t even have Wi-Fi!”

In fact, this generational desire to be constantly connected has even been inserted into Maslow’s hierarchy of needs as the ultimate foundation of basic human needs. This psychological model is depicted as a pyramid with people’s basic survival needs as its foundation which need to be satisfied before people can realise their full potential (Figure 1.3).

However, there has been a lot of criticism about the concept of the digital native because it assumes many things, not least that somehow all young people have access to technology, that older people don’t have the same level of digital literacy as younger people, and that having access to technology automatically means you know how to use it.

So if young people are so adept at using digital technologies, why do they (and perhaps you for that matter) need to improve their digital literacy?

There are many answers, and hopefully this introduction has already hinted at some of them. One is that it’s not enough in this globally connected world to just be able to use technology. You need to be able to develop socially responsible digital practices and also to contribute to digital practices in your own personal, work, and learning lives.

One way of visualizing this is Sharpe and Beetham’s (2010) digital literacy development model (see Figure 1.4).

The pyramid represents a cyclical process for developing digital literacy skills. At the base of the pyramid is awareness of technology and access to it. However, just because you have a piece of hardware or software doesn’t mean you have the ability to use it effectively. As you spend more time using technology, you become more confident in your technical, information, communication, and learning skills. You can then begin to apply those skills to make informed decisions and choices about how to use different technologies. As you move through the cycle, your experiences and practices contribute to the formation of your digital identity, while your identity informs your practices and drives the creative and appropriate use of technology.

This book is aimed at helping you develop your digital literacy in a range of areas in order to become a digital citizen.

Activity 1.4: How digitally literate are you?

Why not take stock of where you are right now. How digitally literate are you, and do you know what that means?

Download this model of the digital literacy development framework and complete it while thinking about your access, skills, practices and identities. This will help you take stock of where you are now and help you focus on where you want to develop.

Explore Your Digital Identity

Digital identity refers to your “online self,” the side of you that people see on the Internet. We all have different identities in different contexts and one of the things about being a digital citizen is the ability to control the representation of yourself in the online environment.

Activity 1.5: How do others see you online?

Search for references to yourself on the Internet by looking up your name using your preferred search engine. What do you have to type in to find the “real you” and not either someone else with the same name or a one-dimensional representation of you? Is this an accurate representation of who you are, what your interests are, what you find interesting, and what you share with others online?

Once you’ve reviewed your search results, have a look at this TedX talk “ What Do Your Digital Footprints Say About You? ” by digital education and social media expert Nicola Osbourne.

Were you happy with the results of the search in Activity 1.5? Is there something you would like to change? One of the problems with information online is that once it is there, it is often very difficult to delete. Being aware of what you share online is a very important digital skill.

Using the image below (Figure 1.5), reflect on your digital footprint . Decide on some SMART goals (specific, measurable, attainable, relevant, and time-bound), and identify how you want the virtual “you” to look to the various people who might see you online: friends, family (including your grandmother!), teachers and professors, coaches, neighbours, potential employers, potential dates, or complete strangers.

This book is aimed at helping you develop your digital literacy in a range of areas in order to become a better digital citizen. By the end of this book, you will be able to more effectively and responsibly:

Engage in digital practices.
Critically evaluate information, online interactions, and online tools.
Manage and communicate information.
Collaborate and share digital content.

Brown, C., Czerniewicz., L., Huang, C-W., & Mayisela., T. (2016). Curriculum for digital education leadership: A concept paper. Burnaby, BC: Commonwealth of Learning. Retrieved from http://oasis.col.org/handle/ 11599/2442

European Commission (2007). A European approach to media literacy in the digital environment. Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM%3A2007%3A0833%3AFIN%3AEN%3APDF

Gilster, P. (1997). Digital Literacy . New York, NY: John Wiley & Sons, Inc.

JISC. (2015). Developing students’ digital literacy. Retrieved from https://www.jisc.ac.uk/guides/developing-students-digital-literacy

Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: Towards creative appropriation. In R. Sharpe, H. Beetham and S. de Freitas (Eds.) Rethinking learning for a digital age: how learners shape their experiences , (pp. 85-99). Routledge Falmer, London and New York. Retrieved from https://radar.brookes.ac.uk/ radar/items/4887c90b-adc6- db4f-397f-ea61e53739e0/1/

UNESCO Institute for Information Technologies in Education. (2011, May). Digital literacy in education policy brief . Retrieved from http://unesdoc.unesco.org/images/0021/002144/214485e.pdf

Media Attributions

Chapter 1 header image © Kaitlyn Baker
Figure 1.3 © Duncan Hull is licensed under a CC BY (Attribution) license
Figure 1.4 © Rhona Sharpe & Helen Beetham
Figure 1.5 © Nicola Pallitt is licensed under a CC BY-SA (Attribution ShareAlike) license

The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers

The way you use the range of technologies and digital tools you use in different aspects of your life

Those capabilities which fit an individual for living, learning and working in a digital society

The idea that a person who has been born or brought up during the age of digital technology will be familiar with computers and the Internet from an early age.

Refers to your “online self”, the electronic representation of who you are.

The trail of ‘electronic breadcrumbs’ you leave behind you as you use the internet both intentionally but also unintentionally.

Goals that are Specific, Measurable, Attainable, Relevant, and Time-bound.

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Technology Essay

Essay on Technology

The word "technology" and its uses have immensely changed since the 20th century, and with time, it has continued to evolve ever since. We are living in a world driven by technology. The advancement of technology has played an important role in the development of human civilization, along with cultural changes. Technology provides innovative ways of doing work through various smart and innovative means.

Electronic appliances, gadgets, faster modes of communication, and transport have added to the comfort factor in our lives. It has helped in improving the productivity of individuals and different business enterprises. Technology has brought a revolution in many operational fields. It has undoubtedly made a very important contribution to the progress that mankind has made over the years.

The Advancement of Technology:

Technology has reduced the effort and time and increased the efficiency of the production requirements in every field. It has made our lives easy, comfortable, healthy, and enjoyable. It has brought a revolution in transport and communication. The advancement of technology, along with science, has helped us to become self-reliant in all spheres of life. With the innovation of a particular technology, it becomes part of society and integral to human lives after a point in time.

Technology is Our Part of Life:

Technology has changed our day-to-day lives. Technology has brought the world closer and better connected. Those days have passed when only the rich could afford such luxuries. Because of the rise of globalisation and liberalisation, all luxuries are now within the reach of the average person. Today, an average middle-class family can afford a mobile phone, a television, a washing machine, a refrigerator, a computer, the Internet, etc. At the touch of a switch, a man can witness any event that is happening in far-off places.

Benefits of Technology in All Fields:

We cannot escape technology; it has improved the quality of life and brought about revolutions in various fields of modern-day society, be it communication, transportation, education, healthcare, and many more. Let us learn about it.

Technology in Communication:

With the advent of technology in communication, which includes telephones, fax machines, cellular phones, the Internet, multimedia, and email, communication has become much faster and easier. It has transformed and influenced relationships in many ways. We no longer need to rely on sending physical letters and waiting for several days for a response. Technology has made communication so simple that you can connect with anyone from anywhere by calling them via mobile phone or messaging them using different messaging apps that are easy to download.

Innovation in communication technology has had an immense influence on social life. Human socialising has become easier by using social networking sites, dating, and even matrimonial services available on mobile applications and websites.

Today, the Internet is used for shopping, paying utility bills, credit card bills, admission fees, e-commerce, and online banking. In the world of marketing, many companies are marketing and selling their products and creating brands over the internet.

In the field of travel, cities, towns, states, and countries are using the web to post detailed tourist and event information. Travellers across the globe can easily find information on tourism, sightseeing, places to stay, weather, maps, timings for events, transportation schedules, and buy tickets to various tourist spots and destinations.

Technology in the Office or Workplace:

Technology has increased efficiency and flexibility in the workspace. Technology has made it easy to work remotely, which has increased the productivity of the employees. External and internal communication has become faster through emails and apps. Automation has saved time, and there is also a reduction in redundancy in tasks. Robots are now being used to manufacture products that consistently deliver the same product without defect until the robot itself fails. Artificial Intelligence and Machine Learning technology are innovations that are being deployed across industries to reap benefits.

Technology has wiped out the manual way of storing files. Now files are stored in the cloud, which can be accessed at any time and from anywhere. With technology, companies can make quick decisions, act faster towards solutions, and remain adaptable. Technology has optimised the usage of resources and connected businesses worldwide. For example, if the customer is based in America, he can have the services delivered from India. They can communicate with each other in an instant. Every company uses business technology like virtual meeting tools, corporate social networks, tablets, and smart customer relationship management applications that accelerate the fast movement of data and information.

Technology in Education:

Technology is making the education industry improve over time. With technology, students and parents have a variety of learning tools at their fingertips. Teachers can coordinate with classrooms across the world and share their ideas and resources online. Students can get immediate access to an abundance of good information on the Internet. Teachers and students can access plenty of resources available on the web and utilise them for their project work, research, etc. Online learning has changed our perception of education.

The COVID-19 pandemic brought a paradigm shift using technology where school-going kids continued their studies from home and schools facilitated imparting education by their teachers online from home. Students have learned and used 21st-century skills and tools, like virtual classrooms, AR (Augmented Reality), robots, etc. All these have increased communication and collaboration significantly.

Technology in Banking:

Technology and banking are now inseparable. Technology has boosted digital transformation in how the banking industry works and has vastly improved banking services for their customers across the globe.

Technology has made banking operations very sophisticated and has reduced errors to almost nil, which were somewhat prevalent with manual human activities. Banks are adopting Artificial Intelligence (AI) to increase their efficiency and profits. With the emergence of Internet banking, self-service tools have replaced the traditional methods of banking.

You can now access your money, handle transactions like paying bills, money transfers, and online purchases from merchants, and monitor your bank statements anytime and from anywhere in the world. Technology has made banking more secure and safe. You do not need to carry cash in your pocket or wallet; the payments can be made digitally using e-wallets. Mobile banking, banking apps, and cybersecurity are changing the face of the banking industry.

Manufacturing and Production Industry Automation:

At present, manufacturing industries are using all the latest technologies, ranging from big data analytics to artificial intelligence. Big data, ARVR (Augmented Reality and Virtual Reality), and IoT (Internet of Things) are the biggest manufacturing industry players. Automation has increased the level of productivity in various fields. It has reduced labour costs, increased efficiency, and reduced the cost of production.

For example, 3D printing is used to design and develop prototypes in the automobile industry. Repetitive work is being done easily with the help of robots without any waste of time. This has also reduced the cost of the products.

Technology in the Healthcare Industry:

Technological advancements in the healthcare industry have not only improved our personal quality of life and longevity; they have also improved the lives of many medical professionals and students who are training to become medical experts. It has allowed much faster access to the medical records of each patient.

The Internet has drastically transformed patients' and doctors’ relationships. Everyone can stay up to date on the latest medical discoveries, share treatment information, and offer one another support when dealing with medical issues. Modern technology has allowed us to contact doctors from the comfort of our homes. There are many sites and apps through which we can contact doctors and get medical help.

Breakthrough innovations in surgery, artificial organs, brain implants, and networked sensors are examples of transformative developments in the healthcare industry. Hospitals use different tools and applications to perform their administrative tasks, using digital marketing to promote their services.

Technology in Agriculture:

Today, farmers work very differently than they would have decades ago. Data analytics and robotics have built a productive food system. Digital innovations are being used for plant breeding and harvesting equipment. Software and mobile devices are helping farmers harvest better. With various data and information available to farmers, they can make better-informed decisions, for example, tracking the amount of carbon stored in soil and helping with climate change.

Disadvantages of Technology:

People have become dependent on various gadgets and machines, resulting in a lack of physical activity and tempting people to lead an increasingly sedentary lifestyle. Even though technology has increased the productivity of individuals, organisations, and the nation, it has not increased the efficiency of machines. Machines cannot plan and think beyond the instructions that are fed into their system. Technology alone is not enough for progress and prosperity. Management is required, and management is a human act. Technology is largely dependent on human intervention.

Computers and smartphones have led to an increase in social isolation. Young children are spending more time surfing the internet, playing games, and ignoring their real lives. Usage of technology is also resulting in job losses and distracting students from learning. Technology has been a reason for the production of weapons of destruction.

Dependency on technology is also increasing privacy concerns and cyber crimes, giving way to hackers.

FAQs on Technology Essay

1. What is technology?

Technology refers to innovative ways of doing work through various smart means. The advancement of technology has played an important role in the development of human civilization. It has helped in improving the productivity of individuals and businesses.

2. How has technology changed the face of banking?

Technology has made banking operations very sophisticated. With the emergence of Internet banking, self-service tools have replaced the traditional methods of banking. You can now access your money, handle transactions, and monitor your bank statements anytime and from anywhere in the world. Technology has made banking more secure and safe.

3. How has technology brought a revolution in the medical field?

Patients and doctors keep each other up to date on the most recent medical discoveries, share treatment information, and offer each other support when dealing with medical issues. It has allowed much faster access to the medical records of each patient. Modern technology has allowed us to contact doctors from the comfort of our homes. There are many websites and mobile apps through which we can contact doctors and get medical help.

4. Are we dependent on technology?

Yes, today, we are becoming increasingly dependent on technology. Computers, smartphones, and modern technology have helped humanity achieve success and progress. However, in hindsight, people need to continuously build a healthy lifestyle, sorting out personal problems that arise due to technological advancements in different aspects of human life.

Feb 13, 2023

200-500 Word Example Essays about Technology

Got an essay assignment about technology check out these examples to inspire you.

Technology is a rapidly evolving field that has completely changed the way we live, work, and interact with one another. Technology has profoundly impacted our daily lives, from how we communicate with friends and family to how we access information and complete tasks. As a result, it's no surprise that technology is a popular topic for students writing essays.

But writing a technology essay can be challenging, especially for those needing more time or help with writer's block. This is where Jenni.ai comes in. Jenni.ai is an innovative AI tool explicitly designed for students who need help writing essays. With Jenni.ai, students can quickly and easily generate essays on various topics, including technology.

This blog post aims to provide readers with various example essays on technology, all generated by Jenni.ai. These essays will be a valuable resource for students looking for inspiration or guidance as they work on their essays. By reading through these example essays, students can better understand how technology can be approached and discussed in an essay.

Moreover, by signing up for a free trial with Jenni.ai, students can take advantage of this innovative tool and receive even more support as they work on their essays. Jenni.ai is designed to help students write essays faster and more efficiently, so they can focus on what truly matters – learning and growing as a student. Whether you're a student who is struggling with writer's block or simply looking for a convenient way to generate essays on a wide range of topics, Jenni.ai is the perfect solution.

The Impact of Technology on Society and Culture

Introduction:.

Technology has become an integral part of our daily lives and has dramatically impacted how we interact, communicate, and carry out various activities. Technological advancements have brought positive and negative changes to society and culture. In this article, we will explore the impact of technology on society and culture and how it has influenced different aspects of our lives.

Positive impact on communication:

Technology has dramatically improved communication and made it easier for people to connect from anywhere in the world. Social media platforms, instant messaging, and video conferencing have brought people closer, bridging geographical distances and cultural differences. This has made it easier for people to share information, exchange ideas, and collaborate on projects.

Positive impact on education:

Students and instructors now have access to a multitude of knowledge and resources because of the effect of technology on education . Students may now study at their speed and from any location thanks to online learning platforms, educational applications, and digital textbooks.

Negative impact on critical thinking and creativity:

Technological advancements have resulted in a reduction in critical thinking and creativity. With so much information at our fingertips, individuals have become more passive in their learning, relying on the internet for solutions rather than logic and inventiveness. As a result, independent thinking and problem-solving abilities have declined.

Positive impact on entertainment:

Technology has transformed how we access and consume entertainment. People may now access a wide range of entertainment alternatives from the comfort of their own homes thanks to streaming services, gaming platforms, and online content makers. The entertainment business has entered a new age of creativity and invention as a result of this.

Negative impact on attention span:

However, the continual bombardment of information and technological stimulation has also reduced attention span and the capacity to focus. People are easily distracted and need help focusing on a single activity for a long time. This has hampered productivity and the ability to accomplish duties.

The Ethics of Artificial Intelligence And Machine Learning

The development of artificial intelligence (AI) and machine learning (ML) technologies has been one of the most significant technological developments of the past several decades. These cutting-edge technologies have the potential to alter several sectors of society, including commerce, industry, healthcare, and entertainment.

As with any new and quickly advancing technology, AI and ML ethics must be carefully studied. The usage of these technologies presents significant concerns around privacy, accountability, and command. As the use of AI and ML grows more ubiquitous, we must assess their possible influence on society and investigate the ethical issues that must be taken into account as these technologies continue to develop.

What are Artificial Intelligence and Machine Learning?

Artificial Intelligence is the simulation of human intelligence in machines designed to think and act like humans. Machine learning is a subfield of AI that enables computers to learn from data and improve their performance over time without being explicitly programmed.

The impact of AI and ML on Society

The use of AI and ML in various industries, such as healthcare, finance, and retail, has brought many benefits. For example, AI-powered medical diagnosis systems can identify diseases faster and more accurately than human doctors. However, there are also concerns about job displacement and the potential for AI to perpetuate societal biases.

The Ethical Considerations of AI and ML

A. Bias in AI algorithms

One of the critical ethical concerns about AI and ML is the potential for algorithms to perpetuate existing biases. This can occur if the data used to train these algorithms reflects the preferences of the people who created it. As a result, AI systems can perpetuate these biases and discriminate against certain groups of people.

B. Responsibility for AI-generated decisions

Another ethical concern is the responsibility for decisions made by AI systems. For example, who is responsible for the damage if a self-driving car causes an accident? The manufacturer of the vehicle, the software developer, or the AI algorithm itself?

C. The potential for misuse of AI and ML

AI and ML can also be used for malicious purposes, such as cyberattacks and misinformation. The need for more regulation and oversight in developing and using these technologies makes it difficult to prevent misuse.

The developments in AI and ML have given numerous benefits to humanity, but they also present significant ethical concerns that must be addressed. We must assess the repercussions of new technologies on society, implement methods to limit the associated dangers, and guarantee that they are utilized for the greater good. As AI and ML continue to play an ever-increasing role in our daily lives, we must engage in an open and frank discussion regarding their ethics.

The Future of Work And Automation

Rapid technological breakthroughs in recent years have brought about considerable changes in our way of life and work. Concerns regarding the influence of artificial intelligence and machine learning on the future of work and employment have increased alongside the development of these technologies. This article will examine the possible advantages and disadvantages of automation and its influence on the labor market, employees, and the economy.

The Advantages of Automation

Automation in the workplace offers various benefits, including higher efficiency and production, fewer mistakes, and enhanced precision. Automated processes may accomplish repetitive jobs quickly and precisely, allowing employees to concentrate on more complex and creative activities. Additionally, automation may save organizations money since it removes the need to pay for labor and minimizes the danger of workplace accidents.

The Potential Disadvantages of Automation

However, automation has significant disadvantages, including job loss and income stagnation. As robots and computers replace human labor in particular industries, there is a danger that many workers may lose their jobs, resulting in higher unemployment and more significant economic disparity. Moreover, if automation is not adequately regulated and managed, it might lead to stagnant wages and a deterioration in employees' standard of life.

The Future of Work and Automation

Despite these difficulties, automation will likely influence how labor is done. As a result, firms, employees, and governments must take early measures to solve possible issues and reap the rewards of automation. This might entail funding worker retraining programs, enhancing education and skill development, and implementing regulations that support equality and justice at work.

IV. The Need for Ethical Considerations

We must consider the ethical ramifications of automation and its effects on society as technology develops. The impact on employees and their rights, possible hazards to privacy and security, and the duty of corporations and governments to ensure that automation is utilized responsibly and ethically are all factors to be taken into account.

Conclusion:

To summarise, the future of employment and automation will most certainly be defined by a complex interaction of technological advances, economic trends, and cultural ideals. All stakeholders must work together to handle the problems and possibilities presented by automation and ensure that technology is employed to benefit society as a whole.

The Role of Technology in Education

Introduction.

Nearly every part of our lives has been transformed by technology, and education is no different. Today's students have greater access to knowledge, opportunities, and resources than ever before, and technology is becoming a more significant part of their educational experience. Technology is transforming how we think about education and creating new opportunities for learners of all ages, from online courses and virtual classrooms to instructional applications and augmented reality.

Technology's Benefits for Education

The capacity to tailor learning is one of technology's most significant benefits in education. Students may customize their education to meet their unique needs and interests since they can access online information and tools.

For instance, people can enroll in online classes on topics they are interested in, get tailored feedback on their work, and engage in virtual discussions with peers and subject matter experts worldwide. As a result, pupils are better able to acquire and develop the abilities and information necessary for success.

Challenges and Concerns

Despite the numerous advantages of technology in education, there are also obstacles and considerations to consider. One issue is the growing reliance on technology and the possibility that pupils would become overly dependent on it. This might result in a lack of critical thinking and problem-solving abilities, as students may become passive learners who only follow instructions and rely on technology to complete their assignments.

Another obstacle is the digital divide between those who have access to technology and those who do not. This division can exacerbate the achievement gap between pupils and produce uneven educational and professional growth chances. To reduce these consequences, all students must have access to the technology and resources necessary for success.

In conclusion, technology is rapidly becoming an integral part of the classroom experience and has the potential to alter the way we learn radically.

Technology can help students flourish and realize their full potential by giving them access to individualized instruction, tools, and opportunities. While the benefits of technology in the classroom are undeniable, it's crucial to be mindful of the risks and take precautions to guarantee that all kids have access to the tools they need to thrive.

The Influence of Technology On Personal Relationships And Communication

Technological advancements have profoundly altered how individuals connect and exchange information. It has changed the world in many ways in only a few decades. Because of the rise of the internet and various social media sites, maintaining relationships with people from all walks of life is now simpler than ever.

However, concerns about how these developments may affect interpersonal connections and dialogue are inevitable in an era of rapid technological growth. In this piece, we'll discuss how the prevalence of digital media has altered our interpersonal connections and the language we use to express ourselves.

Direct Effect on Direct Interaction:

The disruption of face-to-face communication is a particularly stark example of how technology has impacted human connections. The quality of interpersonal connections has suffered due to people's growing preference for digital over human communication. Technology has been demonstrated to reduce the usage of nonverbal signs such as facial expressions, tone of voice, and other indicators of emotional investment in the connection.

Positive Impact on Long-Distance Relationships:

Yet there are positives to be found as well. Long-distance relationships have also benefited from technological advancements. The development of technologies such as video conferencing, instant messaging, and social media has made it possible for individuals to keep in touch with distant loved ones. It has become simpler for individuals to stay in touch and feel connected despite geographical distance.

The Effects of Social Media on Personal Connections:

The widespread use of social media has had far-reaching consequences, especially on the quality of interpersonal interactions. Social media has positive and harmful effects on relationships since it allows people to keep in touch and share life's milestones.

Unfortunately, social media has made it all too easy to compare oneself to others, which may lead to emotions of jealousy and a general decline in confidence. Furthermore, social media might cause people to have inflated expectations of themselves and their relationships.

A Personal Perspective on the Intersection of Technology and Romance

Technological advancements have also altered physical touch and closeness. Virtual reality and other technologies have allowed people to feel physical contact and familiarity in a digital setting. This might be a promising breakthrough, but it has some potential downsides.

Experts are concerned that people's growing dependence on technology for intimacy may lead to less time spent communicating face-to-face and less emphasis on physical contact, both of which are important for maintaining good relationships.

In conclusion, technological advancements have significantly affected the quality of interpersonal connections and the exchange of information. Even though technology has made it simpler to maintain personal relationships, it has chilled interpersonal interactions between people.

Keeping tabs on how technology is changing our lives and making adjustments as necessary is essential as we move forward. Boundaries and prioritizing in-person conversation and physical touch in close relationships may help reduce the harm it causes.

The Security and Privacy Implications of Increased Technology Use and Data Collection

The fast development of technology over the past few decades has made its way into every aspect of our life. Technology has improved many facets of our life, from communication to commerce. However, significant privacy and security problems have emerged due to the broad adoption of technology. In this essay, we'll look at how the widespread use of technological solutions and the subsequent explosion in collected data affects our right to privacy and security.

Data Mining and Privacy Concerns

Risk of Cyber Attacks and Data Loss

The Widespread Use of Encryption and Other Safety Mechanisms

The Privacy and Security of the Future in a Globalized Information Age

Obtaining and Using Individual Information

The acquisition and use of private information is a significant cause for privacy alarm in the digital age. Data about their customers' online habits, interests, and personal information is a valuable commodity for many internet firms. Besides tailored advertising, this information may be used for other, less desirable things like identity theft or cyber assaults.

Moreover, many individuals need to be made aware of what data is being gathered from them or how it is being utilized because of the lack of transparency around gathering personal information. Privacy and data security have become increasingly contentious as a result.

Data breaches and other forms of cyber-attack pose a severe risk.

The risk of cyber assaults and data breaches is another big issue of worry. More people are using more devices, which means more opportunities for cybercriminals to steal private information like credit card numbers and other identifying data. This may cause monetary damages and harm one's reputation or identity.

Many high-profile data breaches have occurred in recent years, exposing the personal information of millions of individuals and raising serious concerns about the safety of this information. Companies and governments have responded to this problem by adopting new security methods like encryption and multi-factor authentication.

Many businesses now use encryption and other security measures to protect themselves from cybercriminals and data thieves. Encryption keeps sensitive information hidden by encoding it so that only those possessing the corresponding key can decipher it. This prevents private information like bank account numbers or social security numbers from falling into the wrong hands.

Firewalls, virus scanners, and two-factor authentication are all additional security precautions that may be used with encryption. While these safeguards do much to stave against cyber assaults, they are not entirely impregnable, and data breaches are still possible.

The Future of Privacy and Security in a Technologically Advanced World

There's little doubt that concerns about privacy and security will persist even as technology improves. There must be strict safeguards to secure people's private information as more and more of it is transferred and kept digitally. To achieve this goal, it may be necessary to implement novel technologies and heightened levels of protection and to revise the rules and regulations regulating the collection and storage of private information.

Individuals and businesses are understandably concerned about the security and privacy consequences of widespread technological use and data collecting. There are numerous obstacles to overcome in a society where technology plays an increasingly important role, from acquiring and using personal data to the risk of cyber-attacks and data breaches. Companies and governments must keep spending money on security measures and working to educate people about the significance of privacy and security if personal data is to remain safe.

In conclusion, technology has profoundly impacted virtually every aspect of our lives, including society and culture, ethics, work, education, personal relationships, and security and privacy. The rise of artificial intelligence and machine learning has presented new ethical considerations, while automation is transforming the future of work.

In education, technology has revolutionized the way we learn and access information. At the same time, our dependence on technology has brought new challenges in terms of personal relationships, communication, security, and privacy.

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Essay on Technology

Here we have shared the Essay on Technology in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words.

You can use this Essay on Technology in any assignment or project whether you are in school (class 10th or 12th), college, or preparing for answer writing in competitive exams.

Topics covered in this article.

Essay on Technology in 150-250 words

Essay on Technology in 300-400 words

Essay on Technology in 500-1000 words

Technology has become an integral part of our daily lives, revolutionizing the way we live, work, and communicate. It encompasses a wide range of tools, devices, and systems that enhance productivity, efficiency, and convenience. From smartphones and computers to advanced medical equipment and smart home devices, technology has transformed every aspect of our world.

The impact of technology is evident in various sectors, including education, healthcare, transportation, and communication. It has improved access to information, enabling faster and more efficient learning. In healthcare, technology has revolutionized diagnosis, treatment, and patient care, saving lives and improving outcomes. Transportation has become more efficient and safer with the advent of smart vehicles and navigation systems. Communication has transcended physical boundaries, connecting people across the globe instantly.

While technology brings numerous benefits, it also presents challenges. Concerns about privacy, cybersecurity, and the impact of technology on employment and social interactions have emerged. It is essential to harness technology responsibly and ethically to mitigate these challenges.

In conclusion, technology has transformed our lives, providing us with unprecedented convenience, efficiency, and connectivity. It continues to evolve and shape the world around us. As we embrace technology, we must also navigate the associated challenges and ensure that it is utilized for the betterment of society. The responsible and ethical use of technology is key to harnessing its full potential and creating a positive impact on individuals and communities.

Essay on Technology in 300-450 words

Technology has become an inseparable part of our modern lives, revolutionizing the way we live, work, and communicate. It encompasses a vast array of tools, systems, and devices that have transformed every aspect of our world. From smartphones and computers to artificial intelligence and advanced robotics, technology has brought about significant advancements and improvements in various fields.

One of the most significant impacts of technology is in the realm of communication. The advent of the internet and social media platforms has connected people from all corners of the world, enabling instant communication and global collaboration. The ability to share information, ideas, and experiences has fostered cultural exchange, expanded educational opportunities, and promoted social interactions on an unprecedented scale.

Technology has also revolutionized the business world, enhancing efficiency, productivity, and profitability. Automation and digitalization have streamlined processes, increased accuracy, and reduced human error. Organizations can now analyze vast amounts of data to make informed decisions, target specific markets, and personalize customer experiences. E-commerce platforms have opened new avenues for entrepreneurs and small businesses to reach a global customer base.

Education has also been greatly influenced by technology. Digital learning tools and online platforms have expanded access to education, making it more inclusive and flexible. Students can now engage in interactive and personalized learning experiences, access a wealth of educational resources, and collaborate with peers from around the world. Virtual reality and augmented reality technologies have also transformed the way we perceive and engage with educational content, bringing subjects to life and making learning more immersive and interactive.

The healthcare sector has witnessed remarkable advancements with the aid of technology. Medical devices, imaging technologies, and telemedicine have improved diagnosis, treatment, and patient care. Electronic health records and data analytics have enhanced efficiency and accuracy in medical processes. Moreover, wearable devices and mobile applications have enabled individuals to monitor their health, promote wellness, and access medical information easily.

While technology brings numerous benefits, it also poses challenges and concerns. Privacy and security issues have become more prevalent, as personal data is increasingly stored and shared digitally. The rapid pace of technological advancements has also raised concerns about job displacement and the widening digital divide. Moreover, over-reliance on technology can lead to sedentary lifestyles, social isolation, and addiction.

In conclusion, technology has become an integral part of our society, transforming the way we live, work, and communicate. It has brought numerous advancements and benefits across various sectors, enhancing efficiency, connectivity, and accessibility. However, it is crucial to address the challenges associated with technology, such as privacy and security concerns, job displacement, and the need for digital literacy. By harnessing technology responsibly and ethically, we can ensure that it continues to bring positive changes and improves the lives of individuals and communities around the world.

Title: Technology – The Evolution and Impact on Society

Introduction :

Technology has become an integral part of our modern lives, permeating every aspect of society. From communication and transportation to education and healthcare, technology has revolutionized the way we live, work, and interact with the world around us. This essay explores the evolution of technology, its impact on various sectors, and the challenges and opportunities it presents.

Evolution of Technology

The journey of technology can be traced back to the early inventions of the wheel, the printing press, and the steam engine. However, the rapid advancement of technology in the 20th and 21st centuries has transformed the world at an unprecedented pace. The invention of computers, the internet, and mobile devices have laid the foundation for the digital age we live in today.

The Impact of Technology on Communication

Technology has revolutionized communication, making the world more interconnected than ever before. The advent of the internet and social media platforms has transformed the way we communicate, allowing for instant global connectivity. Individuals can connect with friends, family, and colleagues across the globe through video calls, messaging apps, and social networks. Moreover, technology has facilitated the exchange of information and ideas on a global scale, fostering cultural exchange, promoting social activism, and increasing awareness of global issues.

Impact on Education

Technology has reshaped the landscape of education, providing new opportunities for learning and knowledge sharing. Digital learning tools, online platforms, and educational apps have expanded access to education, making it more flexible and inclusive. Students can engage in interactive and personalized learning experiences, access a wealth of educational resources, and collaborate with peers from different backgrounds. Additionally, technology has enabled remote learning, allowing individuals to pursue education regardless of geographical constraints. Virtual reality and augmented reality technologies have also enhanced the learning experience, bringing subjects to life and making education more immersive and engaging.

Impact on Healthcare

The healthcare sector has experienced significant advancements with the aid of technology. Medical devices, imaging technologies, and telemedicine have revolutionized diagnosis, treatment, and patient care. Electronic health records and data analytics have improved efficiency and accuracy in medical processes. Moreover, wearable devices and mobile applications have empowered individuals to monitor their health, promote wellness, and access medical information easily. The integration of artificial intelligence and machine learning has the potential to revolutionize healthcare further, enabling predictive analytics, personalized medicine, and improved patient outcomes.

Challenges and Concerns

Despite the numerous benefits of technology, it also poses challenges and concerns. Privacy and security issues have become more prevalent as personal data is increasingly stored and shared digitally. Cyberattacks, data breaches, and identity theft are growing concerns. The rapid pace of technological advancements also raises concerns about job displacement and the widening digital divide. As automation and artificial intelligence continue to advance, certain job roles may become obsolete, impacting employment rates and economic inequality. Additionally, over-reliance on technology can lead to sedentary lifestyles, social isolation, and addiction. Striking a balance between utilizing technology for its benefits while mitigating its negative impacts is crucial.

Conclusion :

Technology has transformed society, bringing unprecedented advancements and opportunities. It has revolutionized communication, education, healthcare, and various other sectors. However, it is essential to address the challenges and concerns associated with technology, such as privacy, job displacement, and the need for digital literacy. By harnessing technology responsibly and ethically, we can ensure that it continues to bring positive changes and improve the lives of individuals and communities worldwide. Technology should be seen as a tool to enhance human capabilities and foster human connections, while always striving for a balance between innovation and the preservation of humanity’s core values.

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Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Stella timotheou.

1 CYENS Center of Excellence & Cyprus University of Technology (Cyprus Interaction Lab), Cyprus, CYENS Center of Excellence & Cyprus University of Technology, Nicosia-Limassol, Cyprus

Ourania Miliou

Yiannis dimitriadis.

2 Universidad de Valladolid (UVA), Spain, Valladolid, Spain

Sara Villagrá Sobrino

Nikoleta giannoutsou, romina cachia.

3 JRC - Joint Research Centre of the European Commission, Seville, Spain

Alejandra Martínez Monés

Andri ioannou, associated data.

Data sharing not applicable to this article as no datasets were generated or analysed during the current study.

Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

Introduction

Digital technologies have brought changes to the nature and scope of education. Versatile and disruptive technological innovations, such as smart devices, the Internet of Things (IoT), artificial intelligence (AI), augmented reality (AR) and virtual reality (VR), blockchain, and software applications have opened up new opportunities for advancing teaching and learning (Gaol & Prasolova-Førland, 2021 ; OECD, 2021 ). Hence, in recent years, education systems worldwide have increased their investment in the integration of information and communication technology (ICT) (Fernández-Gutiérrez et al., 2020 ; Lawrence & Tar, 2018 ) and prioritized their educational agendas to adapt strategies or policies around ICT integration (European Commission, 2019 ). The latter brought about issues regarding the quality of teaching and learning with ICTs (Bates, 2015 ), especially concerning the understanding, adaptation, and design of education systems in accordance with current technological trends (Balyer & Öz, 2018 ). Studies have shown that despite the investment made in the integration of technology in schools, the results have not been promising, and the intended outcomes have not yet been achieved (Delgado et al., 2015 ; Lawrence & Tar, 2018 ). These issues were exacerbated during the COVID-19 pandemic, which forced teaching across education levels to move online (Daniel, 2020 ). Online teaching accelerated the use of digital technologies generating questions regarding the process, the nature, the extent, and the effectiveness of digitalization in schools (Cachia et al., 2021 ; König et al., 2020 ). Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses (Blaskó et al., 2021 ; Di Pietro et al, 2020 ). Such results have engendered the need for schools to learn and build upon the experience in order to enhance their digital capacity (European Commission, 2020 ) and increase their digitalization levels (Costa et al., 2021 ). Digitalization offers possibilities for fundamental improvement in schools (OECD, 2021 ; Rott & Marouane, 2018 ) and touches many aspects of a school’s development (Delcker & Ifenthaler, 2021 ) . However, it is a complex process that requires large-scale transformative changes beyond the technical aspects of technology and infrastructure (Pettersson, 2021 ). Namely, digitalization refers to “ a series of deep and coordinated culture, workforce, and technology shifts and operating models ” (Brooks & McCormack, 2020 , p. 3) that brings cultural, organizational, and operational change through the integration of digital technologies (JISC, 2020 ). A successful digital transformation requires that schools increase their digital capacity levels, establishing the necessary “ culture, policies, infrastructure as well as digital competence of students and staff to support the effective integration of technology in teaching and learning practices ” (Costa et al, 2021 , p.163).

Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem (Eng, 2005 ), there is a need to show how the different elements of the impact are interconnected and to identify the factors that can encourage an effective and efficient change in the school environment. To address the issues outlined above, we formulated the following research questions:

a) What is the impact of digital technologies on education?

b) Which factors might affect a school’s digital capacity and transformation?

In the present investigation, we conducted a non-systematic literature review of publications pertaining to the impact of digital technologies on education and the factors that affect a school’s digital capacity and transformation. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors which affect the schools’ digital capacity and digital transformation.

Methodology

The non-systematic literature review presented herein covers the main theories and research published over the past 17 years on the topic. It is based on meta-analyses and review papers found in scholarly, peer-reviewed content databases and other key studies and reports related to the concepts studied (e.g., digitalization, digital capacity) from professional and international bodies (e.g., the OECD). We searched the Scopus database, which indexes various online journals in the education sector with an international scope, to collect peer-reviewed academic papers. Furthermore, we used an all-inclusive Google Scholar search to include relevant key terms or to include studies found in the reference list of the peer-reviewed papers, and other key studies and reports related to the concepts studied by professional and international bodies. Lastly, we gathered sources from the Publications Office of the European Union ( https://op.europa.eu/en/home ); namely, documents that refer to policies related to digital transformation in education.

Regarding search terms, we first searched resources on the impact of digital technologies on education by performing the following search queries: “impact” OR “effects” AND “digital technologies” AND “education”, “impact” OR “effects” AND “ICT” AND “education”. We further refined our results by adding the terms “meta-analysis” and “review” or by adjusting the search options based on the features of each database to avoid collecting individual studies that would provide limited contributions to a particular domain. We relied on meta-analyses and review studies as these consider the findings of multiple studies to offer a more comprehensive view of the research in a given area (Schuele & Justice, 2006 ). Specifically, meta-analysis studies provided quantitative evidence based on statistically verifiable results regarding the impact of educational interventions that integrate digital technologies in school classrooms (Higgins et al., 2012 ; Tolani-Brown et al., 2011 ).

However, quantitative data does not offer explanations for the challenges or difficulties experienced during ICT integration in learning and teaching (Tolani-Brown et al., 2011 ). To fill this gap, we analyzed literature reviews and gathered in-depth qualitative evidence of the benefits and implications of technology integration in schools. In the analysis presented herein, we also included policy documents and reports from professional and international bodies and governmental reports, which offered useful explanations of the key concepts of this study and provided recent evidence on digital capacity and transformation in education along with policy recommendations. The inclusion and exclusion criteria that were considered in this study are presented in Table Table1 1 .

Inclusion and exclusion criteria for the selection of resources on the impact of digital technologies on education

To ensure a reliable extraction of information from each study and assist the research synthesis we selected the study characteristics of interest (impact) and constructed coding forms. First, an overview of the synthesis was provided by the principal investigator who described the processes of coding, data entry, and data management. The coders followed the same set of instructions but worked independently. To ensure a common understanding of the process between coders, a sample of ten studies was tested. The results were compared, and the discrepancies were identified and resolved. Additionally, to ensure an efficient coding process, all coders participated in group meetings to discuss additions, deletions, and modifications (Stock, 1994 ). Due to the methodological diversity of the studied documents we began to synthesize the literature review findings based on similar study designs. Specifically, most of the meta-analysis studies were grouped in one category due to the quantitative nature of the measured impact. These studies tended to refer to student achievement (Hattie et al., 2014 ). Then, we organized the themes of the qualitative studies in several impact categories. Lastly, we synthesized both review and meta-analysis data across the categories. In order to establish a collective understanding of the concept of impact, we referred to a previous impact study by Balanskat ( 2009 ) which investigated the impact of technology in primary schools. In this context, the impact had a more specific ICT-related meaning and was described as “ a significant influence or effect of ICT on the measured or perceived quality of (parts of) education ” (Balanskat, 2009 , p. 9). In the study presented herein, the main impacts are in relation to learning and learners, teaching, and teachers, as well as other key stakeholders who are directly or indirectly connected to the school unit.

The study’s results identified multiple dimensions of the impact of digital technologies on students’ knowledge, skills, and attitudes; on equality, inclusion, and social integration; on teachers’ professional and teaching practices; and on other school-related aspects and stakeholders. The data analysis indicated various factors that might affect the schools’ digital capacity and transformation, such as digital competencies, the teachers’ personal characteristics and professional development, as well as the school’s leadership and management, administration, infrastructure, etc. The impacts and factors found in the literature review are presented below.

Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions

The impact of ICT use on students’ knowledge, skills, and attitudes has been investigated early in the literature. Eng ( 2005 ) found a small positive effect between ICT use and students' learning. Specifically, the author reported that access to computer-assisted instruction (CAI) programs in simulation or tutorial modes—used to supplement rather than substitute instruction – could enhance student learning. The author reported studies showing that teachers acknowledged the benefits of ICT on pupils with special educational needs; however, the impact of ICT on students' attainment was unclear. Balanskat et al. ( 2006 ) found a statistically significant positive association between ICT use and higher student achievement in primary and secondary education. The authors also reported improvements in the performance of low-achieving pupils. The use of ICT resulted in further positive gains for students, namely increased attention, engagement, motivation, communication and process skills, teamwork, and gains related to their behaviour towards learning. Evidence from qualitative studies showed that teachers, students, and parents recognized the positive impact of ICT on students' learning regardless of their competence level (strong/weak students). Punie et al. ( 2006 ) documented studies that showed positive results of ICT-based learning for supporting low-achieving pupils and young people with complex lives outside the education system. Liao et al. ( 2007 ) reported moderate positive effects of computer application instruction (CAI, computer simulations, and web-based learning) over traditional instruction on primary school student's achievement. Similarly, Tamim et al. ( 2011 ) reported small to moderate positive effects between the use of computer technology (CAI, ICT, simulations, computer-based instruction, digital and hypermedia) and student achievement in formal face-to-face classrooms compared to classrooms that did not use technology. Jewitt et al., ( 2011 ) found that the use of learning platforms (LPs) (virtual learning environments, management information systems, communication technologies, and information- and resource-sharing technologies) in schools allowed primary and secondary students to access a wider variety of quality learning resources, engage in independent and personalized learning, and conduct self- and peer-review; LPs also provide opportunities for teacher assessment and feedback. Similar findings were reported by Fu ( 2013 ), who documented a list of benefits and opportunities of ICT use. According to the author, the use of ICTs helps students access digital information and course content effectively and efficiently, supports student-centered and self-directed learning, as well as the development of a creative learning environment where more opportunities for critical thinking skills are offered, and promotes collaborative learning in a distance-learning environment. Higgins et al. ( 2012 ) found consistent but small positive associations between the use of technology and learning outcomes of school-age learners (5–18-year-olds) in studies linking the provision and use of technology with attainment. Additionally, Chauhan ( 2017 ) reported a medium positive effect of technology on the learning effectiveness of primary school students compared to students who followed traditional learning instruction.

The rise of mobile technologies and hardware devices instigated investigations into their impact on teaching and learning. Sung et al. ( 2016 ) reported a moderate effect on students' performance from the use of mobile devices in the classroom compared to the use of desktop computers or the non-use of mobile devices. Schmid et al. ( 2014 ) reported medium–low to low positive effects of technology integration (e.g., CAI, ICTs) in the classroom on students' achievement and attitude compared to not using technology or using technology to varying degrees. Tamim et al. ( 2015 ) found a low statistically significant effect of the use of tablets and other smart devices in educational contexts on students' achievement outcomes. The authors suggested that tablets offered additional advantages to students; namely, they reported improvements in students’ notetaking, organizational and communication skills, and creativity. Zheng et al. ( 2016 ) reported a small positive effect of one-to-one laptop programs on students’ academic achievement across subject areas. Additional reported benefits included student-centered, individualized, and project-based learning enhanced learner engagement and enthusiasm. Additionally, the authors found that students using one-to-one laptop programs tended to use technology more frequently than in non-laptop classrooms, and as a result, they developed a range of skills (e.g., information skills, media skills, technology skills, organizational skills). Haßler et al. ( 2016 ) found that most interventions that included the use of tablets across the curriculum reported positive learning outcomes. However, from 23 studies, five reported no differences, and two reported a negative effect on students' learning outcomes. Similar results were indicated by Kalati and Kim ( 2022 ) who investigated the effect of touchscreen technologies on young students’ learning. Specifically, from 53 studies, 34 advocated positive effects of touchscreen devices on children’s learning, 17 obtained mixed findings and two studies reported negative effects.

More recently, approaches that refer to the impact of gamification with the use of digital technologies on teaching and learning were also explored. A review by Pan et al. ( 2022 ) that examined the role of learning games in fostering mathematics education in K-12 settings, reported that gameplay improved students’ performance. Integration of digital games in teaching was also found as a promising pedagogical practice in STEM education that could lead to increased learning gains (Martinez et al., 2022 ; Wang et al., 2022 ). However, although Talan et al. ( 2020 ) reported a medium effect of the use of educational games (both digital and non-digital) on academic achievement, the effect of non-digital games was higher.

Over the last two years, the effects of more advanced technologies on teaching and learning were also investigated. Garzón and Acevedo ( 2019 ) found that AR applications had a medium effect on students' learning outcomes compared to traditional lectures. Similarly, Garzón et al. ( 2020 ) showed that AR had a medium impact on students' learning gains. VR applications integrated into various subjects were also found to have a moderate effect on students’ learning compared to control conditions (traditional classes, e.g., lectures, textbooks, and multimedia use, e.g., images, videos, animation, CAI) (Chen et al., 2022b ). Villena-Taranilla et al. ( 2022 ) noted the moderate effect of VR technologies on students’ learning when these were applied in STEM disciplines. In the same meta-analysis, Villena-Taranilla et al. ( 2022 ) highlighted the role of immersive VR, since its effect on students’ learning was greater (at a high level) across educational levels (K-6) compared to semi-immersive and non-immersive integrations. In another meta-analysis study, the effect size of the immersive VR was small and significantly differentiated across educational levels (Coban et al., 2022 ). The impact of AI on education was investigated by Su and Yang ( 2022 ) and Su et al. ( 2022 ), who showed that this technology significantly improved students’ understanding of AI computer science and machine learning concepts.

It is worth noting that the vast majority of studies referred to learning gains in specific subjects. Specifically, several studies examined the impact of digital technologies on students’ literacy skills and reported positive effects on language learning (Balanskat et al., 2006 ; Grgurović et al., 2013 ; Friedel et al., 2013 ; Zheng et al., 2016 ; Chen et al., 2022b ; Savva et al., 2022 ). Also, several studies documented positive effects on specific language learning areas, namely foreign language learning (Kao, 2014 ), writing (Higgins et al., 2012 ; Wen & Walters, 2022 ; Zheng et al., 2016 ), as well as reading and comprehension (Cheung & Slavin, 2011 ; Liao et al., 2007 ; Schwabe et al., 2022 ). ICTs were also found to have a positive impact on students' performance in STEM (science, technology, engineering, and mathematics) disciplines (Arztmann et al., 2022 ; Bado, 2022 ; Villena-Taranilla et al., 2022 ; Wang et al., 2022 ). Specifically, a number of studies reported positive impacts on students’ achievement in mathematics (Balanskat et al., 2006 ; Hillmayr et al., 2020 ; Li & Ma, 2010 ; Pan et al., 2022 ; Ran et al., 2022 ; Verschaffel et al., 2019 ; Zheng et al., 2016 ). Furthermore, studies documented positive effects of ICTs on science learning (Balanskat et al., 2006 ; Liao et al., 2007 ; Zheng et al., 2016 ; Hillmayr et al., 2020 ; Kalemkuş & Kalemkuş, 2022 ; Lei et al., 2022a ). Çelik ( 2022 ) also noted that computer simulations can help students understand learning concepts related to science. Furthermore, some studies documented that the use of ICTs had a positive impact on students’ achievement in other subjects, such as geography, history, music, and arts (Chauhan, 2017 ; Condie & Munro, 2007 ), and design and technology (Balanskat et al., 2006 ).

More specific positive learning gains were reported in a number of skills, e.g., problem-solving skills and pattern exploration skills (Higgins et al., 2012 ), metacognitive learning outcomes (Verschaffel et al., 2019 ), literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022 ; Su & Yang, 2022 ; Su et al., 2022 ). Additionally, several investigations have reported benefits from the use of ICT on students’ creativity (Fielding & Murcia, 2022 ; Liu et al., 2022 ; Quah & Ng, 2022 ). Lastly, digital technologies were also found to be beneficial for enhancing students’ lifelong learning skills (Haleem et al., 2022 ).

Apart from gaining knowledge and skills, studies also reported improvement in motivation and interest in mathematics (Higgins et. al., 2019 ; Fadda et al., 2022 ) and increased positive achievement emotions towards several subjects during interventions using educational games (Lei et al., 2022a ). Chen et al. ( 2022a ) also reported a small but positive effect of digital health approaches in bullying and cyberbullying interventions with K-12 students, demonstrating that technology-based approaches can help reduce bullying and related consequences by providing emotional support, empowerment, and change of attitude. In their meta-review study, Su et al. ( 2022 ) also documented that AI technologies effectively strengthened students’ attitudes towards learning. In another meta-analysis, Arztmann et al. ( 2022 ) reported positive effects of digital games on motivation and behaviour towards STEM subjects.

Impacts of digital technologies on equality, inclusion and social integration

Although most of the reviewed studies focused on the impact of ICTs on students’ knowledge, skills, and attitudes, reports were also made on other aspects in the school context, such as equality, inclusion, and social integration. Condie and Munro ( 2007 ) documented research interventions investigating how ICT can support pupils with additional or special educational needs. While those interventions were relatively small scale and mostly based on qualitative data, their findings indicated that the use of ICTs enabled the development of communication, participation, and self-esteem. A recent meta-analysis (Baragash et al., 2022 ) with 119 participants with different disabilities, reported a significant overall effect size of AR on their functional skills acquisition. Koh’s meta-analysis ( 2022 ) also revealed that students with intellectual and developmental disabilities improved their competence and performance when they used digital games in the lessons.

Istenic Starcic and Bagon ( 2014 ) found that the role of ICT in inclusion and the design of pedagogical and technological interventions was not sufficiently explored in educational interventions with people with special needs; however, some benefits of ICT use were found in students’ social integration. The issue of gender and technology use was mentioned in a small number of studies. Zheng et al. ( 2016 ) reported a statistically significant positive interaction between one-to-one laptop programs and gender. Specifically, the results showed that girls and boys alike benefitted from the laptop program, but the effect on girls’ achievement was smaller than that on boys’. Along the same lines, Arztmann et al. ( 2022 ) reported no difference in the impact of game-based learning between boys and girls, arguing that boys and girls equally benefited from game-based interventions in STEM domains. However, results from a systematic review by Cussó-Calabuig et al. ( 2018 ) found limited and low-quality evidence on the effects of intensive use of computers on gender differences in computer anxiety, self-efficacy, and self-confidence. Based on their view, intensive use of computers can reduce gender differences in some areas and not in others, depending on contextual and implementation factors.

Impacts of digital technologies on teachers’ professional and teaching practices

Various research studies have explored the impact of ICT on teachers’ instructional practices and student assessment. Friedel et al. ( 2013 ) found that the use of mobile devices by students enabled teachers to successfully deliver content (e.g., mobile serious games), provide scaffolding, and facilitate synchronous collaborative learning. The integration of digital games in teaching and learning activities also gave teachers the opportunity to study and apply various pedagogical practices (Bado, 2022 ). Specifically, Bado ( 2022 ) found that teachers who implemented instructional activities in three stages (pre-game, game, and post-game) maximized students’ learning outcomes and engagement. For instance, during the pre-game stage, teachers focused on lectures and gameplay training, at the game stage teachers provided scaffolding on content, addressed technical issues, and managed the classroom activities. During the post-game stage, teachers organized activities for debriefing to ensure that the gameplay had indeed enhanced students’ learning outcomes.

Furthermore, ICT can increase efficiency in lesson planning and preparation by offering possibilities for a more collaborative approach among teachers. The sharing of curriculum plans and the analysis of students’ data led to clearer target settings and improvements in reporting to parents (Balanskat et al., 2006 ).

Additionally, the use and application of digital technologies in teaching and learning were found to enhance teachers’ digital competence. Balanskat et al. ( 2006 ) documented studies that revealed that the use of digital technologies in education had a positive effect on teachers’ basic ICT skills. The greatest impact was found on teachers with enough experience in integrating ICTs in their teaching and/or who had recently participated in development courses for the pedagogical use of technologies in teaching. Punie et al. ( 2006 ) reported that the provision of fully equipped multimedia portable computers and the development of online teacher communities had positive impacts on teachers’ confidence and competence in the use of ICTs.

Moreover, online assessment via ICTs benefits instruction. In particular, online assessments support the digitalization of students’ work and related logistics, allow teachers to gather immediate feedback and readjust to new objectives, and support the improvement of the technical quality of tests by providing more accurate results. Additionally, the capabilities of ICTs (e.g., interactive media, simulations) create new potential methods of testing specific skills, such as problem-solving and problem-processing skills, meta-cognitive skills, creativity and communication skills, and the ability to work productively in groups (Punie et al., 2006 ).

Impacts of digital technologies on other school-related aspects and stakeholders

There is evidence that the effective use of ICTs and the data transmission offered by broadband connections help improve administration (Balanskat et al., 2006 ). Specifically, ICTs have been found to provide better management systems to schools that have data gathering procedures in place. Condie and Munro ( 2007 ) reported impacts from the use of ICTs in schools in the following areas: attendance monitoring, assessment records, reporting to parents, financial management, creation of repositories for learning resources, and sharing of information amongst staff. Such data can be used strategically for self-evaluation and monitoring purposes which in turn can result in school improvements. Additionally, they reported that online access to other people with similar roles helped to reduce headteachers’ isolation by offering them opportunities to share insights into the use of ICT in learning and teaching and how it could be used to support school improvement. Furthermore, ICTs provided more efficient and successful examination management procedures, namely less time-consuming reporting processes compared to paper-based examinations and smooth communications between schools and examination authorities through electronic data exchange (Punie et al., 2006 ).

Zheng et al. ( 2016 ) reported that the use of ICTs improved home-school relationships. Additionally, Escueta et al. ( 2017 ) reported several ICT programs that had improved the flow of information from the school to parents. Particularly, they documented that the use of ICTs (learning management systems, emails, dedicated websites, mobile phones) allowed for personalized and customized information exchange between schools and parents, such as attendance records, upcoming class assignments, school events, and students’ grades, which generated positive results on students’ learning outcomes and attainment. Such information exchange between schools and families prompted parents to encourage their children to put more effort into their schoolwork.

The above findings suggest that the impact of ICT integration in schools goes beyond students’ performance in school subjects. Specifically, it affects a number of school-related aspects, such as equality and social integration, professional and teaching practices, and diverse stakeholders. In Table Table2, 2 , we summarize the different impacts of digital technologies on school stakeholders based on the literature review, while in Table Table3 3 we organized the tools/platforms and practices/policies addressed in the meta-analyses, literature reviews, EU reports, and international bodies included in the manuscript.

The impact of digital technologies on schools’ stakeholders based on the literature review

Tools/platforms and practices/policies addressed in the meta-analyses, literature reviews, EU reports, and international bodies included in the manuscript

Additionally, based on the results of the literature review, there are many types of digital technologies with different affordances (see, for example, studies on VR vs Immersive VR), which evolve over time (e.g. starting from CAIs in 2005 to Augmented and Virtual reality 2020). Furthermore, these technologies are linked to different pedagogies and policy initiatives, which are critical factors in the study of impact. Table Table3 3 summarizes the different tools and practices that have been used to examine the impact of digital technologies on education since 2005 based on the review results.

Factors that affect the integration of digital technologies

Although the analysis of the literature review demonstrated different impacts of the use of digital technology on education, several authors highlighted the importance of various factors, besides the technology itself, that affect this impact. For example, Liao et al. ( 2007 ) suggested that future studies should carefully investigate which factors contribute to positive outcomes by clarifying the exact relationship between computer applications and learning. Additionally, Haßler et al., ( 2016 ) suggested that the neutral findings regarding the impact of tablets on students learning outcomes in some of the studies included in their review should encourage educators, school leaders, and school officials to further investigate the potential of such devices in teaching and learning. Several other researchers suggested that a number of variables play a significant role in the impact of ICTs on students’ learning that could be attributed to the school context, teaching practices and professional development, the curriculum, and learners’ characteristics (Underwood, 2009 ; Tamim et al., 2011 ; Higgins et al., 2012 ; Archer et al., 2014 ; Sung et al., 2016 ; Haßler et al., 2016 ; Chauhan, 2017 ; Lee et al., 2020 ; Tang et al., 2022 ).

Digital competencies

One of the most common challenges reported in studies that utilized digital tools in the classroom was the lack of students’ skills on how to use them. Fu ( 2013 ) found that students’ lack of technical skills is a barrier to the effective use of ICT in the classroom. Tamim et al. ( 2015 ) reported that students faced challenges when using tablets and smart mobile devices, associated with the technical issues or expertise needed for their use and the distracting nature of the devices and highlighted the need for teachers’ professional development. Higgins et al. ( 2012 ) reported that skills training about the use of digital technologies is essential for learners to fully exploit the benefits of instruction.

Delgado et al. ( 2015 ), meanwhile, reported studies that showed a strong positive association between teachers’ computer skills and students’ use of computers. Teachers’ lack of ICT skills and familiarization with technologies can become a constraint to the effective use of technology in the classroom (Balanskat et al., 2006 ; Delgado et al., 2015 ).

It is worth noting that the way teachers are introduced to ICTs affects the impact of digital technologies on education. Previous studies have shown that teachers may avoid using digital technologies due to limited digital skills (Balanskat, 2006 ), or they prefer applying “safe” technologies, namely technologies that their own teachers used and with which they are familiar (Condie & Munro, 2007 ). In this regard, the provision of digital skills training and exposure to new digital tools might encourage teachers to apply various technologies in their lessons (Condie & Munro, 2007 ). Apart from digital competence, technical support in the school setting has also been shown to affect teachers’ use of technology in their classrooms (Delgado et al., 2015 ). Ferrari et al. ( 2011 ) found that while teachers’ use of ICT is high, 75% stated that they needed more institutional support and a shift in the mindset of educational actors to achieve more innovative teaching practices. The provision of support can reduce time and effort as well as cognitive constraints, which could cause limited ICT integration in the school lessons by teachers (Escueta et al., 2017 ).

Teachers’ personal characteristics, training approaches, and professional development

Teachers’ personal characteristics and professional development affect the impact of digital technologies on education. Specifically, Cheok and Wong ( 2015 ) found that teachers’ personal characteristics (e.g., anxiety, self-efficacy) are associated with their satisfaction and engagement with technology. Bingimlas ( 2009 ) reported that lack of confidence, resistance to change, and negative attitudes in using new technologies in teaching are significant determinants of teachers’ levels of engagement in ICT. The same author reported that the provision of technical support, motivation support (e.g., awards, sufficient time for planning), and training on how technologies can benefit teaching and learning can eliminate the above barriers to ICT integration. Archer et al. ( 2014 ) found that comfort levels in using technology are an important predictor of technology integration and argued that it is essential to provide teachers with appropriate training and ongoing support until they are comfortable with using ICTs in the classroom. Hillmayr et al. ( 2020 ) documented that training teachers on ICT had an important effecton students’ learning.

According to Balanskat et al. ( 2006 ), the impact of ICTs on students’ learning is highly dependent on the teachers’ capacity to efficiently exploit their application for pedagogical purposes. Results obtained from the Teaching and Learning International Survey (TALIS) (OECD, 2021 ) revealed that although schools are open to innovative practices and have the capacity to adopt them, only 39% of teachers in the European Union reported that they are well or very well prepared to use digital technologies for teaching. Li and Ma ( 2010 ) and Hardman ( 2019 ) showed that the positive effect of technology on students’ achievement depends on the pedagogical practices used by teachers. Schmid et al. ( 2014 ) reported that learning was best supported when students were engaged in active, meaningful activities with the use of technological tools that provided cognitive support. Tamim et al. ( 2015 ) compared two different pedagogical uses of tablets and found a significant moderate effect when the devices were used in a student-centered context and approach rather than within teacher-led environments. Similarly, Garzón and Acevedo ( 2019 ) and Garzón et al. ( 2020 ) reported that the positive results from the integration of AR applications could be attributed to the existence of different variables which could influence AR interventions (e.g., pedagogical approach, learning environment, and duration of the intervention). Additionally, Garzón et al. ( 2020 ) suggested that the pedagogical resources that teachers used to complement their lectures and the pedagogical approaches they applied were crucial to the effective integration of AR on students’ learning gains. Garzón and Acevedo ( 2019 ) also emphasized that the success of a technology-enhanced intervention is based on both the technology per se and its characteristics and on the pedagogical strategies teachers choose to implement. For instance, their results indicated that the collaborative learning approach had the highest impact on students’ learning gains among other approaches (e.g., inquiry-based learning, situated learning, or project-based learning). Ran et al. ( 2022 ) also found that the use of technology to design collaborative and communicative environments showed the largest moderator effects among the other approaches.

Hattie ( 2008 ) reported that the effective use of computers is associated with training teachers in using computers as a teaching and learning tool. Zheng et al. ( 2016 ) noted that in addition to the strategies teachers adopt in teaching, ongoing professional development is also vital in ensuring the success of technology implementation programs. Sung et al. ( 2016 ) found that research on the use of mobile devices to support learning tends to report that the insufficient preparation of teachers is a major obstacle in implementing effective mobile learning programs in schools. Friedel et al. ( 2013 ) found that providing training and support to teachers increased the positive impact of the interventions on students’ learning gains. Trucano ( 2005 ) argued that positive impacts occur when digital technologies are used to enhance teachers’ existing pedagogical philosophies. Higgins et al. ( 2012 ) found that the types of technologies used and how they are used could also affect students’ learning. The authors suggested that training and professional development of teachers that focuses on the effective pedagogical use of technology to support teaching and learning is an important component of successful instructional approaches (Higgins et al., 2012 ). Archer et al. ( 2014 ) found that studies that reported ICT interventions during which teachers received training and support had moderate positive effects on students’ learning outcomes, which were significantly higher than studies where little or no detail about training and support was mentioned. Fu ( 2013 ) reported that the lack of teachers’ knowledge and skills on the technical and instructional aspects of ICT use in the classroom, in-service training, pedagogy support, technical and financial support, as well as the lack of teachers’ motivation and encouragement to integrate ICT on their teaching were significant barriers to the integration of ICT in education.

School leadership and management

Management and leadership are important cornerstones in the digital transformation process (Pihir et al., 2018 ). Zheng et al. ( 2016 ) documented leadership among the factors positively affecting the successful implementation of technology integration in schools. Strong leadership, strategic planning, and systematic integration of digital technologies are prerequisites for the digital transformation of education systems (Ređep, 2021 ). Management and leadership play a significant role in formulating policies that are translated into practice and ensure that developments in ICT become embedded into the life of the school and in the experiences of staff and pupils (Condie & Munro, 2007 ). Policy support and leadership must include the provision of an overall vision for the use of digital technologies in education, guidance for students and parents, logistical support, as well as teacher training (Conrads et al., 2017 ). Unless there is a commitment throughout the school, with accountability for progress at key points, it is unlikely for ICT integration to be sustained or become part of the culture (Condie & Munro, 2007 ). To achieve this, principals need to adopt and promote a whole-institution strategy and build a strong mutual support system that enables the school’s technological maturity (European Commission, 2019 ). In this context, school culture plays an essential role in shaping the mindsets and beliefs of school actors towards successful technology integration. Condie and Munro ( 2007 ) emphasized the importance of the principal’s enthusiasm and work as a source of inspiration for the school staff and the students to cultivate a culture of innovation and establish sustainable digital change. Specifically, school leaders need to create conditions in which the school staff is empowered to experiment and take risks with technology (Elkordy & Lovinelli, 2020 ).

In order for leaders to achieve the above, it is important to develop capacities for learning and leading, advocating professional learning, and creating support systems and structures (European Commission, 2019 ). Digital technology integration in education systems can be challenging and leadership needs guidance to achieve it. Such guidance can be introduced through the adoption of new methods and techniques in strategic planning for the integration of digital technologies (Ređep, 2021 ). Even though the role of leaders is vital, the relevant training offered to them has so far been inadequate. Specifically, only a third of the education systems in Europe have put in place national strategies that explicitly refer to the training of school principals (European Commission, 2019 , p. 16).

Connectivity, infrastructure, and government and other support

The effective integration of digital technologies across levels of education presupposes the development of infrastructure, the provision of digital content, and the selection of proper resources (Voogt et al., 2013 ). Particularly, a high-quality broadband connection in the school increases the quality and quantity of educational activities. There is evidence that ICT increases and formalizes cooperative planning between teachers and cooperation with managers, which in turn has a positive impact on teaching practices (Balanskat et al., 2006 ). Additionally, ICT resources, including software and hardware, increase the likelihood of teachers integrating technology into the curriculum to enhance their teaching practices (Delgado et al., 2015 ). For example, Zheng et al. ( 2016 ) found that the use of one-on-one laptop programs resulted in positive changes in teaching and learning, which would not have been accomplished without the infrastructure and technical support provided to teachers. Delgado et al. ( 2015 ) reported that limited access to technology (insufficient computers, peripherals, and software) and lack of technical support are important barriers to ICT integration. Access to infrastructure refers not only to the availability of technology in a school but also to the provision of a proper amount and the right types of technology in locations where teachers and students can use them. Effective technical support is a central element of the whole-school strategy for ICT (Underwood, 2009 ). Bingimlas ( 2009 ) reported that lack of technical support in the classroom and whole-school resources (e.g., failing to connect to the Internet, printers not printing, malfunctioning computers, and working on old computers) are significant barriers that discourage the use of ICT by teachers. Moreover, poor quality and inadequate hardware maintenance, and unsuitable educational software may discourage teachers from using ICTs (Balanskat et al., 2006 ; Bingimlas, 2009 ).

Government support can also impact the integration of ICTs in teaching. Specifically, Balanskat et al. ( 2006 ) reported that government interventions and training programs increased teachers’ enthusiasm and positive attitudes towards ICT and led to the routine use of embedded ICT.

Lastly, another important factor affecting digital transformation is the development and quality assurance of digital learning resources. Such resources can be support textbooks and related materials or resources that focus on specific subjects or parts of the curriculum. Policies on the provision of digital learning resources are essential for schools and can be achieved through various actions. For example, some countries are financing web portals that become repositories, enabling teachers to share resources or create their own. Additionally, they may offer e-learning opportunities or other services linked to digital education. In other cases, specific agencies of projects have also been set up to develop digital resources (Eurydice, 2019 ).

Administration and digital data management

The digital transformation of schools involves organizational improvements at the level of internal workflows, communication between the different stakeholders, and potential for collaboration. Vuorikari et al. ( 2020 ) presented evidence that digital technologies supported the automation of administrative practices in schools and reduced the administration’s workload. There is evidence that digital data affects the production of knowledge about schools and has the power to transform how schooling takes place. Specifically, Sellar ( 2015 ) reported that data infrastructure in education is developing due to the demand for “ information about student outcomes, teacher quality, school performance, and adult skills, associated with policy efforts to increase human capital and productivity practices ” (p. 771). In this regard, practices, such as datafication which refers to the “ translation of information about all kinds of things and processes into quantified formats” have become essential for decision-making based on accountability reports about the school’s quality. The data could be turned into deep insights about education or training incorporating ICTs. For example, measuring students’ online engagement with the learning material and drawing meaningful conclusions can allow teachers to improve their educational interventions (Vuorikari et al., 2020 ).

Students’ socioeconomic background and family support

Research show that the active engagement of parents in the school and their support for the school’s work can make a difference to their children’s attitudes towards learning and, as a result, their achievement (Hattie, 2008 ). In recent years, digital technologies have been used for more effective communication between school and family (Escueta et al., 2017 ). The European Commission ( 2020 ) presented data from a Eurostat survey regarding the use of computers by students during the pandemic. The data showed that younger pupils needed additional support and guidance from parents and the challenges were greater for families in which parents had lower levels of education and little to no digital skills.

In this regard, the socio-economic background of the learners and their socio-cultural environment also affect educational achievements (Punie et al., 2006 ). Trucano documented that the use of computers at home positively influenced students’ confidence and resulted in more frequent use at school, compared to students who had no home access (Trucano, 2005 ). In this sense, the socio-economic background affects the access to computers at home (OECD, 2015 ) which in turn influences the experience of ICT, an important factor for school achievement (Punie et al., 2006 ; Underwood, 2009 ). Furthermore, parents from different socio-economic backgrounds may have different abilities and availability to support their children in their learning process (Di Pietro et al., 2020 ).

Schools’ socioeconomic context and emergency situations

The socio-economic context of the school is closely related to a school’s digital transformation. For example, schools in disadvantaged, rural, or deprived areas are likely to lack the digital capacity and infrastructure required to adapt to the use of digital technologies during emergency periods, such as the COVID-19 pandemic (Di Pietro et al., 2020 ). Data collected from school principals confirmed that in several countries, there is a rural/urban divide in connectivity (OECD, 2015 ).

Emergency periods also affect the digitalization of schools. The COVID-19 pandemic led to the closure of schools and forced them to seek appropriate and connective ways to keep working on the curriculum (Di Pietro et al., 2020 ). The sudden large-scale shift to distance and online teaching and learning also presented challenges around quality and equity in education, such as the risk of increased inequalities in learning, digital, and social, as well as teachers facing difficulties coping with this demanding situation (European Commission, 2020 ).

Looking at the findings of the above studies, we can conclude that the impact of digital technologies on education is influenced by various actors and touches many aspects of the school ecosystem. Figure 1 summarizes the factors affecting the digital technologies’ impact on school stakeholders based on the findings from the literature review.

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Factors that affect the impact of ICTs on education

The findings revealed that the use of digital technologies in education affects a variety of actors within a school’s ecosystem. First, we observed that as technologies evolve, so does the interest of the research community to apply them to school settings. Figure 2 summarizes the trends identified in current research around the impact of digital technologies on schools’ digital capacity and transformation as found in the present study. Starting as early as 2005, when computers, simulations, and interactive boards were the most commonly applied tools in school interventions (e.g., Eng, 2005 ; Liao et al., 2007 ; Moran et al., 2008 ; Tamim et al., 2011 ), moving towards the use of learning platforms (Jewitt et al., 2011 ), then to the use of mobile devices and digital games (e.g., Tamim et al., 2015 ; Sung et al., 2016 ; Talan et al., 2020 ), as well as e-books (e.g., Savva et al., 2022 ), to the more recent advanced technologies, such as AR and VR applications (e.g., Garzón & Acevedo, 2019 ; Garzón et al., 2020 ; Kalemkuş & Kalemkuş, 2022 ), or robotics and AI (e.g., Su & Yang, 2022 ; Su et al., 2022 ). As this evolution shows, digital technologies are a concept in flux with different affordances and characteristics. Additionally, from an instructional perspective, there has been a growing interest in different modes and models of content delivery such as online, blended, and hybrid modes (e.g., Cheok & Wong, 2015 ; Kazu & Yalçin, 2022 ; Ulum, 2022 ). This is an indication that the value of technologies to support teaching and learning as well as other school-related practices is increasingly recognized by the research and school community. The impact results from the literature review indicate that ICT integration on students’ learning outcomes has effects that are small (Coban et al., 2022 ; Eng, 2005 ; Higgins et al., 2012 ; Schmid et al., 2014 ; Tamim et al., 2015 ; Zheng et al., 2016 ) to moderate (Garzón & Acevedo, 2019 ; Garzón et al., 2020 ; Liao et al., 2007 ; Sung et al., 2016 ; Talan et al., 2020 ; Wen & Walters, 2022 ). That said, a number of recent studies have reported high effect sizes (e.g., Kazu & Yalçin, 2022 ).

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Current work and trends in the study of the impact of digital technologies on schools’ digital capacity

Based on these findings, several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011 ; Higgins et al., 2012 ; Archer et al., 2014 ; Sung et al., 2016 ; Haßler et al., 2016 ; Chauhan, 2017 ; Lee et al., 2020 ; Lei et al., 2022a ). While the impact of ICTs on student achievement has been thoroughly investigated by researchers, other aspects related to school life that are also affected by ICTs, such as equality, inclusion, and social integration have received less attention. Further analysis of the literature review has revealed a greater investment in ICT interventions to support learning and teaching in the core subjects of literacy and STEM disciplines, especially mathematics, and science. These were the most common subjects studied in the reviewed papers often drawing on national testing results, while studies that investigated other subject areas, such as social studies, were limited (Chauhan, 2017 ; Condie & Munro, 2007 ). As such, research is still lacking impact studies that focus on the effects of ICTs on a range of curriculum subjects.

The qualitative research provided additional information about the impact of digital technologies on education, documenting positive effects and giving more details about implications, recommendations, and future research directions. Specifically, the findings regarding the role of ICTs in supporting learning highlight the importance of teachers’ instructional practice and the learning context in the use of technologies and consequently their impact on instruction (Çelik, 2022 ; Schmid et al., 2014 ; Tamim et al., 2015 ). The review also provided useful insights regarding the various factors that affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the transformation process. Specifically, these factors include a) digital competencies; b) teachers’ personal characteristics and professional development; c) school leadership and management; d) connectivity, infrastructure, and government support; e) administration and data management practices; f) students’ socio-economic background and family support and g) the socioeconomic context of the school and emergency situations. It is worth noting that we observed factors that affect the integration of ICTs in education but may also be affected by it. For example, the frequent use of ICTs and the use of laptops by students for instructional purposes positively affect the development of digital competencies (Zheng et al., 2016 ) and at the same time, the digital competencies affect the use of ICTs (Fu, 2013 ; Higgins et al., 2012 ). As a result, the impact of digital technologies should be explored more as an enabler of desirable and new practices and not merely as a catalyst that improves the output of the education process i.e. namely student attainment.

Conclusions

Digital technologies offer immense potential for fundamental improvement in schools. However, investment in ICT infrastructure and professional development to improve school education are yet to provide fruitful results. Digital transformation is a complex process that requires large-scale transformative changes that presuppose digital capacity and preparedness. To achieve such changes, all actors within the school’s ecosystem need to share a common vision regarding the integration of ICTs in education and work towards achieving this goal. Our literature review, which synthesized quantitative and qualitative data from a list of meta-analyses and review studies, provided useful insights into the impact of ICTs on different school stakeholders and showed that the impact of digital technologies touches upon many different aspects of school life, which are often overlooked when the focus is on student achievement as the final output of education. Furthermore, the concept of digital technologies is a concept in flux as technologies are not only different among them calling for different uses in the educational practice but they also change through time. Additionally, we opened a forum for discussion regarding the factors that affect a school’s digital capacity and transformation. We hope that our study will inform policy, practice, and research and result in a paradigm shift towards more holistic approaches in impact and assessment studies.

Study limitations and future directions

We presented a review of the study of digital technologies' impact on education and factors influencing schools’ digital capacity and transformation. The study results were based on a non-systematic literature review grounded on the acquisition of documentation in specific databases. Future studies should investigate more databases to corroborate and enhance our results. Moreover, search queries could be enhanced with key terms that could provide additional insights about the integration of ICTs in education, such as “policies and strategies for ICT integration in education”. Also, the study drew information from meta-analyses and literature reviews to acquire evidence about the effects of ICT integration in schools. Such evidence was mostly based on the general conclusions of the studies. It is worth mentioning that, we located individual studies which showed different, such as negative or neutral results. Thus, further insights are needed about the impact of ICTs on education and the factors influencing the impact. Furthermore, the nature of the studies included in meta-analyses and reviews is different as they are based on different research methodologies and data gathering processes. For instance, in a meta-analysis, the impact among the studies investigated is measured in a particular way, depending on policy or research targets (e.g., results from national examinations, pre-/post-tests). Meanwhile, in literature reviews, qualitative studies offer additional insights and detail based on self-reports and research opinions on several different aspects and stakeholders who could affect and be affected by ICT integration. As a result, it was challenging to draw causal relationships between so many interrelating variables.

Despite the challenges mentioned above, this study envisaged examining school units as ecosystems that consist of several actors by bringing together several variables from different research epistemologies to provide an understanding of the integration of ICTs. However, the use of other tools and methodologies and models for evaluation of the impact of digital technologies on education could give more detailed data and more accurate results. For instance, self-reflection tools, like SELFIE—developed on the DigCompOrg framework- (Kampylis et al., 2015 ; Bocconi & Lightfoot, 2021 ) can help capture a school’s digital capacity and better assess the impact of ICTs on education. Furthermore, the development of a theory of change could be a good approach for documenting the impact of digital technologies on education. Specifically, theories of change are models used for the evaluation of interventions and their impact; they are developed to describe how interventions will work and give the desired outcomes (Mayne, 2015 ). Theory of change as a methodological approach has also been used by researchers to develop models for evaluation in the field of education (e.g., Aromatario et al., 2019 ; Chapman & Sammons, 2013 ; De Silva et al., 2014 ).

We also propose that future studies aim at similar investigations by applying more holistic approaches for impact assessment that can provide in-depth data about the impact of digital technologies on education. For instance, future studies could focus on different research questions about the technologies that are used during the interventions or the way the implementation takes place (e.g., What methodologies are used for documenting impact? How are experimental studies implemented? How can teachers be taken into account and trained on the technology and its functions? What are the elements of an appropriate and successful implementation? How is the whole intervention designed? On which learning theories is the technology implementation based?).

Future research could also focus on assessing the impact of digital technologies on various other subjects since there is a scarcity of research related to particular subjects, such as geography, history, arts, music, and design and technology. More research should also be done about the impact of ICTs on skills, emotions, and attitudes, and on equality, inclusion, social interaction, and special needs education. There is also a need for more research about the impact of ICTs on administration, management, digitalization, and home-school relationships. Additionally, although new forms of teaching and learning with the use of ICTs (e.g., blended, hybrid, and online learning) have initiated several investigations in mainstream classrooms, only a few studies have measured their impact on students’ learning. Additionally, our review did not document any study about the impact of flipped classrooms on K-12 education. Regarding teaching and learning approaches, it is worth noting that studies referred to STEM or STEAM did not investigate the impact of STEM/STEAM as an interdisciplinary approach to learning but only investigated the impact of ICTs on learning in each domain as a separate subject (science, technology, engineering, arts, mathematics). Hence, we propose future research to also investigate the impact of the STEM/STEAM approach on education. The impact of emerging technologies on education, such as AR, VR, robotics, and AI has also been investigated recently, but more work needs to be done.

Finally, we propose that future studies could focus on the way in which specific factors, e.g., infrastructure and government support, school leadership and management, students’ and teachers’ digital competencies, approaches teachers utilize in the teaching and learning (e.g., blended, online and hybrid learning, flipped classrooms, STEM/STEAM approach, project-based learning, inquiry-based learning), affect the impact of digital technologies on education. We hope that future studies will give detailed insights into the concept of schools’ digital transformation through further investigation of impacts and factors which influence digital capacity and transformation based on the results and the recommendations of the present study.

Acknowledgements

This project has received funding under Grant Agreement No Ref Ares (2021) 339036 7483039 as well as funding from the European Union’s Horizon 2020 Research and Innovation Program under Grant Agreement No 739578 and the Government of the Republic of Cyprus through the Deputy Ministry of Research, Innovation and Digital Policy. The UVa co-authors would like also to acknowledge funding from the European Regional Development Fund and the National Research Agency of the Spanish Ministry of Science and Innovation, under project grant PID2020-112584RB-C32.

Data availability statement

Declarations.

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The Linkage Between Digital Transformation and Organizational Culture: Novel Machine Learning Literature Review Based on Latent Dirichlet Allocation

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Published: 21 May 2024

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Tobias Reisberger ORCID: orcid.org/0009-0003-0190-7368 1 ,
Philip Reisberger ORCID: orcid.org/0009-0004-4678-4151 1 ,
Lukáš Copuš ORCID: orcid.org/0000-0002-9502-830X 1 ,
Peter Madzík ORCID: orcid.org/0000-0002-1655-6500 1 &
Lukáš Falát ORCID: orcid.org/0000-0002-2597-7059 2

Organizational culture is a crucial component of innovation in company success, particularly in the setting of the information economy. The purpose of this research is to conduct a bibliometric analysis in order to identify dominant research topics, their potential shifts, and recent developments in the fields of organizational culture and digital transformation. It demonstrates a machine learning–supported method for identifying and segmenting the current state of this research field. The literature was identified from the Scopus database through a search query. The analyzed amount of papers (3065) was published in 1619 sources (journals, proceedings, books, etc.) with various research impacts. Identifying the dominant research topics resulted in eight topics: Social Media Connectivity; Digital Innovation Ecosystems; Socio-economic Sustainability; Digital Workforce Transformation; Digital Competence and Cultural Transformation; Knowledge, Culture, and Innovation; Data and Resource Management; and Digital Transformation Maturity. The results showed a shift in the research field on organizational culture related to digital transformation towards the subject area of business, management, and accounting, with increasing research interest and impact for the Digital Workforce Transformation as well as for the Knowledge, Culture, and Innovation topics.

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Introduction

In recent years, the world has gone through many events that have changed how we live, relax, work, or communicate. These changes are still resonating in the business environment, for example, in the transition to partial or complete work from home and bring several challenges that organizations have to deal with (Yang et al., 2023 ). One of the crucial areas is the socialization of employees and the formation and maintenance of organizational values expressed by the organizational culture (Noto et al., 2023 ).

Organizational culture has been well-researched since the early 1980s (O’Reilly et al., 1991 ; Schein, 1985 ). The focus originated in American-based qualitative studies and shifted over time towards a more international perspective (Cameron & Quinn, 1999 ; Denison & Mishra, 1995 ; Hofstede, 1998 ), as well as adopting a more quantitative viewpoint with many published papers (O’Reilly et al., 2014 ). Several different areas of organizational culture have already been analyzed, including performance, motivation, leadership, and innovation, among many others (Affes & Affes, 2022 ; Aasi & Rusu, 2017 ; Abu Bakar et al., 2021 ). One of the up-to-date research areas is the topic of digitalization.

The advent of automation and digitalization and the resulting digital transformation in recent history have significantly impacted many markets and organizations and influenced the behaviors and expectations of customers. Digital transformation is driven by several external factors, including the rapid growth and adoption of new technologies that foster e-commerce, big data, a changing competitive landscape, and altered consumption behavior, driven by better-informed, connected, and more empowered customers (Verhoef et al., 2021 ). It provides many challenges and opportunities, including relevant impacts on organizational culture (Alloghani et al., 2022 ). In recent years, the impact of the COVID-19 pandemic has had a significant influence on organizational culture (Daum & Maraist, 2021 ; Spicer, 2020 ).

Even before the pandemic, the fast development of digital technologies, including automation, smart technology, artificial intelligence (AI), and robots, cloud computing, and the Internet of Things (IoT) is radically altering the nature of work and of organizations (Nimawat & Gidwani, 2021 ). The combination of technological advancements was coined as the Fourth Industrial Revolution or Industry 4.0 by Klaus Schwab in late 2015 (Schwab, 2015 ). The speed and scope of current technological changes are prompting concerns about the extent to which new technologies will fundamentally alter organizational cultures, workplaces, or completely replace workers (Acemoglu & Autor, 2011 ; Brynjolfsson & McAfee, 2014 ; Frey & Osborne, 2017 ).

These Industry 4.0 developments and an agile workforce are all components of a global digital transformation that changed the workplace dynamics and led to significant changes in organizations and employee behavior. Due to the unexpected interruption brought on by the coronavirus pandemic, working from anywhere has become the new standard for millions of people worldwide (Özkazanç-Pan & Pullen, 2020 ).

The combination of these two driving forces will have a lasting effect on the formation and effectiveness of organizational culture in the future (Kniffin et al., 2021 ; Trenerry et al., 2021 ). However, the number and range of publications in recent years on organizational culture, digital transformation, Industry 4.0, and COVID-19 make it necessary to provide a structured overview of the published literature.

Firstly, this paper shall give an overview of the research being conducted on organizational culture and digital transformation and identify the main research areas, authors and journals. The methods utilized are outlined, along with the applied bibliometric tools. Secondly, this paper aims to provide an overview of the status quo of research by identifying the different research clusters with its critical analysis.

Literature Review

Research on organizational culture and digital transformation.

Over time, the concept of organizational culture has been the center of attention for many researchers. It has been the main focus of study of several scientific works, especially in management and business (Mohelska & Sokolova, 2018 ; Streimikiene et al., 2021 ; Vallejo, 2011 ).

The concept of organizational culture has been studied from different angles, with researchers exploring the role that organizational culture can play and which factors impact organizational culture (Guzal-Dec, 2016 ; Polyanska et al., 2019 ; Zeng & Luo, 2013 ).

A high number of researchers agree with Schein’s ( 1985 ) model, which asserts that there are three levels at which an organizational culture may be conceptualized: fundamental presumptions and beliefs, norms and values, and cultural artifacts (Chatman & O’Reilly, 2016 ). From the perspective of the organization and its working environment, organizational culture emerges from behavior in which basic assumptions and beliefs are shared and seen as given by organizational members (Schein, 1985 ).

Academics primarily focused on organizational culture’s definition, connotation, structural components and type categorization in the 1980s; most of this research was qualitative (Cui et al., 2018 ). Even though there was no universal agreement on the meanings of organizational culture at the time, Schein’s framework (Schein, 1992 ) was somewhat representational in the academic world. Research on organizational culture then evolved from mainly qualitative research to quantitative studies in the 1990s (Cameron & Quinn, 1999 ; Denison & Mishra, 1995 ; Hofstede, 1998 , 2001 ; O’Reilly et al., 2014 ). According to Cui et al. ( 2018 ), contemporary views of organizational culture are seen as a key factor for success, promoting organizational effectiveness and performance (Gregory et al., 2009 ), organizational innovation (Hogan & Coote, 2014 ), and organizational identity (Ravasi & Schultz, 2006 ). Organizational culture is now considered a key component of innovation in company success, particularly in the setting of the information economy (Büschgens et al., 2013 ). Cartwright identifies nine relevant factors that drive the cultural transformation in organizations that enable successful business practices (Cartwright, 1999 ).

Organizational culture has two basic academic foundations: sociology (organizations have culture) and anthropology (organizations are cultures). The sociological position has become dominant in recent years (Cameron & Quinn, 1999 ). Based on this, there are two opposing viewpoints regarding the possibility of managing organizational culture — the functionalist and symbolist view (Schueber, 2009 ). The functionalist perspective regards culture as an organizational variable (Alvesson, 1993 ), and it can be determined by management (Meek, 1988 ; Silverzweig & Allen, 1976 ). According to the functionalist perspective, culture is seen as something that the organization possesses and can be controlled (Barley et al., 1988 ; Smircich, 1983 ). The symbolist viewpoint regards culture as a representation of what an organization is rather than anything it has . This implies major challenges in controlling or managing organizational culture (Morgan, 1986 ; Smircich, 1983 ). Functionalists would argue that the culture should be changed to fit the strategy, whereas symbolists would propose that the strategy should be adjusted to the organization’s culture (Ogbonna, 1992 ; Senior, 1997 ). In this paper, the functionalist view is supported by implications of the results.

Digitalization is defined as “the transformation of business models as a result of fundamental changes to core internal processes, customer interfaces, products and services, as well as the use of information and communications technologies” (Isensee et al., 2020 ). However, digitalization and digital transformation are quite different. A company may embark on several digitalization initiatives, from automating procedures to retraining staff members to utilize computers. On the other hand, businesses cannot conduct digital transformation as projects. Instead, this more general phrase refers to a client-centered strategic business transformation that calls for adopting digital technology and organizational changes across all departments (Verhoef et al., 2021 ).

An executive’s view that does not distinguish between digitalization and digital transformation could lead to an insufficient strategic focus (Li & Shao, 2023 ). Digital transformation efforts will often involve several digitalization projects, which require management sponsorship and the willingness to change existing structures and practices. Various papers have studied the challenges that may arise from organizational culture when adopting new technologies and structures, e.g., agile practices (Anwar et al., 2016 ; Ghimire et al., 2020 ; Raharjo & Purwandari, 2020 ), technology adoption (Melitski et al., 2010 ), or even Green Supply Chain Management (El Baz & Iddik, 2021 ). As the business becomes primarily customer-driven, digital transformation necessitates improving how well the organization manages change (Anghel, 2019 ).

Industry 4.0 began in the twenty-first century with the development of cyber-physical systems (CPS), the Internet of Things (IoT), the Internet of Services, smart factories, and cloud computing. It continues today (Hermann et al., 2016 ; Kagermann et al., 2013 ; Liao et al., 2017 ; Xu et al., 2018 ). It is characterized as a combination of CPS and IoT in the manufacturing industry, which can have repercussions for value creation, company growth, work organization, and downstream businesses (Kagermann et al., 2013 ; Kiel et al., 2017 ). The advent of Industry 4.0 involves significant changes for organizations and societies and has various effects on nations, businesses, industries, and society (Schwab, 2015 ). Industry 4.0 implementation is a complicated process involving horizontal, vertical and seamless integration and will rely on the synergies between the business and stakeholders from many functional domains (Müller, 2019a , 2019b ; Wang et al., 2016 ). In particular, many organizations fail to capture their Industry 4.0 vision and strategy throughout the change process (Schumacher et al., 2016a ). Other important factors that hinder the application of a successful digital transformation towards a functional Industry 4.0 concept are fear of uncertainty and wrong expectation of requirements (Balasingham, 2016 ). Willingness to adopt this technology is another reason to fail (Adebanjo et al., 2021 ). Organizations aiming to incorporate and adopt digital transformation into their operational procedures must recognize and assess important critical factors (Nimawat & Gidwani, 2021 ).

Organizational communication and collaboration styles have changed due to globalization, advancements in information and communication technologies (ICTs), an increase in hybrid work models and the rise of computer-mediated groups (Sharma et al., 2022 ). With the knowledge economy, digital culture, and recent technological innovations, new working styles have quietly emerged in organizations (Powell et al., 2004 ). Then, the spreading of the coronavirus and the required shift in transition to remote working acted as a catalyst for how organizations operate and employees engage. The drastic changes in the workplace naturally affected employees and spurred changes in their behavior and attitudes (Caligiuri et al., 2020 ). The corresponding research topic of COVID-19-related impacts and the implications on digital transformation in the context of organizational culture is relatively new. Many partial aspects that have gained new relevance during the corona pandemic have already received attention in the research community over the past 20 years.

Therefore, this study aims to conduct a bibliometric analysis in order to identify dominant research topics, their potential shifts, and recent developments in the fields of organizational culture and digital transformation. The most significant research articles or authors and their related relationships can be found using the scientific computer-aided review process known as bibliometric analysis. It can help to forecast the possible direction of such identified fields and is widely applied in academic research (Diem & Wolter, 2013 ). This method aids in providing a thorough overview of the subject as well as visually summarizing its patterns and trends (Baker et al., 2020 ; Zhou et al., 2020 ).

Overview of Bibliometric Reviews

The topic of organizational culture has had a large number of contributors in the past decades. Several articles were published on organizational culture as bibliometric studies (Cicea et al., 2022 ). Only a few reviews were conducted on digital transformation in organizations related to organizational culture (e.g., as digitalization). Table 1 lists a few publications on these topics.

Overview of Systematic Reviews

Apart from bibliometric literature reviews, many authors have conducted systematic literature reviews on various research areas relating to organizational culture and digital transformation. As seen in the following non-conclusive overview in Table 2 and Table 3 , researchers have focused their attention on heterogeneous study fields like performance-orientation, entrepreneurship, Industry 4.0, agile practices, work-from-anywhere, SMEs, and many others. This broad overview indicates that the topic of organizational culture plays a very relevant role in recent research, especially in the context of digital transformation.

The provided overview on digital transformation research mainly focuses on functional areas and its application. The center of research is the implementation, readiness, adoption, as well as barriers, opportunities, and challenges. Additionally, research fields like examining potential directions (Belinski et al., 2020 ; Kamble et al., 2018 ; Pagliosa et al., 2019 ; Piccarozzi et al., 2018 ; Schneider, 2018 ; Sony & Naik, 2020 ); implementation, readiness and adoption (Çınar et al., 2021 ; Pacchini et al., 2019 ; Sung & Kim, 2021 ); barriers, opportunities, and challenges to the adoption and implementation of Industry 4.0 (Bajic et al., 2021 ; Raj et al., 2020 ); and sustainability (de Sousa Jabbour et al., 2018 ; Luthra & Mangla, 2018 ) are analyzed.

The main focus areas, among many others, which are influenced by digital transformation are agile and collaborative teamwork and management (Kerber & Buono, 2004 ; Huang et al., 2003 ; Sheppard, 2020 ; Parry & Battista, 2019 ; Singer-Velush et al. 2020 ; Hamouche, 2020 ), adaptive business culture in dynamic , supportive , environments , with focus on employee well-being , work design , open innovation , workforce effectiveness (Am et al., 2020 ; Ngoc Su et al., 2021 ; Baker et al., 2006 ; Žižek et al., 2021 ; Parry & Battista, 2019 ; Bélanger et al., 2013 ; Carnevale & Hatak, 2020 ), and recent technological developments (Ågerfalk et al., 2020 ; Bloom et al., 2015 ; Bondarouk & Ruël, 2009 ; Johnson et al., 2020 ; Spreitzer et al., 2017 ; Wiggins et al., 2020 ).

Research Gap

The research mentioned in the aforementioned literature review sought to examine several factors of organizational culture and digital transformation. However, reviews of literature based solely on a systematic or bibliometric methodology have significant drawbacks. Studies of systematic literature reviews are frequently in-depth and typically handle only a small number of documents. As a result, the findings are more constrained (Moher et al., 2015 ; Page et al., 2021 ). Contrarily, bibliometric reviews are concentrated on a wider range of the studied areas. They mostly reveal major trends as an outcome (Cobo et al., 2011 ; van Eck & Waltman, 2010 ). Using machine learning to find latent patterns in textual data is one of the most popular study methods in the field of bibliometric review (Han, 2020 ; Mariani & Baggio, 2022 ). Automated processing is used to analyze the scientific publications for our study. It employs an advanced machine learning–based methodology to extract topics from the scientific literature. This paper contributes to the existing literature by answering the following research questions:

Research Question 1 (RQ1) . How has the organizational culture — digital transformation relationship evolved over time?

The number of publications on digital transformation is growing, and organizational culture is a well-established research area with years of academic work. Consequently, a bibliometric analysis of the growth of the top journals, articles, and most cited publications may be able to provide relevant insights.

Research Question 2 (RQ2) . What are the dominant research topics on organizational culture and digital transformation?

The total number of publications on the subject of this study is rapidly increasing. Therefore, we may apply machine learning to extract particular study ideas from a large body of published scientific literature.

Research Methodology

This paper aims to establish the trends of research papers in the field of organizational culture research with a focus on digital transformation. The authors conducted the review of the literature using bibliometric analysis and a machine learning method.

Researchers often undertake bibliometric analysis with the main goal to determine the body of knowledge on a certain subject, to provide an assessment of the research already conducted, and to develop networking structures for the scientific community. Five steps ( study design , data collection , data analysis , data visualization , and interpretation of results ) represent the workflow of science mapping and were used to apply the bibliometric approach and network analysis (Aria & Cuccurullo, 2017 ).

The review usually starts by determining the database that contains the input data. The only source for this paper are the bibliographic records from the Scopus database as data collection input. This source has been considered reliable in prior works. Scopus, developed by Elsevier B.V., is the largest database of scientific peer-review literature hosting more than 27,950 journal published articles (Elsevier, 2023 ). It was chosen for this study as it is the largest and most relevant scientific database in the world, covering most of the publications available. This includes consistent repositories of documents as well as additional information such as country of all the authors, citations per document, and further information that is relevant in terms of quality and quantity for the study.

The search query was developed after identifying the research area. This was done by splitting the topic into three fields of research. The first set was organization with the corresponding synonyms followed by culture (second set). The third was digital transformation and its phases digitization and digitalization following Verhoef et al. ( 2021 ) and its synonyms including Industry 4.0 . The database was queried using additional synonyms and alternative spellings to increase the study’s coverage.

To collect these articles, the combination of the following keywords was selected:

Digital transformation , digitalization , digitalisation , digitization , digitisation combined with Industry 4.0 search terms fourth industrial revolution , 4IR , 4-IR , industry 4.0 and the organizational culture related keyword organisation *, organization *, firm , company , corporate , enterprise , business and culture .

The search criteria were then determined. The authors used the title , abstract and keywords from the articles provided by the Scopus database (TITLE-ABS-KEY). This resulted in 3077 identified papers. The search query and result are shown in Table 4 . The search was conducted on March 30, 2023.

After collecting the data, all documents with no abstracts were removed. The authors also removed all documents with abstracts defined as: “[No abstract available]”. After this removal, the dataset consisted of 3065 documents. The applied dataset was made up of the following eight variables: authors, title, year, source, cited by, abstract, authors keywords, index keywords. A total of 139 documents were tagged as Review . In addition, to answer the research question RQ1, we joined our dataset with a dataset that defined individual subject areas for each journal. Thanks to such an expanded dataset, we were able to better structure the results.

Topic Modelling

In order to be able to answer research question RQ2, we needed to perform an analysis of the sentific field. There are several ways to conduct a literature review. Instead of the standard literature review process, we decided to carry out the literature review based on machine learning. This way of analyzing the scientific field allowed us to assess a much larger number of documents and thus make the literature review more relevant. Our review based on machine learning analyzed 3065 document abstracts in total.

Before the actual process of identifying individual research topics in the selected area, it was necessary to perform text preprocessing and then divide the analyzed documents into individual topics. Data preprocessing included several steps which are common in text analytics. After removing some special characters, we removed punctuation, further removed numbers and stopwords defined in the tm package in R. In addition, we defined other custom stopwords that were removed from the corpus of abstracts. Then we then removed the extra spaces and stemmed the words in the document. The last step was to delete custom stopwords Footnote 1 specific to our area of interest. In this case, these were words that were irrelevant to our field of research and, in our opinion, did not add value to the resulting analysis. We defined these words based on the frequency analysis of stemmed words from the corpus of analyzed abstracts. The mentioned procedures were performed in the R programming language using the tm and SnowballC packages. After removing the specific stopwords, we finally removed the extra spaces. Subsequently, a document-term matrix (dtm) was created, which contained the frequencies of all individual words in every document. Since the dtm itself also contained low-frequency words, we removed words that appeared in less than 0.5% of the abstracts in the resulting matrix. The resulting dtm contained 1108 words.

After preprocessing the text of the abstracts, we proceeded to structure the abstracts into research topics. We implemented the mentioned process, also called topic modeling, using the Latent Dirichlet Allocation method, also known as LDA (Blei et al., 2003 ). LDA is a probabilistic generative process, the result of which is a set of topics that represent the composition of the entire space into individual parts. Based on the words in individual documents, the so-called latent topical structure is created, while latent topics are a mixture of several documents. Based on the posterior estimates of the hidden variables, we can estimate the structure of the latent topics. Hidden variables in our case represent latent topical structure (Blei & Lafferty, 2009 ).

Topic modeling using LDA was implemented in the R programming language using the topicmodels library. Topic modeling itself assumes the number of topics into which the entire space needs to be divided. There are several approaches for finding the number of topics. Since the approach based on the evaluation of statistical criteria resulted in a large number of topics, we decided to prefer an expert approach. This approach consisted in manually assessing the interpretability of the most frequent words in individual alternatives. As part of the testing itself for a suitable number of topics, we gradually manually evaluated solutions with the number of topics k = {6, 7, 8, 9, 10, 11, 12}.

To quantify the parameters of the LDA model, we used Gibbs sampling (Gelfand, 2000 ; Griffiths & Steyvers, 2004 ; Grün & Hornik, 2011 ). For parameter quantification, we used 2000 iterations, taking into account only every 200th observation for a higher degree of independence between. For each k, we repeated the process five times, always recording only the best solution. Based on the results of the expert analysis, we chose a solution with the number of topics k = 8. Finally, we realized the visualization of topics, which was performed using the ldavis package (Sievert & Shirley, 2014 ).

Development of Related Research Papers

The direct or indirect role of organizational culture in various processes of digital transformation has been the subject of a lot of research. The studies that formed the basis for our analysis were identified from the Scopus bibliometric database through a search query, which is presented in the “ Research Methodology ” section. The data was collected on March 30, 2023, while on this date, 3065 valid documents were registered in the mentioned database. A significant increase in the number of studies has only been noticeable since 2018. Still, it must be said that studies investigating the links between organizational culture and digitalization appeared sporadically even before that. Figure 1 shows an overview of the annual development of published papers and the number of citations related to the given papers. We can notice that in the last 5 years, research has an exponential character (measured through the number of published papers per year), but at the same time, this research area is interesting for academics (measured through the absolute number of citations).

Development of published papers related to organizational culture and digital transformation

The analyzed amount of papers were published in 1619 sources (journals, proceedings, books, etc.) with various research impacts. Table 5 shows the ranking of the sources that had the greatest impact on research on organizational culture and digital transformation in terms of the total number of citations. The research impact is primarily dominated by journals that directly or indirectly deal with the business environment, which is natural considering the nature of the papers. Of the ten listed top influential papers, as many as seven are from the last 5 years, which indicates that since 2018, research interest and the research impact of the given topic have grown dramatically.

Each analyzed document in our dataset was assigned to one of the 28 subject areas used by the Scopus database for their classification. Such an assignment took place based on pairing information about the journal in which the given article is located with the categorization of the journal according to the subject areas of the Scopus database. Figure 2 shows an overview of research interest and research impact for the individual subject areas.

Overview of research impact and research interest of subject areas

Until 2019, ENGI (engineering) was the most frequent category, while a dramatic increase in papers in the BUSI (business, management, and accounting) group can be seen in the last four years. This increase has caused BUSI to be the subject area with the most outstanding research impact and research interest. No such significant changes were recorded in the other subject areas. Possible reasons for the increased interest of researchers in the field of BUSI in the topic of organizational culture and digital transformation are indirectly indicated by some current studies. For example, the study by Priyanto et al. ( 2023 ) emphasizes the importance of proactively modernizing a business to maintain a competitive edge. The need to increase the competitive edge was also pointed out in the study by Troise et al. ( 2022 ), in which the authors examined the relationships between SMEs’ agility (measured by digital technologies capability, relational capability, and innovation capability) and the effects of agility on three outcomes (financial performance, product and process innovation). These studies and many others (Alomari, 2021 ; Carvalho et al., 2020 ; Chaurasia et al., 2020 ; Tessarini Junior & Saltorato, 2021 ) emphasize the managerial aspect of digitalization, which could explain the dramatic increase in research interest and research impact that we have seen over the last 4 years.

These results are also confirmed by a more detailed analysis of the development of the annual number in the five most numerous subject areas (Fig. 3 ). In the left part, we can see the absolute number of articles in the given subject areas, while the dominance of BUSI is visible mainly in the last three years. However, comparing the share of papers in particular subject areas is very interesting (right part of Fig. 3 ). We see that the increase in the BUSI subject area is continuous, while the share of SOCI (social sciences) and COMP (computer science) is decreasing in the long term. Areas such as ENGI and DECI (decision science) maintain a relatively constant share. According to the long-term trend, it can be assumed that the share of the BUSI subject area will grow in research on topics related to organizational culture and digital transformation in the coming years.

Development of papers in top 5 subject areas — absolute numbers (left) and share (right)

Topics Identification and Their Development

By analyzing the abstracts of the individual papers, it was possible to categorize documents into thematically related clusters using LDA. Such clusters contain papers with the occurrence of the same terms and are called topics. The individual steps of extracting topics from the analyzed dataset are listed in the “ Topic Modelling ” section. To choose the number of topics, several experiments were carried out with the aim of identifying such a constellation in which the individual topics would be well interpretable and, at the same time, sufficiently distinguishable from each other. The number of topics k = 8 was selected by expert assessment according to these criteria. The results and a brief description of the topics via the top-5 most frequent terms can be found in Fig. 4 as an intertopic distance map between two principal components (PC).

Intertopic distance map

Eight identified topics were analyzed with regard to the most frequented words, and at the same time, the most cited articles in the given topic were also used for their better characterization. This allowed these topics to be named and briefly characterized:

Social Media Connectivity (Topic-1)

This topic includes various aspects of digital and social media, as well as online platforms and the cultural impacts of digital technologies. The Social Media Connectivity topic focuses on main areas like the rise of social media (Munar, 2012 ; van Dijck, 2013 ), its platforms (Mikos, 2016 ; Morris, 2015 ), as well as structural change (Kim, 2020 ; Peukert, 2019 ). The articles of topic-1 explore a wide range of subjects in particular such as social media strategies, digital engagement with heritage, digital storytelling, cultural globalization, and the transformative effects of digital technological change. There are many different inter-organizational subcultures present within organizations that are dealing with convergence and cooperation across media platforms. According to Erdal ( 2009 ), cooperation between those cultures is frequently linked to competition. It is the topic with the most significant research interest (measured through the number of papers), and at the same time, it is the topic with the highest research impact (measured through the number of citations). There are 458 related papers in this topic with a sum of all citations of 91% (based on a 6000 citation strip).

Digital Innovation Ecosystems (Topic-2)

This topic captures the overarching theme of digital transformation across various domains. It emphasizes the integration of digital technologies, innovation processes and the development of ecosystems to drive transformative change in industries and organizations with regard to culture. Regarding the function of organizational culture throughout this transformation process, two alternative viewpoints may be seen. When individuals are empowered to use their problem-solving skills, their capacity for learning and their sense of responsibility, a culture may result in a workforce that is people-centered and engaged driving the integration of digital technologies. On the other hand, there is a culture that focuses primarily on promoting this technology for the purpose of managing or substituting processes neglecting the input and use of people (Rossini et al., 2021 ). The main subjects of this topic include healthcare (Jacob et al., 2020 ), manufacturing (Reinhardt et al., 2020 ), and a digital transformation focus of information systems and organizational practices (Ulas, 2019 ). Additionally, the challenges for the organization and management in rapidly changing environments are analyzed (Granlund & Taipaleenmäki, 2005 ). This topic has a relatively considerable research interest with 419 papers published, but its research impact is average with 51%.

Socio-economic Sustainability (Topic-3)

The Socio-economic Sustainability topic captures the intersection of digital transformation, sustainability and socio-economic considerations across a wide variety of domains such as urban development (Anttiroiko, 2016 ), corporate responsibility and sustainability (Etter et al., 2019 ; Lăzăroiu et al., 2020 ), technology management (Tasleem et al., 2019 ), and organizational practices with regard to culture, among others. In the case of sustainable performance, all forms of organizational culture — based on the types defined by Quinn and Spreitzer ( 1991 ) — have a positive effect on sustainable performance (Gebril Taha & Espino-Rodríguez, 2020 ). There is also a strong correlation between organizational culture and eco-innovation (Reyes-Santiago et al., 2017 ). Furthermore, the sharing economy and its cultural effects towards consumption and ownership are analyzed (Dabbous & Tarhini, 2021 ). The third topic has an average research interest, counting 367 papers and a slightly below-average research impact of 42% compared to the other topics.

Digital Workforce Transformation (Topic-4)

Digital Workforce Transformation highlights the themes of digital transformation with the focus of organizational resilience, leadership, and the impact of technology on work culture and employee well-being. The main focus is on the employee-work relationship, including subjects like leadership (Cortellazzo et al., 2019 ; Guzmán et al., 2020 ), employee well-being (Coldwell, 2019 ; Theurer et al., 2018 ), and resilience (McFadden et al., 2015 ). In particular, the implications on cultural organizational characteristics, operations, digital transformation, and financial planning of COVID-19 for work, workers, and organizations are analyzed (Kniffin et al., 2021 ; Obrenovic et al., 2020 ). As a result of the COVID-19 pandemic, many organizations have changed their mode of operation. They adopted a pure work from home model or make use of a hybrid mode of operation. Establishing a communicative work from home culture will result in increased employee satisfaction (Fay & Kline, 2011 ; Mandal et al., 2023 ). Organizations have to educate their employees concerning these new processes and technologies. Individuals dislike change, so organizations must coordinate training and awareness programs to demonstrate the advantages of new digital platforms and related technologies (Mandal et al., 2023 ). Regarding research interest, this topic is average with 381 papers, and its research impact is slightly below average with 42%.

Digital Competence and Cultural Transformation (Topic-5)

This topic refers to the concepts of competence in the digital era, cultural transformation, innovation, and sustainability. These articles explore different aspects of digital transformation (Suárez-Guerrero et al., 2016 ), the impact of digital competence on various sectors (Konttila et al., 2019 ), cultural factors in innovation and enterprise, and the intersection of technology and culture (Mohelska & Sokolova, 2018 ). The role of leadership in the transformation of organizational culture is also a focus of analysis (Sá & Serpa, 2020 ). From the point of view of research interest, this is a minor topic (355 papers) that simultaneously has a relatively small research impact (33%).

Knowledge, Culture and Innovation (Topic-6)

Knowledge, Culture, and Innovation captures the common themes of knowledge management (Gandini, 2016 ; Yeh et al., 2006 ), organizational culture (Dubey et al., 2019 ), innovation, and the transformative effects (Ungerman et al., 2018 ) of digitalization across various sectors. Digital innovation is linked to organizational culture by the digital capabilities of an organization (Zhen et al., 2021 ). The capabilities required by management in dynamic environments are examined in particular (Karimi & Walter, 2015 ). Research interest, counting 388 papers, as well as research impact, with 56%, of this topic are both average.

Data and Resource Management (Topic-7)

The Data and Resource Management topic encompasses the concepts of digitalization, Industry 4.0, data management, quality management, organizational culture and the impact of technology on various industries (Durana et al., 2019 ; Gunasekaran et al., 2019 ; Sony et al., 2020 ). These titles explore different aspects of implementing Industry 4.0, including the utilization of big data (Chiang et al., 2017 ), improving organizational performance through digital transformation (Ananyin et al., 2018 ) and the role of data-driven decision-making in different sectors. A number of relevant factors for Industry 4.0 implementation like the development of Industry 4.0-specific know-how, securing financial resources, integration of employees into the implementation process, and the establishment of an open-minded and flexible corporate culture are analyzed. (Veile et al., 2020 ). The research interest of this topic is the smallest of all with only 315 papers, and its research impact is also relatively small with 34%.

Digital Transformation Maturity (Topic-8)

This topic covers the concepts of digital transformation, Industry 4.0, maturity models, organizational culture, and the impact of technology on business strategies and performance (Gajsek et al., 2019 ; Teichert, 2019 ). These titles explore various aspects of digitalization, technology implementation, strategic management, organizational resilience, and the adoption factors of Industry 4.0 in the manufacturing industry (Kohnová et al., 2019 ). The analysis shows that factors like organizational identity, dematerialization, and collaboration play a key role in the digital transformation (Tronvoll et al., 2020 ). The size of research interest of this topic is average (382 papers), but its research impact is among the largest (of 80%).

These topics are sufficiently distinguishable from each other not only from an interpretive point of view but also within the position in the intertopic distance map (Fig. 4 ). In the coordinates of two principal components, almost all topics are relatively isolated, meaning they are sufficiently distinguishable from each other. In one case, however, a statistical similarity was identified, namely for topic-2 Digital Innovation Ecosystems and topic-8 Digital Transformation Maturity (Fig. 4 top left). This finding suggests that there is some interrelationship between the two topics. After a closer examination of the articles from both topics, it was found that topic-2 and topic-8 share a rather similar basis of content. The central point of investigation in these articles is the identification of various (success) factors and challenges that arise for organizations and their cultures during the phase of digital transformation (AlBar & Hoque, 2019 ; Cichosz et al., 2020 ; Shardeo et al., 2020 ). Topic-2 builds on this common foundation by focusing on systems and functional aspects. There, the organization’s implementation, integration, and management of tools and data (ERP, big data) is examined. Additionally, this topic focuses on the organization’s life cycle, evolution, business models, and processes like DevOps and Agile development (Gupta et al., 2019 ; Jacob et al., 2020 ; Nascimento et al., 2019 ). On the other hand, the majority of the articles in topic-8 focus on a perspective with regard to the organizational readiness of the organization towards changes related to Industry 4.0, including the impacts those changes will have on culture, the implications for strategy, and the general organization’s maturity through the examination of maturity models (Ganzarain & Errasti, 2016 ; Mittal et al., 2018 ; Santos & Martinho, 2020 ; Schumacher et al., 2016a , b ).

The eight topics identified are not static and their development may change over time. To capture such changes, we analyzed the share of papers (research interest) and the share of citations (research impact) of papers in the last 10 years. We did not analyze the absolute numbers but their relative share primarily to avoid the risk of distortion caused by the exponential increase in the number of articles and citations. The results can be found in Fig. 5 .

Development of research interest (top) and research impact (bottom) in last 10 years

Several findings can be seen in Fig. 5 . The first of them is a marked decrease in topic-1 both from the point of view of research interest and the point of view of research impact. As mentioned earlier, this topic is currently one of the most important. However, trend analysis shows that its importance is declining relatively quickly. It is gradually being replaced by topics with higher research interest (e.g., topic-4) or research impact (e.g., topic-6).

The downward trend of topic-1 Social Media Connectivity can be explained with the growing maturity of this research field. In the early start of the new millennium, the rise of social networks and communication platforms like Facebook, Twitter, Instagram, Whatsapp, and other social media services and applications changed the way of communication and collaboration. As of 2023, this field of research is established and many papers have been published and cited already. Based on our search query, there were 458 papers identified with over 5400 citations in total from 1997 to 2023.

The second finding is the gradual emergence of new topics. These are topics that almost or did not exist 10 years ago. The most significant representative of such topics is topic-4, which almost did not exist in 2013, but is currently one of the most important topics. The upward trend of topic-4 Digital Workforce Transformation is strongly connected with the emergence of new working modes and cultural shifts within the organizational landscape due to COVID-19 pandemic related effects. The rise of topic-4 with a strong focus on the employee-work relationship and employee well-being is relatively new. This was triggered with the start of the worldwide pandemic (COVID-19). The worldwide pandemic had a significant impact on how people worked and communicated. This remote work model has many implications on a number of different fields like organizational culture, collaboration, employee motivation, and productivity, among many others. Thus, the requirement for employees and the organizations to adapt to this new work reality open up many new research fields. The growing topic-6 Knowledge, Culture, and Innovation combines knowledge management, organizational culture, and innovation in regard to the transformative effects of digitalization across various sectors. This topic recently gained special attention because the world economy is facing challenges during the pandemic caused by less international business and trade and increased costs (Amirul et al., 2023 ). Competitive advantages through knowledge management, knowledge sharing, and innovation are the key to deal with the (project) uncertainty many companies face (Borodako et al., 2023 ).

The third finding is that increasing research interest does not necessarily increase research impact. For example, we can mention topic-5 Digital Competence and Cultural Transformation , which is gradually gaining research interest, but its research impact is the smallest of all. However, it should be noted here that research impact is based on processing the number of citations, which can generally have a time delay.

A more detailed characterization of topics is also possible by comparing them to the analyzed subject areas. Figure 6 shows the decomposition of individual topics into subject areas. The basis for this decomposition was the papers themselves.

Decomposition of topics to subject areas

Several findings can be seen in Fig. 6 . Topic-1, which currently dominates research impact and research interest, but has a negative trend, is most associated with papers from the SOCI subject area. If we compare these results with the analysis of subject areas (Fig. 2 ), we can conclude that there are two parallel phenomena — a decrease in interest in both SOCI and topic-1. This topic played a key role in the past, but its outlook, as well as the outlook of organizational culture research in relation to digital transformation in the SOCI subject area, is negative. On the other hand, we can see that the BUSI subject area is most prominently represented in topic-6. By comparing the development of BUSI and the development of topic-6, we can also notice parallel phenomena — in this case, however, with a positive trend. Both topic-6 and the BUSI subject area have been growing in recent years, and it is assumed that this could be the case in the following years as well. In the past the focus of research has been on identification and introduction as well as adaptation of new technologies that drive the trend of digital transformation. With this established foundation, nowadays, the research shifts more towards the application and impacts of these technologies in organizations and its consequences on innovation-orientation, knowledge generation and sharing as well as cultural effects (Kronblad et al., 2023 ). This can be seen with the strengthening of topic-6. Other topics appear more heterogeneous from the point of view of subject areas, and the papers that fall into them are from different subject areas.

This article begins with a brief review of organizational culture research in relation to digital transformation. Later, an overview of the research area was presented based on the 3065 publications listed and identified in the Scopus database. To answer research question 1, we have identified the key journals, papers and authors and have shown the development of publications over time. Research interest and research impact of the given topic have grown dramatically since 2018. According to research areas, from 2004 until 2023, the share of papers (research impact) as well as the share of citations (research interest) is mainly contributed to the subject area of BUSI (with a share of more than 25%). The dominance of BUSI has been visible mainly in the last 3 years.

The identification of the dominant research topics (research question 2) resulted in eight topics: Social Media Connectivity , Digital Innovation Ecosystems , Socio-economic Sustainability , Digital Workforce Transformation , Digital Competence and Cultural Transformation , Knowledge, Culture and Innovation , Data and Resource Management , and Digital Transformation Maturity . The topic with the most significant research interest (measured by the number of papers) and the highest research impact (measured by the number of citations) is Social Media Connectivity (topic-1). This is because of the strong role of this topic in the past. The outlook is declining for this topic as well as the related subject area SOCI. Two rising topics were identified. In recent years Digital Workforce Transformation (topic-4) and Knowledge, Culture, and Innovation (topic-6) gained strong interest. Both are from the area of BUSI.

To fulfil the aims of the article, following the completion of the literature review, we were able to identify a number of research topics that are distinct due to the methodology that we have utilized. As a result of their development over time, some of these topics are also relatively new; for instance, as of 2013, topic-4 ( Digital Workforce Transformation ) did not exist at all. In light of the fact that the topics have developed over time, it is clear that the most important areas influencing culture have been transformed under the conditions brought about by digital transformation.

Implications

Firstly, this study demonstrated a machine learning–supported method for identifying and segmenting the current state of this research field. This method, as used in this paper, can be applied to other fields to obtain a systematic overview of research topics.

Secondly, organizational culture has been a field of research for many years and research on digital transformation is constantly growing. The interrelation of these two research areas is relatively new, and their findings will have a lasting effect on the formation and effectiveness of organizational culture in the future.

With the increased interest in Digital Workforce Transformation and Knowledge, Culture, and Innovation , we could identify a shift in the research field on organizational culture in relation to digital transformation towards the subject area of BUSI. Those two rising topics show a need to focus on the impact of technology on work culture and employee well-being, as well as on knowledge management and innovation in relation to organizational culture.

The long-term trend of the share development of the BUSI subject area indicates that this area will also grow continuously in the future. From 2019 onwards, the constant increase of papers published per year implies that additional distinct new topics will be established in this field of research. These and other future trends will help researchers to focus on relevant topics and areas for their work.

A possible explanation for this shift in research could derive from the impact technological changes have on businesses today. The work-related requirements during the COVID-19 pandemic acted as a catalyst for many technological advancements due to the necessity to work instantly remote, changing many processes and all communication to digital. This growing importance of technology for every business could lead to an increased relevance and importance for management practice as well as for researchers. An additional cause for organizations to reevaluate matters related to knowledge and innovation is the pervasive integration and accessibility of AI technology in routine business operations. The alignment of current processes, particularly the innovation process within organizations, with this novel capability will be a subject of interest for managers and researchers as well.

Following the functionalist perspective on organizational culture, the management of organizations can attempt to control and change culture (Alvesson, 1993 ). The introduction of these two topics has significant implications for management practice. A strong organizational culture that is people-centered is essential for successful knowledge-driven organizational innovation. As a result, managers must pay special attention to the factors that influence work culture, address the challenges that arise during the transformation, and understand and improve their organization’s digital capabilities.

Managers can focus their efforts on a variety of areas to foster an adaptable, innovative, and supportive work culture while effectively leveraging technology for digital transformation. Enhanced emphasis is placed on the behavior and collaboration of the team and managers, while these recommendations also encompass measures pertaining to the structure and processes.

The delegation of decision-making authority and work ownership responsibility to employees by managers is a critical structural element. Utilizing data to facilitate well-informed decision-making can provide support for this. Establishing a work environment that offers adequate resources and support, including tools, training, and assistance in adjusting to digital transformations and fostering innovation, is an additional critical element (Veile et al., 2020 ). Furthermore, it is beneficial to measure and communicate progress by assessing the impact of digital transformation on work culture, employee well-being, knowledge management, and innovation on a regular basis. The manager should be willing to make the necessary cultural changes to align, adapt, and evolve organizational culture in the digital age (Cortellazzo et al., 2019 ).

During digital transformation, an open and productive organizational culture will be fostered through the promotion of a flexible and inclusive work environment that actively solicits employee feedback and input, with a focus on employee well-being (Coldwell, 2019 ). Managers who set a good example and encourage their employees’ continuous learning and skill development, as well as cross-functional collaboration, will be better able to promote an adaptive organizational culture in an increasingly digital and competitive landscape (Sá & Serpa, 2020 ). Creating a culture that values innovation and encourages employees to come up with new ideas and solutions, as well as celebrating successful innovations, can help managers create a people-oriented work culture that is essential for organizational innovation (Karimi & Walter, 2015 ). This can be seen in the increased interest in the area on Knowledge, Culture, and Innovation by organizations as well as by researchers.

Limitations and Future Research

This study has a number of limitations, which can be mainly attributed to the way the analysis was conducted. The focus of this study is on an automated bibliometric analysis of the literature. While the quantitative focus has many advantages, it also has some limitations. The main advantage includes the possibility to process and analyze a large number of papers via automation and machine learning techniques. A total of 3065 papers were analyzed. This approach — in comparison to a standard systematic literature review — does not analyze the papers manually. Therefore, some relevant documents could be missing, as well as some irrelevant ones might be included. The authors have selected a search query that yields highly relevant search results. Thus, it is assumed that the share of notable articles that are missing is very small and therefore neglectable and does not have a significant impact on the results.

The applied dataset covers most of the important publications, but all the data comes from just one database (Scopus). This is not comprehensive, and some relevant articles (or journals) could be excluded. In addition, some information may be missing because the source of analysis is not the full text of the articles. Another limitation comes from the fact that the primary focus in the topic modeling are the abstracts of the relevant papers and not the whole text. The analysis of the full text could potentially provide a more extensive understanding, but at the same time, it would take much longer.

We decided on the expert approach by determining the number of topics, as the statistical approach resulted in a large number of topics. This may be of a subjective nature, but it resulted in eight well interpretable and sufficiently distinguishable topics. The title, abstract, and keywords of each topic’s top-30 papers (based on citation count) were used to name each topic. This results in subjective topic names but helps to sum up each topic with a generalized distinct phrase.

This study suggests a number of possible future directions for additional research. It is recommended to extend the data sources to other databases than Scopus as well as the search query. This could result in capturing an increased number of relevant papers. In this research two developing, fast growing topics (topic-4 and topic-6) were identified. Further research should concentrate on examining this trend and focusing on those topics.

Future research could concentrate on finding various organizational culture types that reflect and favor those two emerging topics. Considering Quinn and Rohrbaugh’s CVF (Cameron & Quinn, 1999 ; Quinn & Rohrbaugh, 1983 ), the characteristics of the adhocracy culture type may align with the aspects connected to Digital Workforce Transformation and Knowledge, Culture and Innovation as this culture type values innovation and flexibility. This can be supported through the systematic research and cultural audits in organizations.

Data Availability

The data and code that support the findings of this study are available from the corresponding author upon request.

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Reisberger, T., Reisberger, P., Copuš, L. et al. The Linkage Between Digital Transformation and Organizational Culture: Novel Machine Learning Literature Review Based on Latent Dirichlet Allocation. J Knowl Econ (2024). https://doi.org/10.1007/s13132-024-02027-3

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Privacy in the Digital Age: the Impact of Katz V. United States on Fourth Amendment Interpretations

This essay about the transformation of privacy rights examines the pivotal Supreme Court case Katz v. United States, which set a significant legal precedent in 1967. It highlights how the case redefined privacy to include personal integrity, extending Fourth Amendment protections beyond physical spaces. The essay also discusses subsequent legal challenges and technological advancements that continue to test the boundaries of privacy. It underscores the ongoing necessity for vigilance and regulatory reform to safeguard privacy as a fundamental democratic right in the face of increasing technological surveillance.

How it works

In our rapidly evolving digital age, the notion of privacy has transformed into a complex puzzle, with its elements dispersed throughout the vast landscape of technology and law. Central to this complexity is Katz v. United States, a pivotal Supreme Court case that revolutionized our understanding of privacy rights under the Fourth Amendment.

Let’s revisit 1967, a time when phone booths were common on busy streets. It was in one such booth that Charles Katz, suspected of illegal gambling, became embroiled in a case that would resonate for decades.

Katz’s actions in the booth raised a fundamental question: By closing the booth’s door, did he create a private space protected by the Fourth Amendment? The Supreme Court decisively answered yes, stating that the Fourth Amendment protects people and their privacy, not just physical locations. Justice Potter Stewart’s words became a cornerstone, asserting that privacy extends beyond tangible spaces to the realm of personal integrity.

This landmark ruling reshaped legal perspectives, treating electronic communications with the same sanctity as one’s home. It established that the government could not leverage technological advances to intrude into private lives without proper cause.

However, Katz v. United States’ implications continue to evolve. As technology advanced, new legal challenges arose, like United States v. Jones and Riley v. California, which explored GPS tracking and smartphone searches. These cases expanded on Katz’s legacy, navigating the nuances of digital privacy.

Yet, as the law tries to keep pace with technology, concerns about government surveillance and corporate data misuse persist. High-profile surveillance disclosures and data breaches highlight the ongoing risks to privacy. In response, there is a growing demand for legal and regulatory reforms to enhance privacy protections, including efforts to update outdated laws and grassroots campaigns advocating for digital rights.

In light of these developments, privacy is increasingly recognized not as a luxury but as a fundamental right, essential for personal freedom, expression, and democracy. As we move forward, it is crucial to remember the lessons of Katz v. United States and renew our commitment to defending privacy. In the balance between surveillance and freedom, the implications are profound, and the need for vigilance is greater than ever.

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Digital Technology – The Use of the Internet Autobiography Essay

It is clear that an individual’s social and economic background has a significant and substantial influence on their ability to fully maximize digital technology as an important tool for personal and professional growth. To illustrate this assertion, it would be useful to examine how it is that I came to get acquainted with the computer.

Since an early age, I have always been fascinated by digital technology especially computers. In my childhood years, I viewed computers as a portal, a gateway as it were to another world. This is because my infantile attention was captivated by the myriad functions that could be executed on a computer. I remember spending hours enthralled by computer applications; I was particularly fond of changing the computer’s wallpapers and screen savers.

At this point in time, computer technology was not as advanced as it is today. The computers of my childhood were to say the least, relics.

Looking back, in retrospect, the computer that I first encountered was incomparable to the computers of today. This is because; the particular computer was extremely slow, had very little memory space and had very few programs. At the time however, that computer seemed to be at the cutting edge of technology.

During those years, the use of the computer, for me, was limited to elementary functions such as typing assignments for school such as book reports. I also used the computer for making simple flyers, notices and posters for a number of events. Back then, the internet was not yet in mainstream use, therefore, my computer at that point did not have an internet connection.

Looking back to those years, it is hard to imagine working with a computer that did not have an internet connection because, nowadays, almost everything, whether be it work or school related, requires online resources.

In comparison to the situation today, computer technology in my childhood years was not advanced. However, the passing years witnessed quantum leaps in the sector of computer technology.

The first computer that I used was an old model that used the now obsolete character based user interface MS-DOS operating system. This complex operating system required the user to utilize a number of text-based commands for the computer to perform basic functions.

Thankfully, the next computer that I used was powered y the upgraded graphical based user interface known as Microsoft windows that are still in use today. The upgraded computer was also significantly faster and had much more memory space. Furthermore, the upgraded computer had many more programs and applications than the older model.

The ultimate advancement in computer technology, for me, was the mainstream use of the internet. The World Wide Web was an unprecedented revolution that fundamentally changed the number of functions that a computer could accomplish. The internet became and still is, for me, an important resource that for all intents and purposes, I cannot do without.

The internet is for me, an invaluable research tool and a primary source of information. The internet is also an important avenue of fast, cheap and reliable communication. Moreover, the entertainment function of the internet cannot be overlooked and in relation to this, the essential function of social networking.

In summation, comparatively, I can say that I have had exposure to computers and other forms of digital technology from an early age. I would attribute this to being the factor responsible for shaping my ability to use the technology for both personal and professional growth.

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