essay about how modern technology help students learn better

• ACADEMIC ADVICE
• INFORMATION TECHNOLOGY

How Does Technology Impact Student Learning?

• June 3, 2022

Table of Contents

Use of technology in modern education, putting students’ knowledge into action, sharpening students’ critical thinking, increased collaboration, better communication, personalized learning opportunities, enriching the classroom with technology, better comprehension, interactivity and class engagement, exploring complex matters, time-saving: effective learning, combined learning methodologies, will technology prevail over traditional learning, final thoughts.

Traditional face-to-face classes have served as an effective method of learning and teaching for the longest time. It has produced visible and satisfactory results and hasn’t been questioned until the world faced a common enemy, the CoVid-19 pandemic that stopped everyone from attending the traditional in-person classes.

That situation proved that technology could be sufficient and deliver the same, if not better, results in the learning process. Technology clearly impacts education in various ways. If you are curious to learn more about this impact, read this guide as it answers the question ”How does technology impact student learning?”

In today’s day and age, technology has incorporated itself into every aspect of our lives, including the education field. It is a tool that helps us complete complex tasks quickly and efficiently.

However, it is necessary to keep in mind that technology is a tool for education, but it can’t solve the problems itself. The usefulness of educational technology lies in what educators do with it and how they use it to best meet the needs of their students.

The appropriate use of digital learning tools in the classroom can boost student engagement, assist teachers in improving lesson plans, and enable personalized learning. It also helps students to develop critical thinking skills.

Virtual classrooms, augmented reality (AR), videos, different robots, and other technology tools can not only make the class more interesting, but they can also develop more inclusive practices that foster cooperation and intellectual curiosity while also allowing teachers to collect data on student performance.

Benefits of Technology in Education

We all use technology in some form or another in our daily activities. As time passes, it has become more important in our lives, changing the way we consume and process information.

The influence of technology can be seen in every area of our lives; however, the impact of technology on education has been the most noticeable in recent years. Schools are incorporating more and more technology into the classroom to keep up with technological advances in hopes of preparing students for the rapidly changing world of technology. It has also become pivotal in helping teachers develop their teaching classes based on student’s learning styles .

One of the most significant benefits of using technology in education is putting students’ knowledge and skills into action. Students earn beneficial knowledge through online classes and interactions with their teachers and other peer students. However, it is very important to put these new skills into practice and action.

Technology enables students to put their earned knowledge into practice through different applications. The incorporation of technology into the classroom helps teachers to easily assign various tasks and assignments that allow students to put their knowledge and experience into action and develop the ability to apply their knowledge to create a solution to a situation, problem, or event.

Technology will have an impact on students’ critical thinking skills depending on a variety of elements, including the type of technology used and the context in which it is used.

It is a well-known fact that the use of technology in the classroom can make activities and the learning process more engaging. Technology has the ability to engage multiple senses and can increase students’ investment in the material.

Appropriate classroom technology boosts students’ academic achievement, self-confidence, motivation in class, and attendance. Technology facilitates students’ transition from sitting attentively and listening to more hands-on learning.

In addition, technology influences critical thinking by assisting students in applying what they’ve learned to real-life situations and developing problem-solving skills, both of which are essential components of critical thinking.

Collaboration can be aided by educational technology. Teachers can communicate with students during lessons, but students can also interact with one another. Students collaborate to solve problems through online classes and educational games.

Students can share their ideas and thoughts and encourage one another in collaborative activities. Simultaneously, technology allows for one-on-one interaction with teachers. Students can ask questions about the classroom and receive additional assistance with the difficult-to-understand subject matter. Students can upload homework from home, and teachers can access and view submitted assignments on their devices.

Numerous studies have found that implementing instructional technology improves overall student motivation and engagement in learning. More specifically, technology engages students behaviorally, emotionally, and cognitively. Whether technology is used in class or after school, students have more opportunities to communicate with instructors, collaborate with peers, and participate in the learning process.

Web-conferencing software, blogs, wikis, social networking sites, and digital games are specific examples of technology that have been shown to improve student engagement and communication.

Students can use technology to connect with people in their classrooms and around the world. Learning how to collaborate on projects using digital tools prepares students for almost any career.

Connecting with students across the globe promotes cultural learning and actually teaches how to collaborate with people who are different from them. While the internet can be an unpleasant place full of hate at times, it can provide a tremendous sense of community and support when used wisely.

Classroom websites can benefit students of all ages. They frequently foster student connections and provide a space for them to collaborate on team projects. They also help learners by instilling a sense of belonging and community in them.

Websites, which are typically filled with student work, classroom updates, and assignments, simulate the experience of being a member of an online forum or group. Students are able to gain experience designing, editing, and uploading files to the site.

It has become difficult and critical to expand your skillset with hectic schedules and demanding lifestyles. This is where technology comes in. Education is more convenient than ever, with virtual lessons gradually replacing traditional lectures.

Students can plan their time and learn at a convenient time for them. They can also pursue subjects and courses outside of their course curriculum to broaden their knowledge.

Technology enables continuous access to information and knowledge. Classes can be completed entirely online using a laptop or mobile device. Learning that is hybrid combines the use of technology from almost anywhere with regular in-person classroom sessions. It is possible to use technology to tailor learning plans for each student in both scenarios. Lessons can be designed based on student interests and strengths.

Another advantage is that students can learn at their own pace. Students can rewatch videos in the lesson plan when they need to review class material to better understand key concepts. In addition, teachers can use the data generated by these online activities to see which students struggled with certain subjects and offer extra help and support.

The Impact of Technology on Student Learning

The use of technology has helped students and teachers create practical and easily-accessible teaching and learning environment.

A very important technological impact on education is increased interactivity and class engagement. In addition, better overall comprehension, practical learning, time management, and combined learning methodologies are just some of the impacts that technology has had on student learning.

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Choosing the right technology to incorporate into the classroom can be challenging. However, defining your learning objectives can assist you in determining which tools will be most beneficial.

It is true that not all schools can afford a one-to-one device ratio in the classroom. In situations where there are many more students than teachers, digital tools can assist in providing personalized guidance to each student. While teachers meet in private with other students, personalized digital applications can guarantee that the rest of the students are using their devices to work on their particular areas of improvement.

Through the use of technology, every student basically has the world in their hands. With just a few clicks, students can easily access all the information and materials they need in order to comprehend different topics better and succeed in the process.

In certain situations, every student can face problems dealing with specific topics, and thanks to technology, this is no longer a problem since they can quickly look it up in different search engines or even ask for more explanation from their instructors. Thanks to the use of technology, instructors are always an email away, making it easier for students to connect with them and get all the necessary help.

When technology is seamlessly and carefully incorporated into the classroom, students not only become more engaged but also begin to take more control over the learning process.

Effective technology integration alters the dynamics of the classroom, stimulating student-centered project-based learning. When using technology during the learning process, students are able to engage with their teachers and other students quickly and easily without wasting class time through chat rooms and other available applications.

As mentioned previously, during the learning process, students will inevitably face obstacles and different difficulties. In addition, they may be required to explore matters that are complex and challenging for them.

However, the incorporation of technology into the learning process has made it easy for students as well as teachers to access all the materials and sources that would help to explore and solve complex matters they may encounter during the learning and teaching process.

It is clear that both teachers and students make the most of what technology has to offer. One of the most significant advantages of using technology in the classroom is that it saves a lot of time.

A number of apps are available to assist teachers in taking attendance so that the task does not consume too much of their time. Even if the teacher is busy getting ready for class, students can sign their names on a tablet as they walk in.

In addition, the use of technology can completely eliminate numerous different problems; for instance, when students can access their assignments online, photocopying and stapling are no longer required.

Furthermore, with technological platforms that instantly interpret test answers on a large scale, grading is a piece of cake. Many apps provide teachers with status reports, allowing them to view each student’s progress. These reports also highlight opportunities for improvement, allowing teachers to identify learning difficulties earlier in the school year. Technology not only makes grading more accessible for teachers, but it also helps students get the help and attention they require.

Technology allows teachers to adapt every style of learning. Whether students learn best through listening to lectures , reading, illustrations, or recordings, technology has the ability to accommodate every type of learning that students use and prefer.

Students can learn at their convenience by using online videos, audiobooks, interactive online games, and other resources. And, because online material is typically updated, teachers and students can always get the most up-to-date information. In addition, teachers can combine different learning methodologies while using technology in order to best fit everybody’s needs.

Modern technology has completely transformed the educational system. The internet-enabled classrooms have made education available to anyone who wants to learn anywhere in the world, at any time, on any subject.

In contrast to the traditional face-to-face classrooms, which have a limited capacity of students, virtual classrooms can accommodate any number of students. And, when it comes to learning, there is an infinite amount of information available for free or at a reasonable cost.

There’s no denying that we’re becoming a more technologically oriented society. Understanding how to use technology, from digital menus to self-driving cars, helps prepare students for the future. Early learning of technology skills can help students to grow in their careers and personal lives. Therefore, whether technology will prevail over traditional learning or not, it is very beneficial for students to be up-to-date with the latest educational methods.

While education technology is generally viewed as a threat, and it does have limitations, incorporating it into your classroom practices provides students with a new way to better interact and engage with course material. Thanks to the use of technology tools, education is no longer restricted to the four walls of your classroom. The internet and social media do not have to be a source of distraction. After finding out how technology helps students learn, as a teacher, you can integrate it into lesson plans and help both yourself and students to create improved learning outcomes.

Bay Atlantic University

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How Has Technology Changed Education?

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

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

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

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

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

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

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

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

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

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

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

AI in the classroom

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

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

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

Immersive environments

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

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

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

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

Gamification

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

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

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

Data-gathering and analysis

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

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

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

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

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

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How Technology is Changing the Education Landscape

As technology becomes increasingly ubiquitous in our lives, it is also making its way into the classroom. There are many benefits to using technology in the classroom, and as a teacher or professor, you must know how to use it effectively. There are many benefits to using technology in the classroom, and knowledge sharing software is one of the most effective tools at a teacher’s disposal. With the help of accessible and easy-to-train technological applications, your classroom education can be made more interactive and collaborative.

The Increasing Use Of Technology In Education

There are many reasons why the use of technology in education is increasing.

• First, technology can help to level the playing field for all students. No matter their background or economic situation, all students have access to the same resources and tools when using technology in the classroom.
• Technology can help to engage students in learning. When used correctly, technology can capture students’ attention and hold it for more extended periods than a traditional lecture or textbook.
• Different tools and tech can help teachers to individualize instruction for each student. With the help of educational apps and software data, teachers can tailor their teaching methods to fit each student’s needs better.

How To Ensure That Technology Is Used Effectively In The Classroom

While there are many benefits to using technology in the classroom, it is essential to ensure it is used effectively. Here are a few tips:

• You must ensure that you are using technology to supplement your instruction, not replace it. There is no substitute for a well-taught lesson delivered by a passionate and knowledgeable teacher. If only online information was what students were chasing, they wouldn’t bother showing up or being interested in personal classes.
• You can also use technology to engage students in active learning, not passive consumption. Students should be doing things like writing, creating, and problem-solving when using technology in the classroom. So, avoid using technology for things like quizzes and lectures that could quickly be done without it.
• It’s also good to ensure that students are using technology in a way that is appropriate for the task at hand. For example, they should use tools like search engines and databases if they are researching a topic. If they are writing an essay, they should be using word processing software.
• Finally, monitor student usage to ensure that they are on task and not abusing the privilege of having technology in the classroom. One way to do this is to have them use apps or software that track their activity and time spent on tasks.

The Importance Of Teacher/Professor Training When It Comes To Using Technology In The Classroom

While there are many benefits to using technology in the classroom, teachers, and professors must receive training on how to use it effectively. Many different tools and applications are available, and it can be challenging to keep up with the latest trends. Teacher/professor training can help ensure that technology is used effectively in the classroom and that students get the most out of it. Moreover, teacher/professor training can also help address some of the challenges teachers face when integrating technology into their teaching practices.

One of the challenges that teachers face when using technology in the classroom is keeping up with the latest trends. Technology is constantly changing, and new applications and tools are continually being developed. It can be challenging for teachers to keep up with all of the recent developments, making it difficult to use technology effectively in the classroom. Teacher/professor training can help teachers stay up-to-date on the latest trends and developments in educational technology to integrate it more effectively into their teaching practices.

Another challenge teachers face when using technology in the classroom is ensuring that students are using the technology to learn. A student’s laptop or tablet does not mean they are using it for learning. Many distractions are around, making it difficult for students to focus on their work. Teacher/professor training can help teachers learn how to effectively use technology in the classroom so students can remain engaged and focused on their work.

How Technology Is Changing The Way Students Learn

Technology is changing the way students learn in several ways. 

Technology makes it easier for students to communicate with each other and their teachers. In the past, students had to rely on face-to-face or written communication (e.g., via email). Now, many different tools allow students to communicate with each other and their teachers online. It includes video conferencing, instant messaging, and online forums. This makes it easier for students to get help with their work and to collaborate with each other.

It also makes it possible for students to get more out of their education. In the past, students had to rely on lectures and textbooks to learn about a topic. Now, there are many different resources that students can use to learn about a topic.

Finally, technology is making it easier for teachers to personalize instruction for each student. In the past, teachers had to teach the same material to all of their students in the same way. Now, teachers can use many different tools to personalize instruction for each student. This includes online quizzes, adaptive learning software, and digital portfolios. This makes it easier for teachers to tailor their education to meet the needs of each individual student.

New global data reveal education technology’s impact on learning

The promise of technology in the classroom is great: enabling personalized, mastery-based learning; saving teacher time; and equipping students with the digital skills they will need  for 21st-century careers. Indeed, controlled pilot studies have shown meaningful improvements in student outcomes through personalized blended learning. 1 John F. Pane et al., “How does personalized learning affect student achievement?,” RAND Corporation, 2017, rand.org. During this time of school shutdowns and remote learning , education technology has become a lifeline for the continuation of learning.

As school systems begin to prepare for a return to the classroom , many are asking whether education technology should play a greater role in student learning beyond the immediate crisis and what that might look like. To help inform the answer to that question, this article analyzes one important data set: the 2018 Programme for International Student Assessment (PISA), published in December 2019 by the Organisation for Economic Co-operation and Development (OECD).

Every three years, the OECD uses PISA to test 15-year-olds around the world on math, reading, and science. What makes these tests so powerful is that they go beyond the numbers, asking students, principals, teachers, and parents a series of questions about their attitudes, behaviors, and resources. An optional student survey on information and communications technology (ICT) asks specifically about technology use—in the classroom, for homework, and more broadly.

In 2018, more than 340,000 students in 51 countries took the ICT survey, providing a rich data set for analyzing key questions about technology use in schools. How much is technology being used in schools? Which technologies are having a positive impact on student outcomes? What is the optimal amount of time to spend using devices in the classroom and for homework? How does this vary across different countries and regions?

From other studies we know that how education technology is used, and how it is embedded in the learning experience, is critical to its effectiveness. This data is focused on extent and intensity of use, not the pedagogical context of each classroom. It cannot therefore answer questions on the eventual potential of education technology—but it can powerfully tell us the extent to which that potential is being realized today in classrooms around the world.

Five key findings from the latest results help answer these questions and suggest potential links between technology and student outcomes:

• The type of device matters—some are associated with worse student outcomes.
• Geography matters—technology is associated with higher student outcomes in the United States than in other regions.
• Who is using the technology matters—technology in the hands of teachers is associated with higher scores than technology in the hands of students.
• Intensity matters—students who use technology intensely or not at all perform better than those with moderate use.
• A school system’s current performance level matters—in lower-performing school systems, technology is associated with worse results.

This analysis covers only one source of data, and it should be interpreted with care alongside other relevant studies. Nonetheless, the 2018 PISA results suggest that systems aiming to improve student outcomes should take a more nuanced and cautious approach to deploying technology once students return to the classroom. It is not enough add devices to the classroom, check the box, and hope for the best.

What can we learn from the latest PISA results?

How will the use, and effectiveness, of technology change post-covid-19.

The PISA assessment was carried out in 2018 and published in December 2019. Since its publication, schools and students globally have been quite suddenly thrust into far greater reliance on technology. Use of online-learning websites and adaptive software has expanded dramatically. Khan Academy has experienced a 250 percent surge in traffic; smaller sites have seen traffic grow fivefold or more. Hundreds of thousands of teachers have been thrown into the deep end, learning to use new platforms, software, and systems. No one is arguing that the rapid cobbling together of remote learning under extreme time pressure represents best-practice use of education technology. Nonetheless, a vast experiment is underway, and innovations often emerge in times of crisis. At this point, it is unclear whether this represents the beginning of a new wave of more widespread and more effective technology use in the classroom or a temporary blip that will fade once students and teachers return to in-person instruction. It is possible that a combination of software improvements, teacher capability building, and student familiarity will fundamentally change the effectiveness of education technology in improving student outcomes. It is also possible that our findings will continue to hold true and technology in the classroom will continue to be a mixed blessing. It is therefore critical that ongoing research efforts track what is working and for whom and, just as important, what is not. These answers will inform the project of reimagining a better education for all students in the aftermath of COVID-19.

PISA data have their limitations. First, these data relate to high-school students, and findings may not be applicable in elementary schools or postsecondary institutions. Second, these are single-point observational data, not longitudinal experimental data, which means that any links between technology and results should be interpreted as correlation rather than causation. Third, the outcomes measured are math, science, and reading test results, so our analysis cannot assess important soft skills and nonacademic outcomes.

It is also worth noting that technology for learning has implications beyond direct student outcomes, both positive and negative. PISA cannot address these broader issues, and neither does this paper.

But PISA results, which we’ve broken down into five key findings, can still provide powerful insights. The assessment strives to measure the understanding and application of ideas, rather than the retention of facts derived from rote memorization, and the broad geographic coverage and sample size help elucidate the reality of what is happening on the ground.

Finding 1: The type of device matters

The evidence suggests that some devices have more impact than others on outcomes (Exhibit 1). Controlling for student socioeconomic status, school type, and location, 2 Specifically, we control for a composite indicator for economic, social, and cultural status (ESCS) derived from questions about general wealth, home possessions, parental education, and parental occupation; for school type “Is your school a public or a private school” (SC013); and for school location (SC001) where the options are a village, hamlet or rural area (fewer than 3,000 people), a small town (3,000 to about 15,000 people), a town (15,000 to about 100,000 people), a city (100,000 to about 1,000,000 people), and a large city (with more than 1,000,000 people). the use of data projectors 3 A projector is any device that projects computer output, slides, or other information onto a screen in the classroom. and internet-connected computers in the classroom is correlated with nearly a grade-level-better performance on the PISA assessment (assuming approximately 40 PISA points to every grade level). 4 Students were specifically asked (IC009), “Are any of these devices available for you to use at school?,” with the choices being “Yes, and I use it,” “Yes, but I don’t use it,” and “No.” We compared the results for students who have access to and use each device with those who do not have access. The full text for each device in our chart was as follows: Data projector, eg, for slide presentations; Internet-connected school computers; Desktop computer; Interactive whiteboard, eg, SmartBoard; Portable laptop or notebook; and Tablet computer, eg, iPad, BlackBerry PlayBook.

On the other hand, students who use laptops and tablets in the classroom have worse results than those who do not. For laptops, the impact of technology varies by subject; students who use laptops score five points lower on the PISA math assessment, but the impact on science and reading scores is not statistically significant. For tablets, the picture is clearer—in every subject, students who use tablets in the classroom perform a half-grade level worse than those who do not.

Some technologies are more neutral. At the global level, there is no statistically significant difference between students who use desktop computers and interactive whiteboards in the classroom and those who do not.

Finding 2: Geography matters

Looking more closely at the reading results, which were the focus of the 2018 assessment, 5 PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. we can see that the relationship between technology and outcomes varies widely by country and region (Exhibit 2). For example, in all regions except the United States (representing North America), 6 The United States is the only country that took the ICT Familiarity Questionnaire survey in North America; thus, we are comparing it as a country with the other regions. students who use laptops in the classroom score between five and 12 PISA points lower than students who do not use laptops. In the United States, students who use laptops score 17 PISA points higher than those who do not. It seems that US students and teachers are doing something different with their laptops than those in other regions. Perhaps this difference is related to learning curves that develop as teachers and students learn how to get the most out of devices. A proxy to assess this learning curve could be penetration—71 percent of US students claim to be using laptops in the classroom, compared with an average of 37 percent globally. 7 The rate of use excludes nulls. The United States measures higher than any other region in laptop use by students in the classroom. US = 71 percent, Asia = 40 percent, EU = 35 percent, Latin America = 31 percent, MENA = 21 percent, Non-EU Europe = 41 percent. We observe a similar pattern with interactive whiteboards in non-EU Europe. In every other region, interactive whiteboards seem to be hurting results, but in non-EU Europe they are associated with a lift of 21 PISA points, a total that represents a half-year of learning. In this case, however, penetration is not significantly higher than in other developed regions.

Finding 3: It matters whether technology is in the hands of teachers or students

The survey asks students whether the teacher, student, or both were using technology. Globally, the best results in reading occur when only the teacher is using the device, with some benefit in science when both teacher and students use digital devices (Exhibit 3). Exclusive use of the device by students is associated with significantly lower outcomes everywhere. The pattern is similar for science and math.

Again, the regional differences are instructive. Looking again at reading, we note that US students are getting significant lift (three-quarters of a year of learning) from either just teachers or teachers and students using devices, while students alone using a device score significantly lower (half a year of learning) than students who do not use devices at all. Exclusive use of devices by the teacher is associated with better outcomes in Europe too, though the size of the effect is smaller.

Finding 4: Intensity of use matters

PISA also asked students about intensity of use—how much time they spend on devices, 8 PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. both in the classroom and for homework. The results are stark: students who either shun technology altogether or use it intensely are doing better, with those in the middle flailing (Exhibit 4).

The regional data show a dramatic picture. In the classroom, the optimal amount of time to spend on devices is either “none at all” or “greater than 60 minutes” per subject per week in every region and every subject (this is the amount of time associated with the highest student outcomes, controlling for student socioeconomic status, school type, and location). In no region is a moderate amount of time (1–30 minutes or 31–60 minutes) associated with higher student outcomes. There are important differences across subjects and regions. In math, the optimal amount of time is “none at all” in every region. 9 The United States is the only country that took the ICT Familiarity Questionnaire survey in North America; thus, we are comparing it as a country with the other regions. In reading and science, however, the optimal amount of time is greater than 60 minutes for some regions: Asia and the United States for reading, and the United States and non-EU Europe for science.

The pattern for using devices for homework is slightly less clear cut. Students in Asia, the Middle East and North Africa (MENA), and non-EU Europe score highest when they spend “no time at all” on devices for their homework, while students spending a moderate amount of time (1–60 minutes) score best in Latin America and the European Union. Finally, students in the United States who spend greater than 60 minutes are getting the best outcomes.

One interpretation of these data is that students need to get a certain familiarity with technology before they can really start using it to learn. Think of typing an essay, for example. When students who mostly write by hand set out to type an essay, their attention will be focused on the typing rather than the essay content. A competent touch typist, however, will get significant productivity gains by typing rather than handwriting.

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Finding 5: the school systems’ overall performance level matters.

Diving deeper into the reading outcomes, which were the focus of the 2018 assessment, we can see the magnitude of the impact of device use in the classroom. In Asia, Latin America, and Europe, students who spend any time on devices in their literacy and language arts classrooms perform about a half-grade level below those who spend none at all. In MENA, they perform more than a full grade level lower. In the United States, by contrast, more than an hour of device use in the classroom is associated with a lift of 17 PISA points, almost a half-year of learning improvement (Exhibit 5).

At the country level, we see that those who are on what we would call the “poor-to-fair” stage of the school-system journey 10 Michael Barber, Chinezi Chijoke, and Mona Mourshed, “ How the world’s most improved school systems keep getting better ,” November 2010. have the worst relationships between technology use and outcomes. For every poor-to-fair system taking the survey, the amount of time on devices in the classroom associated with the highest student scores is zero minutes. Good and great systems are much more mixed. Students in some very highly performing systems (for example, Estonia and Chinese Taipei) perform highest with no device use, but students in other systems (for example, Japan, the United States, and Australia) are getting the best scores with over an hour of use per week in their literacy and language arts classrooms (Exhibit 6). These data suggest that multiple approaches are effective for good-to-great systems, but poor-to-fair systems—which are not well equipped to use devices in the classroom—may need to rethink whether technology is the best use of their resources.

What are the implications for students, teachers, and systems?

Looking across all these results, we can say that the relationship between technology and outcomes in classrooms today is mixed, with variation by device, how that device is used, and geography. Our data do not permit us to draw strong causal conclusions, but this section offers a few hypotheses, informed by existing literature and our own work with school systems, that could explain these results.

First, technology must be used correctly to be effective. Our experience in the field has taught us that it is not enough to “add technology” as if it were the missing, magic ingredient. The use of tech must start with learning goals, and software selection must be based on and integrated with the curriculum. Teachers need support to adapt lesson plans to optimize the use of technology, and teachers should be using the technology themselves or in partnership with students, rather than leaving students alone with devices. These lessons hold true regardless of geography. Another ICT survey question asked principals about schools’ capacity using digital devices. Globally, students performed better in schools where there were sufficient numbers of devices connected to fast internet service; where they had adequate software and online support platforms; and where teachers had the skills, professional development, and time to integrate digital devices in instruction. This was true even accounting for student socioeconomic status, school type, and location.

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Second, technology must be matched to the instructional environment and context. One of the most striking findings in the latest PISA assessment is the extent to which technology has had a different impact on student outcomes in different geographies. This corroborates the findings of our 2010 report, How the world’s most improved school systems keep getting better . Those findings demonstrated that different sets of interventions were needed at different stages of the school-system reform journey, from poor-to-fair to good-to-great to excellent. In poor-to-fair systems, limited resources and teacher capabilities as well as poor infrastructure and internet bandwidth are likely to limit the benefits of student-based technology. Our previous work suggests that more prescriptive, teacher-based approaches and technologies (notably data projectors) are more likely to be effective in this context. For example, social enterprise Bridge International Academies equips teachers across several African countries with scripted lesson plans using e-readers. In general, these systems would likely be better off investing in teacher coaching than in a laptop per child. For administrators in good-to-great systems, the decision is harder, as technology has quite different impacts across different high-performing systems.

Third, technology involves a learning curve at both the system and student levels. It is no accident that the systems in which the use of education technology is more mature are getting more positive impact from tech in the classroom. The United States stands out as the country with the most mature set of education-technology products, and its scale enables companies to create software that is integrated with curricula. 11 Common Core State Standards sought to establish consistent educational standards across the United States. While these have not been adopted in all states, they cover enough states to provide continuity and consistency for software and curriculum developers. A similar effect also appears to operate at the student level; those who dabble in tech may be spending their time learning the tech rather than using the tech to learn. This learning curve needs to be built into technology-reform programs.

Taken together, these results suggest that systems that take a comprehensive, data-informed approach may achieve learning gains from thoughtful use of technology in the classroom. The best results come when significant effort is put into ensuring that devices and infrastructure are fit for purpose (fast enough internet service, for example), that software is effective and integrated with curricula, that teachers are trained and given time to rethink lesson plans integrating technology, that students have enough interaction with tech to use it effectively, and that technology strategy is cognizant of the system’s position on the school-system reform journey. Online learning and education technology are currently providing an invaluable service by enabling continued learning over the course of the pandemic; this does not mean that they should be accepted uncritically as students return to the classroom.

Jake Bryant is an associate partner in McKinsey’s Washington, DC, office; Felipe Child is a partner in the Bogotá office; Emma Dorn is the global Education Practice manager in the Silicon Valley office; and Stephen Hall is an associate partner in the Dubai office.

The authors wish to thank Fernanda Alcala, Sujatha Duraikkannan, and Samuel Huang for their contributions to this article.

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How Education Technology In The Classroom Can Impact Student Learning

Technology in the classroom is essential for increasing student engagement and empowering educators to create innovative learning experiences in and out of class

Vawn Himmelsbach

How does education technology impact student learning? In the physical classroom, some postsecondary educators view technology as a distraction. Even if they don’t ban the use of mobile phones or social media during lectures, they may begrudgingly view technology as a little more than a necessary evil.

But after a year of remote learning during the COVID-19 pandemic, perspectives are changing. Rather than simply ‘tolerate’ it, instructors are realizing that technology and the power of digital devices, apps and tools can increase engagement, encourage collaboration, spark innovation and enhance student learning.

In and of itself, education technology doesn’t result in effective teaching and learning. It still requires a guide (the educator) and a purpose (related to the curriculum). And there is effort and strategy required to integrate it effectively into your course material. But, if used with intention, education technology can be transformed from a distraction to an effective teaching tool with positive effects on student achievement.

Here are a few answers to the question of how education technology has changed today’s colleges and universities , and reasons why educators should make the most of technology inside—and outside—the classroom.

Technology affords better access to resources

With an Internet connection, we have access to information at our fingertips 24 hours a day. We can find almost anything online, in its most up-to-date version. For students, this means access to everything from research materials and educational apps to interactive edutainment and open resources from prestigious universities around the world. (Students may, however, need instruction on how to find credible resources and direction on providing proper attribution when they use them.)

Students can also supplement their learning by connecting with online groups and virtual communities in real-time, or by collaborating on group projects using tools such as wikis and cloud-based apps. And instructors can provide access to the course material (and additional resources) by setting up portals through learning management systems or providing access to course-specific software for each learner. For budget-conscious educators, open educational resources may provide useful course materials their students can access throughout a course. 

What are open educational resources?

Open educational resources (OER) are teaching, research and learning resources that explicitly allow others to use, keep and distribute them. OER are teaching resources that have an open copyright license (such as Creative Commons), or they are part of the public domain and have no copyright. Depending on the license, OER can be freely accessed, used, re-mixed, improved, and shared. OER is one way of engaging students more deeply in the learning process, moving beyond lectures and static textbook chapters. By blending technology and education , open educational resources also give instructors the tools to involve students in the creation of learning materials.

Technology can improve student engagement

Education technology can help students by making learning more engaging and collaborative. Rather than memorizing facts, students learn by doing and through critical thinking. This could be as simple as taking an interactive quiz in class or participating in tech-enabled group discussions. Or it could be as involved as playing educational games, practicing in science experiments in a virtual lab or taking a virtual field trip.

To make learning truly engaging, it must be truly interactive. Doing math on a computer isn’t any different than doing math with a pencil and pad of paper. But using augmented reality to animate math challenges is a whole different ball game. Ultimately, interactivity and technology enhance learning.

For educators, the role of education technology is endless: from using simulation tools to demonstrate how a hurricane develops, to using virtual reality to practice medical procedures. “As a growing number of medical schools bring virtual reality into the classroom, students are finding it an effective way to learn complex subject matter, such as anatomy, that’s often easier to understand with hands-on practice,” writes Chris Hayhurst for EdTech Magazine. Blended learning is a great way to ensure you’re using technology to engage your students both in and out of your class.

What is blended learning?

Blended learning is an educational approach in which students learn online as well as through traditional face-to-face teaching. Sometimes referred to as hybrid learning, blended learning is a combination of traditional in-classroom and online education with multimedia components, such as interactive discussions and polls, embedded videos and live chats. Individually, both have their advantages. Together, blended learning can offer a more engaging learning experience for students by providing them with opportunities to work both independently and with their peers and instructor to reinforce learning and achieve subject mastery with education technology

Blended learning is more than just using technology to supplement the classroom experience. Rather, blended learning requires that a significant portion of course material is delivered through online instruction using digital technology, combined with some face-to-face components. For example, students may complete lectures and homework assignments online but have in-person lab meetings. This way, students complete certain parts of the course according to their own schedule and can revisit the material as needed. The rest of student time is then spent in a classroom, lecture hall or lab, with supervised instruction.

Education technology can expand classroom boundaries

Thanks to education technology, the classroom no longer has walls. The learning environment no longer has boundaries. And instruction can be provided by any number of subject matter experts in the real world—in addition to the person teaching the course through the use of technology .

“Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog postings, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition,” according to an article on technology in education by Purdue University . Ultimately, technology allows students to expand their horizons by extending learning beyond textbooks and lectures and connecting it to the real world.

Technology can encourage self-paced learning

In a traditional classroom, students who were struggling to learn new concepts would quickly fall behind their peers. With self-paced learning components, however, students can advance at their own pace as part of the learning process. Those who need more time or extra help can practice outside of class with guided exercises or additional coursework. So, too, can learners who want more of a challenge.

Thanks to the always-on nature of technology, students can access online learning resources whenever they need to. These resources also have the ability to provide instructors with a sense of which students might need extra help. 

The exercise of self-paced learning with these new technologies allows students to learn digital literacy and 21st-century skills, which will have a positive impact when they enter the workforce. One such way to accomplish this goal is 1:1 computing, which provides students with the technology they need to engage in coursework.

What is 1:1 computing?

One-to-one computing (often abbreviated as “1:1”) is an educational practice where academic institutions provide every student with a laptop or tablet, allowing students to access the Internet, as well as preloaded course materials and textbooks. One-to-one computing uses the impact of technology to create an equitable classroom environment in which students have easy and equal access to information. It also boosts career readiness, since the skills 1:1 computing imparts are increasingly expected both on campus and in the office.

Technology can promote innovative teaching techniques

Education technology changes the way we access information, and also how we’re taught that information. The instructor becomes less of a ‘sage on a stage’ and more of a ‘guide on the side.’ From accessing real-world case studies online to watching video-recorded lectures to listening to podcasts, technology opens up the possibility for teaching innovation (including collaborative group work and flipped and hybrid classrooms). Instructors can also use classroom response systems to assess students’ understanding of course material, adjust the paces needed in real-time and build on students’ problem-solving skills. Moreover, digital materials can enhance the learning experience by making it more flexible, more engaging and better able to accommodate student needs.

How are digital materials used in the classroom?

Digital materials in the higher education classroom provoke student curiosity. These interactive textbooks or readings can also boost student engagement and lead to better learning and comprehension by offering multimedia components, discussion threads and embedded assessments. In order to foster deeper and more collaborative learning, many educators use education technology to share their digital materials through chat forums, discussion threads and comprehension-testing questions to assess student learning. There are also a number of online learning materials, tools and platforms that educators can use to conduct tests, quizzes and exams.

How does education technology impact student learning? A summary

While education technology is sometimes seen as a threat—and it does have its limits—integrating it into your teaching practice offers a new way for students to interact and engage with course material. And this is especially essential after students have become used to learning with technology during the COVID-19 pandemic. Thanks to education technology tools, education is no longer confined to the walls of your classroom. YouTube videos and social media don’t have to be a distraction; they can be part of your lesson plans. The math is easy: it adds up to better learning outcomes.

• Hayhurst, C. (2017, February 15). Medical Students Practice Critical Skills on Digital Cadavers. Retrieved from https://edtechmagazine.com/higher/article/2017/02/medical-students-practice-critical-skills-digital-cadavers
• How Has Technology Changed Education? (2017, April 25). Retrieved from https://online.purdue.edu/ldt/learning-design-technology/resources/how-has-technology-changed-education

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How Does Technology Prepare Students for the Future?

Technology has seeped into every part of our lives. It has created entire industries and improved the efficiency of pre-existing professions. Manufacturing jobs are increasingly automated. Medical devices and technology are saving more lives. More people are leaving the office in favor of remote or freelancing work. Technology is here, and it isn’t going anywhere. In truth, it will only advance, further changing the structure of our work and lives. This begs the question: how does technology prepare students for the future?

Technology is often seen as a part of the adult world. When technology is in the hands of children, the association is often social media or gaming. But now more than ever, children need technology to assist their education. We say “need” because as valuable as textbooks and traditional learning are, they don’t do enough. In a world that relies on technology, analog learning alone cannot prepare students for what they will face as adults, no matter their profession.

It’s difficult to imagine the leap. Just two decades ago, computers in school were only found in computer labs. Now they are in every classroom. The value was slowly recognized, and even today, we cannot grasp what will come tomorrow. With that in mind, let’s take a look at how technology prepares students for the future.

Benefits of technology in the classroom

We already know it’s possible to become addicted to our phones, no matter our age. We know the harmful effects of social media and cyberbullying. With the amount of technology around us, concern about the use of it in the classroom is only natural. The trepidation is also greater for adults who did not see the rise of computers and phones in schools. Those that learned solely from lecture and textbook may have difficulty accepting tech in the classroom. We often hold onto what worked in the past without considering the future.

The argument is this: In the past, there was no other option. Then, we did not understand different styles of learning as well as we do today. Today, technology is increasingly used for educational purposes. With balance, there are several benefits to using technology in the classroom :

• Gamifying lessons – Static lessons are less likely to engage students. Using games, especially for younger students, helps to keep them engaged.
• Self-directed learning – Students are now learning at their own speed. If they need to study one subject longer, they can. If they’re ready to move on, they’re able to.
• Collaboration – Both teachers and students can work with others around the world.
• Differentiated instruction – Not every student can learn from lectures or reading. Some concepts are difficult to grasp without interaction. Technology allows students to learn in a variety of ways and find what best suits their needs.
• Distance learning – Technology can now be used to supplement virtual instruction .

The future of technology in the classroom isn’t easy to envision. But today, it is about increasing learning potential. It’s about preparing students for their technological future. Creativity, problem-solving, collaboration, and creative thinking are all necessary skills for the future. Technology is just one part of that equation.

How does technology help students?

Asking “How does technology help students?” is like asking “Does school prepare you for life?” or “Does college prepare students for the workforce?” Education, no matter what form it takes, capitalizes on a child’s natural need to develop skills. At a young age, our brains are developing thousands of connections that help to inform our world. These connections relate to our ability to solve problems, communicate, and collaborate. Obtaining these skills is necessary for use over the course of our lives. Technology is just one tool to help students acquire these skills and more.

Preparing students for the future isn’t easy. It takes balance and proper utilization. But when tech is balanced with other forms of learning, it prepares students by:

Teaching new technology skills

Technology is constantly advancing. This gives rise to new jobs and industries, such as coding and artificial intelligence. Technology provides a makers education in AI, IT, design, and many STEM fields. It does this through specialized programs that allow students to explore these interests.

Several schools are now teaching coding to students as young as age eight. Schools are also offering courses in AI. MIT created an App Inventor to help students learn how to develop new apps with coding. They also developed Shadowspect, which allows students to learn geometry with 3D puzzles.

Entrepreneurial courses and skills

Technology gives students the chance to learn subjects outside the classroom as well. It also allows for enhanced understanding of the subjects they are already learning. For instance, if they are taking a business course, they may create a mockup of their own new business. They’ll learn to create websites, manage accounts, and maintain a social media presence that leads to sales.

Students of today need to know how to leverage technology for their future. Thinking like entrepreneurs helps them maintain advanced careers in the future. They become the innovators, inventors, and business owners. Because companies are using more technology with fewer employees, these skills are essential.

But what options currently exist? There are sources like Stukent, which simulates business operation, marketing, and networking. There is also Ever-Fi, which exposes students to STEM careers and business planning.

Career learning

Students today are better equipped to learn and explore future career options. But that’s not what we’re talking about here. Instead, we’re talking about the installation of learning as a skill for life. Using technology to engage students also helps them to embrace learning. It may even inspire them to enjoy learning and encourage them to explore topics that interest them.

Teaching workplace skills

Active learning is the most effective tool in preparing students for the workplace. Active learning involves activities such as reading, writing, discussion, and projects. Project-based learning also achieves “cognitive activation.” This is a focus on how they reached their answer rather than the answer itself. Technology is another tool in active learning and cognitive activation via personalized learning. Each student has their own unique way of learning.

Technology helps to tap into students’ individual learning styles. Tech can also encourage teamwork by working on team or class projects. By working together, they must share, listen, support, and help each other.

Critical thinking

Technology connects students to tools and resources. But they must sort through and understand how best to use them. This helps them develop the habits of working through tasks in different manners. They’re better equipped to find alternate solutions and ways of doing things.

Learning responsibility

Much of the technology allotted to students is school-owned, so they must know how to take care of the devices. They may be handed a code of conduct and a list of consequences for losing their device. The use of technology in schools also provides the opportunity to learn about ethics. Learning digital citizenship is now an important part of education that will give them the tools and understanding needed for life and work online.

The adult world is fast-paced. Technology is rapidly changing. Information is rapidly streaming. Awareness of different technologies and how to use them is essential. When students are comfortable with learning new technologies, they are better at adapting to technological change.

Collaboration

There are so many professions that require collaboration, whether it be on a small scale or large. This could mean communicating with a local team of five or small teams across the globe. Either way, technology promotes collaboration and creative thinking.

For instance, students in a Spanish class are able to talk with students in Spain or Latin America. They can ask each other questions on forums or over video chat. They can share interests and learn about each other’s cultures. They’ll learn about life beyond their home and become more empathetic. Possibly, they’ll even become more curious.

Empathy and positive change

Collaboration can also lead to empathy and positive change in students and communities. The previous example of students talking with classrooms in other countries is an excellent illustration.

The class may learn that the local area has issues with clean water. Maybe the difficulty is that students struggle to get to school due to a lack of transportation. Students might then come up with solutions. With tech, they are able to speak to the students, local government, businesses, community centers, and others. They can work as a team in the class or with those in the country they’re learning about. They’re learning to solve problems in a comprehensive way. They’re also able to obtain information about the lives of others. This kind of collaboration is something that couldn’t occur without technology.

How will technology change education in the future? We can’t know for certain. But as you can see, technology prepares students for the future in comprehensive ways. This improvement comes with a caveat, however. With greater use of technology comes greater exposure to threats. Students face cyberbullying, hackers, predators, and disturbing online content. To protect them, you need a comprehensive solution.

GoGuardian web filtering and monitoring is specifically designed for schools. Once implemented, it gives teachers, administrators, and parents the tools they need to keep students safe. Learn more about web filtering software , suicide prevention , and more from GoGuardian .

Note: This article was originally posted on June 6, 2020 and has been updated as of July 10, 2023.

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How Does Technology Help Students Learn?

Learn how technology is transforming learning and education.

Technology has always been pivotal in bringing a huge transformation in our civilization. Education is one of the biggest domains that have been positively influenced by technology. How does technology help students learn? It has given the best ways to create study material, learning portals and unified communication platforms.

This article will discuss how technology has driven education and learning to a new advanced level. We will also find out how it has benefited students in learning new topics and assisted in delivering better academic outcomes for them.

Learning Transformations Driven by Technology

Learning opportunities.

Let us consider an example to understand the impact of technology for students. Previously, a student had to rely on local tutoring options. He had to limit his resources based on his academic circle of a smaller radius. Nowadays, technology has increased the radius of this circle and removed learning boundaries. Students can now avail of tuition online from the top subject experts nationwide.

Another good example is the advent of smartphones and laptops. Students can use unified communication platforms to connect with fellow students and mentors worldwide. They can learn independently from concept videos and avail of the best study resources. Everything is now at their fingertips. They can access technology-driven learning modes to become better.

Interactive Learning

Here is another example that helps us understand how improving technology impacted learning positively. Previously, the mode of describing a new concept was a blackboard and your textbook. Now, tutors can use digital interactive platforms formulated with the latest technology. They use remarkable features such as teaching aids, concept videos, whiteboard integration, augmented reality, etc, to make the teaching and learning process more interactive.

Students used to understand the new concepts with their visualization and imagination skills. These days, these skills are boosted by animated videos and exclusive teaching methods driven by technology. They can understand how a heart pumps blood by using audiovisual files. Their way of thinking and grasping a new concept is redefined. They also ask fundamental questions to the teachers and take a step ahead in their academic development.

Learning Experience

Modern technology has focused more on experiential learning. It improves overall learning experience by introducing teaching techniques that engage the students better. Technology has assisted in creating innovative and engaging study content. Students can easily understand the new concepts and learn how to use them to formulate correct answers faster.

For instance, students learn about fractions by focusing on interactive videos. Teachers also use interactive methods introduced in a digital tutorial portal. Students respond to questions with correct answers by using those features. It helps in imbibing the right level of concepts better among students.

Personalized Education

One of the best outcomes of technology-driven flexible learning opportunities is personalised education. Students can now opt for various modes of learning. It has been made possible by the introduction of exclusive teaching portals. They can choose specific chapters to study online under the guidance of subject experts and can even go for the entire syllabus. Hence, the personalisation of the learning process delivers better outcomes.

We all know that every student has a different learning style. It is the combination of visual, auditory, kinaesthetic and reading/writing styles. By personalising a teaching approach, a tutor can help a student learn the topics in his way. His enthusiasm and confidence will automatically be boosted for the subjects.

Learning Analytics

Previously, teachers were responsible to analyse the preparation level and academic development among students. It is a daunting task when added to the teaching of a huge syllabus for teachers. Today, technology-driven tutoring platforms deliver exclusive analytical features that help generate data-driven reports. Such reports offer actionable insights that make students discover their preparation gaps.

Tutors also understand where students need to focus more and help them bridge the gaps. They give effort to the specific areas in the syllabus and assist students in developing specific academic skills to flourish. The virtual learning environment adds discussion groups, multi-teacher points, and the engagement of parents to make this process more refined.

Collaborative Approach

A collaborative approach delivers an exclusive platform where students can learn better. Technology is making it possible. Students can now easily collaborate with peers and tutors worldwide to gain better insights and knowledge. It is a good practice that makes advanced learning and higher education easier to comprehend and accomplish.

Starting right at the basic level of education, a collaborative approach goes a long way. Students understand the importance of resources and seek technological inputs such as screen sharing, peer studying, etc in new digital learning spaces.

Technology Makes Learning Better

This is how technology is redefining how we learn new concepts and fundamental principles. The introduction of STEM (science, technology, engineering and mathematics) learning is specifically driven by technology. Modern technology improves overall learning experience and boosts the zeal for learning among students. They are more driven towards learning new things due to the interactive methods introduced in the learning process. Technology is assisting students in developing their concepts better and preparing a bright future generation to rely on.

FAQs on How Does Technology Help Students Learn?

1. Why are online classes better than traditional classrooms?

Online classes are conducted on a technology-driven platform. Such a platform comprises exclusive features that tutors use to explain new topics. Students can easily visualize the topics and escalate their imagination skills. The quick inculcation of the concepts makes learning better. It automatically delivers better outcomes.

2. Is it possible to develop academic skills through online learning?

Yes. It is possible to develop specific academic skills through online learning. Teaching methods are designed by following the latest technological advancements. Students will develop basic reading, writing and comprehension skills and find excellent assistance in understanding new concepts. Technology for students is dedicated to developing such skills.

3. How can I use technology to study better?

Technology delivers better study resources. It helps you connect with the top subject experts and offers comprehensible study material. You can use these resources to study new subjects and develop your conceptual foundation better than the conventional methods. You will enjoy a limitless pool of knowledge by surfing the internet and seeking proper academic guidance from experts by using technology.

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A Positive Impact Of Technology In Empowering Students To Learn Better

As time passes, people become more and more reliant on technology in their personal and professional lives. Technology has greatly influenced how we learn as well. With the advent of technology, students and learners can now learn in a more entertaining and interesting way.

Since young and old alike are starting to embrace technology, it is now easier for students to learn using the resources found on the Internet.

With the help of technology, the learning method has become much more effective. By helping students to learn better, technology can provide a very positive impact on education today. In this article, you will gain more insight into how technology gets a positive impact on empowering students to learn better.

1. Enhances Learning Experience

Technology has also helped in improving the learning experience. With the help of technology, students can now enjoy learning more because they are now exposed to a more interactive and entertaining way to learn. Technology can engage learners in order to keep them focused on what they are learning. This is shown by the fact that the majority of people use technology nowadays not only for entertainment but also for educational purposes.

It is also a great help for teachers and educators. Teachers can now engage learners in more effective ways to make the learning experience more enjoyable for the students. Therefore, students can now enjoy learning at a much better level.

2. Motivate Students To Learn

The world is changing every day. With technology, students grow up in a more dynamic environment, making them want to learn more. Technology has improved learning, which makes the students want to be more knowledgeable and better educated. Students today are now using technology for education and entertainment (e.g., playing video games) and other personal uses. Familiarity with technology has also become essential when students choose cyberschool for their main avenue of learning.

This is a significant benefit that technology provides. It has helped improve how students learn and how they will be motivated in the future. This will make them want to continue learning in order to develop personalities that are more interactive and able to deal with the challenges of life today.

3. Makes Learning Accessible Anywhere

Accessibility is what has made the world more advanced. Technology has helped students to widen their knowledge and skills. This is because students can learn using their home and mobile devices in case they are on a trip or traveling. With technology, people may learn at any time and in any location. Therefore, being able to get educational resources online has made education much more accessible and, therefore, very valuable.

Students can easily access informational resources anytime and anywhere. Therefore, they will have the ability to learn as well as do their daily activities. Since parents can now give their children unlimited access to the Internet, it is now easier for parents to monitor what their children are doing online. They can quickly check on their child’s activities without having to compromise their privacy.

If you keep the devices in good shape, there will be nothing stopping you from learning. That’s why lots of students reach out to us as we fix tablets at fruitfixed.com making sure you’re not left out of any learning experience. We have a team of highly experienced technicians and top-notch customer service who will make sure that your device is back to its original settings in no time. Our dead pixel fixer service makes sure that you can enjoy laptop and tablet repair with ease so that you don’t worry about the next class or meeting.

4. Provides Opportunities for Learners to Develop Relationships

As a result of technology, people have developed relationships with their friends and family members. This is because they can communicate online, where they can meet up with their loved ones anytime they want. Technology has dramatically enhanced the way children interact with one another. Today’s parents are always available for their children at home or traveling. The phone, social media, and video games have helped provide children an opportunity to grow closer together, which results in stronger relationships.

5. Helps Learners to Improve Their Communication Skills

The world has become digitalized , thus, improving the way of communication. In order to improve their communication skills, students need to use technology since this is the way of learning in the modern world. Students can enhance their writing and speaking skills by using various techniques such as computers and mobile phones to send text messages or emails. This has made it easier for students who want to improve their English language skills.

Education today is more technical and requires more skills when compared to the past. Therefore, students need to use technology in order to be able to communicate with one another. Technology has helped learners develop the necessary skills required in today’s world.

6. Improves Leadership Skills

The world has become even more competitive. Many organizations expect their employees to be equipped with the necessary leadership skills. Leadership is essential in today’s world because it helps people be motivated and encouraged to be more productive in everything they do. In order to develop leadership skills, students need to understand technology better.

Studies have proven that those who use technology can enhance their leadership skills quicker than those who have not yet learned how to use technology. This is because technology has been proven to help people be more productive and consistent in their work.

7. Improves Decision-Making Skills

Today’s life is more challenging and competitive than ever before. In order to succeed in life, people must now be able to make decisions on time when needed. This is only possible if individuals can make quick decisions. Technology has helped improve this skill because it enables students to use laptops , computers, tablets, and other mobile devices to get information faster, thus making the process easier for them.

For the students, this has made it easier to get adequate information to make faster decisions. This will help them make better decisions in their daily tasks and studies. This will make them efficient when making decisions and, therefore, will be able to conduct themselves with greater confidence.

8. Enhances Creativity and Problem-solving Skills

Technology has greatly enhanced the creativity of students. Today, they can access vast amounts of information easily with computers and mobile phones. This makes it easy for them to develop innovative ideas in their daily activities. The modern world demands innovation. Therefore, students must be creative to survive in this competitive world.

This is because they need to develop creative solutions and solutions that will be useful and productive in all aspects of life today.

Conclusion:

Technology has enhanced the lives of learners as well as teachers. It has made learning and teaching easier for both students and teachers. This is because technology has enabled us to learn much faster. In order to be successful in life, people must understand how technology works. Therefore, parents should include technology in their children’s learning methods to develop good characteristics that can serve them throughout their lives.

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Is technology good or bad for learning?

Subscribe to the brown center on education policy newsletter, saro mohammed, ph.d. smp saro mohammed, ph.d. partner - the learning accelerator @edresearchworks.

May 8, 2019

I’ll bet you’ve read something about technology and learning recently. You may have read that device use enhances learning outcomes . Or perhaps you’ve read that screen time is not good for kids . Maybe you’ve read that there’s no link between adolescents’ screen time and their well-being . Or that college students’ learning declines the more devices are present in their classrooms .

If ever there were a case to be made that more research can cloud rather than clarify an issue, technology use and learning seems to fit the bill. This piece covers what the research actually says, some outstanding questions, and how to approach the use of technology in learning environments to maximize opportunities for learning and minimize the risk of doing harm to students.

In my recent posts , I have frequently cited the mixed evidence about blended learning, which strategically integrates in-person learning with technology to enable real-time data use, personalized instruction, and mastery-based progression. One thing that this nascent evidence base does show is that technology can be linked to improved learning . When technology is integrated into lessons in ways that are aligned with good in-person teaching pedagogy, learning can be better than without technology.

A 2018 meta-analysis of dozens of rigorous studies of ed tech , along with the executive summary of a forthcoming update (126 rigorous experiments), indicated that when education technology is used to individualize students’ pace of learning, the results overall show “ enormous promise .” In other words, ed tech can improve learning when used to personalize instruction to each student’s pace.

Further, this same meta-analysis, along with other large but correlational studies (e.g., OECD 2015 ), also found that increased access to technology in school was associated with improved proficiency with, and increased use of, technology overall. This is important in light of the fact that access to technology outside of learning environments is still very unevenly distributed across ethnic, socio-economic, and geographic lines. Technology for learning, when deployed to all students, ensures that no student experiences a “21st-century skills and opportunity” gap.

More practically, technology has been shown to scale and sustain instructional practices that would be too resource-intensive to work in exclusively in-person learning environments, especially those with the highest needs. In multiple , large-scale studies where technology has been incorporated into the learning experiences of hundreds of students across multiple schools and school systems, they have been associated with better academic outcomes than comparable classrooms that did not include technology. Added to these larger bodies of research are dozens, if not hundreds, of smaller , more localized examples of technology being used successfully to improve students’ learning experiences. Further, meta-analyses and syntheses of the research show that blended learning can produce greater learning than exclusively in-person learning.

All of the above suggest that technology, used well, can drive equity in learning opportunities. We are seeing that students and families from privileged backgrounds are able to make choices about technology use that maximize its benefits and minimize its risks , while students and families from marginalized backgrounds do not have opportunities to make the same informed choices. Intentional, thoughtful inclusion of technology in public learning environments can ensure that all students, regardless of their ethnicity, socioeconomic status, language status, special education status, or other characteristics, have the opportunity to experience learning and develop skills that allow them to fully realize their potential.

On the other hand, the evidence is decidedly mixed on the neurological impact of technology use. In November 2016, the American Association of Pediatrics updated their screen time guidelines for parents, generally relaxing restrictions and increasing the recommended maximum amount of time that children in different age groups spend interacting with screens. These guidelines were revised not because of any new research, but for two far more practical reasons. First, the nuance of the existing evidence–especially the ways in which recommendations change as children get older–was not adequately captured in the previous guidelines. Second, the proliferation of technology in our lives had made the previous guidelines almost impossible to follow.

The truth is that infants, in particular, learn by interacting with our physical world and with other humans, and it is likely that very early (passive) interactions with devices–rather than humans–can disrupt or misinform neural development . As we grow older, time spent on devices often replaces time spent engaging in physical activity or socially with other people, and it can even become a substitute for emotional regulation, which is detrimental to physical, social, and emotional development.

In adolescence and young adulthood, the presence of technology in learning environments has also been associated with (but has not been shown to be the cause of) negative variables such as attention deficits or hyperactivity , feeling lonely , and lower grades . Multitasking is not something our brains can do while learning , and technology often represents not just one more “task” to have to attend to in a learning environment, but multiple additional tasks due to the variety of apps and programs installed on and producing notifications through a single device.

The pragmatic

The current takeaway from the research is that there are potential benefits and risks to deploying technology in learning environments. While we can’t wrap this topic up with a bow just yet–there are still more questions than answers–there is evidence that technology can amplify effective teaching and learning when in the hands of good teachers. The best we can do today is understand how technology can be a valuable tool for educators to do the complex, human work that is teaching by capitalizing on the benefits while remaining fully mindful of the risks as we currently understand them.

We must continue to build our understanding of both the risks and benefits as we proceed. With that in mind, here are some “Dos” and “Don’ts” for using technology in learning environments:

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How to use technology to help teachers be better and to make life better for teachers

David evans.

Teachers matter enormously to student learning. Teachers deliver academic knowledge. Teachers impart model socioemotional skills. Good teachers boost students’ long-term life outcomes. Teachers can inspire (and in another demonstration of their importance, in some cases, sadly, teachers can disappoint or even abuse ). 

Yet teachers, often lionized and occasionally villainized , are people. They enter the profession for a wide range of reasons, they have their own families to feed, and – like most professionals – they respond to incentives, support, accountability, and the quality of the management around them. In short, they are part of a system . 

Getting teacher policies right isn’t always easy, and sometimes education technology solutions can seem like a shortcut. It’s tempting to search for the perfect app that will “disrupt” the learning process and allow countries to “leapfrog” to high-quality, equitable education without having to engage with these complicated people near the center of the learning process. (Let’s keep learners at the actual center.) Education technology interventions have had both successes and failures . Even as the COVID crisis has heightened attention to education technology, many parts of the world lack the infrastructure for it have an extended, effective reach, with big implications for educational inequality .

In a recent note—“ Education Technology for Effective Teachers ”—I look for examples of how education technology—rather than seeking to circumvent teachers—can help teachers to be as effective as possible and make their jobs and lives easier in the process. Looking at a wide range of experiences, mostly in low- and middle-income countries, I identify and discuss four principles to guide investments in technology to boost teacher effectiveness.

Beyond these principles, which may seem obvious but which anyone who has worked in the implementation or evaluation of education technology can tell you are often not applied, I provide practical examples of six ways that education systems are using technology to support teachers. I summarize these in the table below, but you can find more country experiences in the note.

Technology is not the solution, but just like books and classrooms and blackboards, technological tools can help teachers to improve their skills, to use their skills most effectively, and to be accountable. These investments should never be made on the basis of evidence-free optimism but rather evidence-based realism in terms of systems’ capacity to maintain the technology, teacher willingness to engage the technology, and whether the technology will perform better than the cheaper, analog alternative.

(In Kenya, a tablet-based literacy program boosted learning, but no more so than the analog alternative and at higher cost.) 

But in cases where technology passes those tests, it can be a valuable complement to teachers. It can also make teachers’ jobs a little bit easier so they can focus their energy on teaching.

Further reading:

• For more on how this brief fits within the World Bank’s program for teachers, check out Saavedra’s blog post from earlier this month, “ Realizing the promise of effective teachers for every child – a global platform for successful teachers ”
• For more on how to foster effective teachers, check out Béteille’s and my approach paper “ Successful Teachers, Successful Students: Recruiting and Supporting Society’s Most Crucial Profession ” or the World Development Report 2018 chapter on teachers . 
• For a broader framework on how to apply education technology in systems (beyond its interactions with teachers), check out Ganimian, Vegas, and Hess’s 2020 report “ Realizing the Promise: How Can Education Technology Improve Learning for All? ”

Senior Fellow, Center for Global Development

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How Technology Has Helped Students Survive During COVID-19

By elearning inside, december 07, 2020.

The onset of the global pandemic has highlighted a series of new social changes and restrictions. But with it, a whole new set of hardware and software technology has come to help us cope with the new normal. During the beginning of the lockdown a few months ago, businesses had to adapt quickly to survive. Millions of employees began working from home across the globe, and shoppers could not enjoy shopping in stores. However, despite the changes and challenges of COVID-19, a host of other sectors are thriving. This article explores how technology has transformed our daily lives and allowed us to cope during the pandemic.

Education Tools

Technology has changed education in America . When the world was hit by coronavirus and countries went on lockdown, all schools had to close immediately to avoid spreading the virus. Teachers had to find ways to communicate with their students because we are unsure when the pandemic will end. A few months ago, what was impossible has become a reality for many, and educational software tools allow students and teachers to communicate and learn.

One of the biggest challenges for distance learning is that discussions in classrooms and communication are more difficult when students and teachers are not in the same classroom. Most of the tasks must also be driven by self-direction, and it may be difficult for younger students to focus on while learning.

This is where teaching management systems like Google classrooms and Canvas, and even virtual reality have come into play and mitigated the issue and has helped support teachers in directing their students better. Virtual teaching was borne out of a need during the coronavirus pandemic. Most schools have adopted this new way of learning, and even if they go back to the classroom, some will still use online learning and blend it into their curriculum even after the pandemic.

Remote Working Technology

It is no secret that the usual workplace has changed forever, and what you used to know as regular working days have changed entirely now that you can do them all from home. As your work schedule has been altered, the technologies you used to work with have also changed.

Technologies like Zoom saw their users rise from 10million to 200million per day as more people started using video communication software to communicate with families and colleagues more than ever before. Microsoft teams, just like Zoom, has seen a large increase in the number of users. It’s mainly used for workplace meetings and communications.

As the pandemic continues to spread across the World and the uncertainty continues, more and more people are getting used to working from home, and software like Zoom makes work easier for them to communicate with each other.

Financial Technology

Another area that has seen a boost in usage during the pandemic is financial technologies (FinTech). FinTech services have become more popular as a way to buy and sell goods digitally. More than half of the World’s population is now practicing self-isolation. This means that local businesses, casinos, restaurants, and whatnot are closed down or minimizing the number of people who can come into their premises.

However, with the development of FinTech, people can order their things online and have them delivered to their homes. You can order food, grocery, and anything you need and have it delivered to your doorstep. This is only possible because different financial technologies have made money transfer safe and secure.

Internet of Things (IoT)

Internet of things devices are now found in most households , from smart speaker devices to yoga mats and even toasters and fridges. Developers see an opportunity to incorporate digital transformations in homes. The use of such devices has increased during the pandemic period as more people are looking for home convenience.

Internet of Things devices can also be used in the fight against COVID-19. Researchers suggest that an IoT enabled healthcare system can monitor COVID-19 patients by implementing an interconnected network. The technology can help increase patient satisfaction and reduce the readmission rate in hospitals. It can also be used to gather patient information remotely for assessment and recommendations.

IoT has also helped businesses and has had a positive impact on their ability to function during the pandemic. It has also helped employees while working from home, freed up their time, and has a significant return on investment for most businesses.

Drone Technology

During the pandemic, many countries tried to take advantage of drone technology in different scenarios. Some countries in Africa, like Malawi, Rwanda, and Ghana, are using drones for transportation and delivery purposes during COVID-19. They would deliver and pick up medical supplies to reduce transportation time and minimize infection and exposure risk.

Companies like Amazon are also utilizing drone technology, granted permission by the US government to start a trial with a drone delivery service. In Ireland, Tesco was given permission to start a delivery grocery service drone, which cut delivery service time, freed delivery drivers, and helped vulnerable customers during the pandemic.

The technology has also seen applications in other industries besides E-commerce. NHS Clinical Entrepreneur Programme is running a project to have medical supplies delivered between hospitals across the UK to cut delivery time and free up human resources.

There have also been media reports of the use of drone technology for aerial spraying disinfectant in some public places to mitigate the spread of the coronavirus. Countries that used drones to spray public areas were the UAE, China, Spain, and South Korea. Some companies even claim to have been able to cover around 3km of spraying.

Several law enforcement agencies and public safety organizations around the World have used drones to survey public spaces and to enforce quarantine messages over loudspeakers, and tracking non-compliant citizens. The use of drones to send out messages reduces the possibility of responders directly contacting a potentially infected population. Some academic groups even used drone technology to conduct symptoms tracing, enabled by thermal imagery and artificial intelligence.

Drone tech has been utilized across various industries, including the military, oil and gas, and emergency services.

Featured Image: This Is Engineering, Unsplash.

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Lecturer: Digital Technologies in Education, Monash University

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For many years, schools and universities have had to change the way they work and teach in order to fit in with technology.

Software like PowerPoint, for example, which has long been used as an education tool, wasn’t designed for education. Nonetheless, it has been a staple tool in education settings, used as a way to present information in template, bite-size formats.

But this isn’t always a good thing.

The use of digital technologies sees some teachers and students presenting information using templates, which means much of the individual character of teachers’ practices can be lost.

Research shows that software such as PowerPoint can homogenise and sanitise the way teachers present information to their students.

Only more recently are we seeing technology being designed and utilised specifically for education contexts, and it’s changing the way students learn and understand things.

Virtual and augmented reality technology

For a number of years, teachers have been customising their own virtual worlds to enhance the way they represent content.

A virtual world is typically a multi-user, computer-based environment in which users interact with one another through pre-programmed avatars or digital representations of the user.

These worlds allow teachers to “take” students to otherwise impossible locations.

Science, medicine and maths tend to be particularly suited to virtual environments.

For example, some mathematical and scientific worlds allow users to represent abstract topics in ways that would otherwise be difficult or impossible in real life.

The use of virtual worlds for simulation of medical procedures is well documented, as it allows for errors to be made without the catastrophic consequences in real procedures.

One particularly innovative initiative was conducted in a virtual world called Second Life .

The program allows teachers to design, create and teach in a virtual world with 100 university students. A series of collaborative activities were used to introduce aspects of Chinese language and culture to students in Australia before they spent time on exchange in China.

When the effects of this program were researched , data illustrated significant improvements in a number of key areas including:

Reducing apprehension and embarrassment, which otherwise impede experimentation in activities like role-playing.

Allowing students to revisit and repeat lessons multiple times to reinforce key understanding.

Encouraging better social interaction between students as they were reacting and sharing a virtual world, rather then through email.

Putting students in control of their avatar, not the teacher, which meant they could explore and interact independently. Unlike PowerPoint, where everybody sees the same information in the same way at the same time, a virtual world allows students to create their own understanding.

A lack of non-verbal clues, including body language, gestures and facial expressions, has been cited in studies as negatively impacting communication. Some students have reportedly said that they feel restricted because they can’t use their hands for gestures. However, in increasingly sophisticated virtual worlds, avatars move and respond in more realistic ways. Improved graphics cards in computers also allow students to infer more meaning through these conversations.

In the classroom

Research is starting to provide examples of where and when these technologies may fit into the pedagogical repertoire of teachers. Studies have reported increased student motivation , improved collaboration and knowledge construction and enhanced classroom practices .

In the recent past, students and teachers were able to access virtual worlds only through a desktop or laptop computer.

They are now able to access different devices that can be worn on the user’s head, allowing for a more immersive experience.

The release of relatively low cost, virtual reality headsets such as the Oculus Rift and HTC Vive now allow teachers to design three-dimensional interactive and individual environments for their students.

While the technical skills associated with this kind of work are beyond the capacities of many teachers, advances in the way we can program these kinds of tools mean this is likely to be a real option for many teachers in the near future.

• Augmented reality

One of the most recent forms of technology to enter the educational landscape is Augmented Reality (AR).

Unlike virtual environments, in which the real world is obscured and the user is immersed in a fully digital experience, AR overlays digital information on real world objects utilising the camera on a mobile device such as a tablet or smart phone.

In some educational uses of AR, three-dimensional images, video, audio or text are “triggered” to appear by a printed image.

The potential of this form of educational technology is beginning to be realised not only in tertiary settings but also in secondary schools .

Research shows that although this type of technology enhanced self-directed learning, there are still technological and pedagogical challenges such as slow response times, incompatible softwares and incompatible environmental settings.

Over the past 18 months, I have been working on a different educational AR application for use in the Royal Botanic Gardens in Melbourne.

This work is grounded in considerations of the technological, pedagogical and content (TPACK) requirements of teachers .

Research of the TPACK concept argues that teachers integrate digital technologies most effectively when they consider the ways in which different platforms allow them to represent content in different ways. This means they can engage their students in more comprehensive learning activities.

My work at the Royal Botanic Gardens has been designed to use AR technology with a particular pedagogical approach (constructivism) and to represent particular content (environmental sustainability and Aboriginal and Torres Straight Islander histories and cultures) to students in ways that would be otherwise difficult to do.

For example, students are introduced to the concept of the carbon cycle through an AR overlay of the cycle triggered by the geometric shape of specific trees.

Looking through a tablet device, an animated representation of the carbon cycle appears over the real world setting in front of the students, allowing them to grasp a concept that can’t be seen with the naked eye, heard, touched or smelled.

Once the students have been able to grasp this abstract content with the help of the technology, teachers then have the choice of other digital or non-digital activities from which they can choose to have their students apply this knowledge.

Emerging digital technologies such as AR are now being considered in complex, subtle and thoughtful ways by teachers.

While considering the technology, pedagogy and content influencing their choices, teachers are also considering the contexts in which they are working.

These considerations are helping teachers to make choices other than just PowerPoint when it comes to the inclusion of technologies in their teaching practice.

• Virtual reality

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The benefits of new technology in language learning, by gary motteram, 18 september 2013 - 11:22.

Gary Motteram, editor of the British Council publication   Innovations in learning technologies for English language teaching , explains how the arrival of digital technologies in the classroom has helped learning.

Technology is very much part of language learning throughout the world at all different levels. We are as likely to find it in the primary sector as much as in adult education.

I no longer need to make the case for computers to be provided in education, because computers are there in abundance in all their modern forms.We may see traditional computers in labs, teachers and students walking around with laptops or tablet PCs, and many people will have a mobile phone in their pocket that is capable of doing rather more than the mainframe computers that started computer-assisted language learning in the 1960s. I do recognise that there are many kinds of digital divide, and that this is not true everywhere.

What can put teachers off using technology

What is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom.

How technology can help learners test their skills

In my recent book for the British Council,  Innovations in learning technologies for English language teaching , I argue that digital technologies are ideally placed to help teachers working with learners, and learners working independently, to do the necessary ‘languaging’ ( M. Swain ) that makes their language development possible. We are talking here about doing things with language rather than just learning about language. Swain argues that learners can’t simply develop based on input.  We must engage with other people using that language, and try to make meaning together. Whenever I speak or write something, if I don’t produce language with someone else in mind, I have no way of knowing whether others can understand what I say or write. Of course, I need to read and listen as well, but unless I progress to this further stage, I can’t complete the process.

If we take writing as a starting point, technology in the form of word processors (and the many other ways we now have of producing text) allows us to work at the language. We go through a process of creating and re-creating text until it is fully comprehensible to others and is accurate. We can create a draft, show it to others and, based on feedback, can make changes to improve the text. The tools can also help us by showing that our spelling or grammar needs work, too. Technology makes this much easier, and makes it more likely that learners will engage with the editing process to produce the highest-quality text that they can. This writing can then be displayed for others to look at and comment on.

Trying to find ways for people to do meaningful spoken language practice in a class can be very challenging, particularly if, as a teacher, you lack confidence in your own spoken language skills. Linking your class to other classes around the world, using tools such as video conferencing, can give a reason for a learner to ask a question and then try to understand the response. It might also provide support for the teacher, too. The technology mediates the process, getting language out there and giving feedback that shows whether someone has or hasn’t understood what you have said.

The benefits of technology in language learning that is integrated with project work

Another area that technology supports very effectively is project work. We have always tried to encourage learners to learn about things through language. Getting learners to do work about topics that are of interest to them, or topics that are taught in other parts of the curriculum (sometimes called Content and Language Integrated Learning or CLIL) is a great way to improve their skills. Technology makes this possible wherever you are in the world. Teachers and learners can go online to read or listen to material about different areas of interest, and can then write or speak about what they have discovered, telling others in the class or other classes elsewhere in the world.

In the book, there are plenty of examples of case studies of teachers doing these kinds of activities, so you can see how technology can be effectively used to support the language development process.

The publication   Innovations in learning technologies for English language teaching  was presented at a British Council seminar for English language teachers in the UK yesterday. Book your seat at our  next seminar  in the UK.

You might also be interested in:

• Teaching English online – opportunities and pitfalls
• Mobile learning: improve your English anytime, anywhere

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What Students Are Saying About Tech in the Classroom

Does technology help students be more organized, efficient and prepared for the future? Or is it just a distraction?

By The Learning Network

Is there a problem with screens in schools?

We invited students to weigh in on that question in our Picture Prompt Tech in the Classroom , which was based on an Opinion essay arguing that we should “get tech out of the classroom before it’s too late.”

Is there too much tech in your school day? — we asked students. Would you prefer more screen-free time while you are learning, or even during lunch or free periods?

Below, they share the good, the bad and the ugly about technology use in school.

Thank you to everyone who participated in the conversation on our writing prompts this week!

Please note: Student comments have been lightly edited for length.

Some students saw the value of technology in schools, including its ability to prepare students for the future.

I believe that technology in the classroom is a good thing when it is properly moderated. I think completely taking away screens from a student will not help them develop computer skills which they will most likely need in a world like ours, where most of everything is online. Sometimes phones cannot get the job done, and computers will be needed. If schools completely remove devices from the curriculum, then students will be completely clueless when they take classes involving a computer. Too much screen time can be bad for the student, but if it is well moderated, then screen time won’t be an issue.

— Saheed, GMS

I personally do not mind the amount of technology in the classroom. I personally find typing to be a lot easier instead of writing. On top of that, this amount of technology is used in adults’ day to day lives, too. Writing has become less and less relevant for everyone, because most jobs require a computer nowadays. So I think it’s actually better to have the amount of technology we do in the classroom.

— Timothy, Greenbelt Middle

They said, even though there might be down sides, the good outweighs the bad.

Screens in the classroom allows students to complete work in a more organized manner and use online resources to help them learn. It helps teachers to be able to make sure students turn work in before a certain time. However, having screens in the classroom raises students overall screen time which is bad for their eye health and sleep.

— Emily, Greenbelt Middle

I believe that computers should definitely be used at school because it has more pros than cons. They help with everything. The only problem with them is the people using them. The people using them are often misusing them and not charging them.

— Deegan, California

And they argued that tech is so entrenched in the student experience that taking it away would cause a lot of disruption.

There are no problems with screens in school. I believe without screens, school would be much less productive, produce so much waste of paper, and assignments would be lost a lot. Also when I have paper homework, which is almost never, almost every time I get it I forget because everything is on the iPad. This is important because if there is any change in the iPads we use, it’ll affect everyone drastically. Also it would just be really annoying to get used to a whole new thing.

— August, GBW

But another contingent of students said, “There is definitely a problem with screens in school.” They called them a distraction.

There is definitely a problem with screens in school. While regular technology use in school is highly efficient and much more convenient than using textbooks and paper, I still feel like using technology as the main method for learning is detrimental. There are plenty of students in my classes who are hiding behind their iPads to play games or go on their phones rather than utilizing their technology to enhance their learning experience. So in turn, I think we need to minimize (but not completely take away) the prominence of tech in our classrooms. This matters because it’s so important for students to learn how to completely pay attention and focus in on one task so that they are prepared for the moments in life where they don’t get the opportunity to look at their phone if they’re bored or to text their friends. Trust me, this may seem like I’m one hundred percent anti-phones but the truth is I love my phone and am somewhat addicted to it, so I realize that it’s a major distraction for myself in the classroom. Moreover, staring at an iPad screen for 7 hours a day puts significant strain on our eyes, so for the sake of our health and our attention spans, we need to minimize tech use in school.

— Mary, Glenbard West High School

Tech inside classrooms has had many positive effects and many negative effects. Without technology, it would take forever to find sources/information and it would also take ages to do complex things. With technology, people can easily find information and they can easily do many things but the big downside is that they can easily just search up games and get distracted. On one side, it has provided many different changes to students so they can learn in a fun and entertaining way but in another, people are mostly on their phones scrolling through YouTube or Instagram. Many people don’t have control over their body and have a big urge to go on their cellphones.

— Srikanth, Greenbelt Middle School

In my opinion, yes there is a problem with screens in schools. It distracts kids from focusing on their work. Many students are always on their phone during class, and it is disrespectful as well as sad for them. They will not be able to learn the material that is being taught. Personally, I think that screens should be reduced in class, but I do not think that is possible. Whenever a teacher takes away someone’s phone, they get very mad and say that it is their right to have their phone. In these cases it is very confusing on how to act for the teacher!

— Kadambari, gms

Some reported that their peers use technology to cheat.

It might be a problem depending on what people are doing. If it is used for school, like typing an essay, working on homework, or checking your grades it’s okay, but I know people who abuse this privilege. They go onto YouTube and watch things, listen to music when they aren’t supposed to, and play games. Many people cheat to the point where it takes forever to start a test because people don’t close out their tabs. It helps to be able to do these ‘Quick Writes’ as we call them in my ELA class because I can write faster (I know it’s called typing). It’s harder to access things because of the restriction because people mess around so they block so many useful websites and words from our computer. I like to type on the computer, but I feel people abuse this privilege too much.

— Nina, California

When the teachers assign tests on computers, sometimes teachers have to lock students’ screens to make sure they’re not cheating. Sometimes they do it on paper and they try to cheat while hiding their phones in their laps. And then if another student sees them doing that, they will tell and the student who would have the phone out could start a big argument.

— Taylor, Huntington Beach

Several lamented the sheer number of hours teenagers spend in front of screens.

I feel that we have become too comfortable with using screens for nearly every lesson in school, because it has gotten to the point where we are spending upwards of 4 hours on our laptops in school alone. I understand that it would be hard to switch back to using journals and worksheets, but it would be very beneficial for kids if we did.

— Chase, school

I think we should reduce the tech a little just because most students are going straight to screens when they get home, after a full day of screens … Although I know this would be very difficult to do because everything in the world now seems to go online.

— Jaydin, California

And they even worried about their handwriting in a world full of typing.

I think technology in a class is very helpful, but I think that we should incorporate more writing. Since the pandemic, most of the work has been online and it never gave students the opportunity to write as much. When we came back from lockdown, I almost forgot how to write with a pencil. My handwriting was very different. And now we don’t get much time to write with our hands so I think we should have fewer screens.

— Eric, Greenbelt

Some students said that less time spent on screens in school would give them a break from the always-on digital culture they live in.

Although typing is useful and using the internet is very useful, I think we should go back to how it was about 20-40 years ago when all people used the computer for was to type an essay. Drama didn’t get spread in a millisecond, we didn’t have to worry as much about stereotypes. Now all kids want to do is text each other and watch videos. I’m well aware that I have fallen into this trap and I want out, but our lives revolve around technology. You can’t get away from it. I know this is about schools not using technology, which the world without it would be impossible now, but life would be so much simpler again.

— Ivy, Huntington Beach, CA

I will say that my phone is usually always with me during school hours, but I don’t use it all the time. I may check the time or play a short game as a brain break. But I do see some people absolutely glued to their phones during class time, and it’s honestly embarrassing. You really can’t go without your phone for an hour?? It’s almost like an addiction at this point. I understand using your phone to quickly distract yourself; I do it too. And I also think it’s okay to have your phone/electronic during lunch time or free periods. But using it to the point that you can’t properly pay attention in class is just embarrassing. So, in summary, I do think that schools are having a problem with screens.

— Allison, Greenbelt Middle School

And they named classes in which they think screens do and do not have a place.

I feel like for classes for younger kids, technology is definitely not good. Kids should be playing, using their hands, and actually experiencing things instead of being on tablets in kindergarten. I think using computers in school is good though. It’s a lot more efficient, and we live in a society where fast and efficient things are the trend.

— sarah, maryland

I think screens have their place, and will always have their place, in schools and education. The capabilities of computers will always surpass anything else, and they should not be banned from school environments. Still, I have one exception: English class. Other than final drafts of essays, everything in English should be on paper. You can formulate ideas better and minimize outside influence on your thinking.

— Addie, The Potomac School

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