digital technology essay

Essay on Digital Technology

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100 Words Essay on Digital Technology

What is digital technology.

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

Benefits of Digital Technology

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

Challenges of Digital Technology

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

The Future of Digital Technology

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

250 Words Essay on Digital Technology

Introduction.

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

The Evolution of Digital Technology

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

Impact on Society

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

Future Prospects

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

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

500 Words Essay on Digital Technology

Introduction to digital technology.

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

Understanding Digital Technology

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

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

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

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

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

Conclusion: A Balanced Perspective on Digital Technology

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

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

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The Impact of Digital Technologies

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

A DIGITAL FUTURE FOR ALL?

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

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

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

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

THE FUTURE OF WORK

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

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

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

THE FUTURE OF DATA

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

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

THE FUTURE OF SOCIAL MEDIA

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

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

THE FUTURE OF CYBERSPACE

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

FOR MORE INFORMATION

The Sustainable Development Goals

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

ILO | Global Commission on the Future of Work

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

Secretary General’s Strategy on New Technology

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Home — Essay Samples — Information Science and Technology — Impact of Technology — Tecnology Impact: How Digital Technology has Changed the World

Tecnology Impact: How Digital Technology Has Changed The World

• Categories: Impact of Technology Negative Impact of Technology

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Published: Feb 8, 2022

Words: 1851 | Pages: 4 | 10 min read

Table of contents

Communication, bibliography.

• “'It Is Difficult to Imagine Our Lives without Technology' - Times of India.” The Times of India, Business, 4 June 2012, timesofindia.indiatimes.com/home/education/news/It-is-difficult-to-imagine-our-lives-without-technology/articleshow/13796474.cms.
• “5 Reasons Technology Is Changing the World.” InWhatLanguage, Publisher Name InWhatLanguage, 27 Dec. 2018, www.inwhatlanguage.com/blog/5-reasons-technology-is-changing-the-world/.
• “The Advantages and Disadvantages of Technology in the Workplace.” Use of Technology, Use of Technology, 2 May 2017, www.useoftechnology.com/technology-workplace-2/.
• Diana.hand. “5 Ways Technology Has Changed the Communication Field.” American University Online, 19 July 2018, programs.online.american.edu/msc/resource/5-ways-technology-has-changed-the-communication-field.
• “How Technology Has Changed the World of Home Entertainment.” Information Age, 7 Dec. 2018, www.information-age.com/technology-changed-world-home-entertainment-123470132/.
• Hughes, Brian. “How Technology Is Rapidly Changing the Way Things Get Done Across Industries.” Entrepreneur, Entrepreneur, 20 Jan. 2017, www.entrepreneur.com/article/288025.
• “Medical Technology.” Healthcare News & Insights, 23 Dec. 2011, www.healthcarebusinesstech.com/medical-technology/.
• Mercer, Edward. “How Technology Affects Business Operations.” It Still Works, 10 Jan. 2019, itstillworks.com/technology-affects-business-operations-1659.html.
• “Technology.” Merriam-Webster, Merriam-Webster, www.merriam-webster.com/dictionary/technology.
• “Use of Technology in Teaching and Learning.” U.S. Department of Education Releases National Student Loan FY 2014 Cohort Default Rate | U.S. Department of Education, US Department of Education (ED), www.ed.gov/oii-news/use-technology-teaching-and-learning.

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

Stella timotheou.

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

Ourania Miliou

Yiannis dimitriadis.

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

Sara Villagrá Sobrino

Nikoleta giannoutsou, romina cachia.

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

Alejandra Martínez Monés

Andri ioannou, associated data.

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

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

Introduction

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

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

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

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

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

Methodology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Impacts of digital technologies on equality, inclusion and social integration

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

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

Impacts of digital technologies on teachers’ professional and teaching practices

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

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

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

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

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

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

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

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

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

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

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

Factors that affect the integration of digital technologies

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

Digital competencies

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

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

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

Teachers’ personal characteristics, training approaches, and professional development

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

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

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

School leadership and management

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

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

Connectivity, infrastructure, and government and other support

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

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

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

Administration and digital data management

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

Students’ socioeconomic background and family support

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

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

Schools’ socioeconomic context and emergency situations

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

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

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

Factors that affect the impact of ICTs on education

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

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

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

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

Conclusions

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

Study limitations and future directions

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

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

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

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

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

Acknowledgements

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

Data availability statement

Declarations.

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• Published: 12 February 2024

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

• Chengliang Wang 1 ,
• Xiaojiao Chen 1 ,
• Teng Yu   ORCID: orcid.org/0000-0001-5198-7261 2 , 3 ,
• Yidan Liu 1 , 4 &
• Yuhui Jing 1  

Humanities and Social Sciences Communications volume  11 , Article number:  256 ( 2024 ) Cite this article

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• Development studies
• Science, technology and society

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

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Introduction.

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

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

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

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

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

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

Literature review

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

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

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

Methodology and materials

Research method: bibliometric.

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

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

Data retrieval

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

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

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

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

Literature screening

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

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

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

Data standardization

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

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

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

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

Performance analysis (RQ1)

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

Time trend of the publications

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

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

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

Analysis of authors

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

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

Analysis of countries/regions and organization

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

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

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

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

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

Analysis of journals

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

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

Temporal keyword analysis: thematic evolution (RQ2)

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

2000.1–2005.12: germination period

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

2006.1–2011.12: initial development period

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

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

2012.1–2017.12: critical exploration period

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

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

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

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

2018.1–2022.12: accelerated transformation period

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

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

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

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

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

Hotspot evolution analysis (RQ3)

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

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

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

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

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

Discussion on performance analysis (RQ1)

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

Discussion on authorship productivity in digital technology education research

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

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

Discussion on country/region-level productivity and collaboration

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

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

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

Discussion on institutional-level contributions to digital technology education

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

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

Discussion on journal publication analysis

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

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

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

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

Discussion on the evolutionary trends (RQ2)

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

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

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

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

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

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

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

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

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

Discussion on the study of research hotspots (RQ3)

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

Interdisciplinary integration and pedagogical transformation

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

Digital literacy and skills acquisition

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

Educational digital transformation

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

Engagement and participation

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

Professional development and teacher readiness

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

Pandemic as a catalyst

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

Ethical and societal considerations

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

Innovation and emerging technologies

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

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

Conclusions and future research

Conclusions.

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

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

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

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

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

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

Limitation and future research

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

Data availability

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

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

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

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Josephine Wolff; How Is Technology Changing the World, and How Should the World Change Technology?. Global Perspectives 1 February 2021; 2 (1): 27353. doi: https://doi.org/10.1525/gp.2021.27353

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Technologies are becoming increasingly complicated and increasingly interconnected. Cars, airplanes, medical devices, financial transactions, and electricity systems all rely on more computer software than they ever have before, making them seem both harder to understand and, in some cases, harder to control. Government and corporate surveillance of individuals and information processing relies largely on digital technologies and artificial intelligence, and therefore involves less human-to-human contact than ever before and more opportunities for biases to be embedded and codified in our technological systems in ways we may not even be able to identify or recognize. Bioengineering advances are opening up new terrain for challenging philosophical, political, and economic questions regarding human-natural relations. Additionally, the management of these large and small devices and systems is increasingly done through the cloud, so that control over them is both very remote and removed from direct human or social control. The study of how to make technologies like artificial intelligence or the Internet of Things “explainable” has become its own area of research because it is so difficult to understand how they work or what is at fault when something goes wrong (Gunning and Aha 2019) .

This growing complexity makes it more difficult than ever—and more imperative than ever—for scholars to probe how technological advancements are altering life around the world in both positive and negative ways and what social, political, and legal tools are needed to help shape the development and design of technology in beneficial directions. This can seem like an impossible task in light of the rapid pace of technological change and the sense that its continued advancement is inevitable, but many countries around the world are only just beginning to take significant steps toward regulating computer technologies and are still in the process of radically rethinking the rules governing global data flows and exchange of technology across borders.

These are exciting times not just for technological development but also for technology policy—our technologies may be more advanced and complicated than ever but so, too, are our understandings of how they can best be leveraged, protected, and even constrained. The structures of technological systems as determined largely by government and institutional policies and those structures have tremendous implications for social organization and agency, ranging from open source, open systems that are highly distributed and decentralized, to those that are tightly controlled and closed, structured according to stricter and more hierarchical models. And just as our understanding of the governance of technology is developing in new and interesting ways, so, too, is our understanding of the social, cultural, environmental, and political dimensions of emerging technologies. We are realizing both the challenges and the importance of mapping out the full range of ways that technology is changing our society, what we want those changes to look like, and what tools we have to try to influence and guide those shifts.

Technology can be a source of tremendous optimism. It can help overcome some of the greatest challenges our society faces, including climate change, famine, and disease. For those who believe in the power of innovation and the promise of creative destruction to advance economic development and lead to better quality of life, technology is a vital economic driver (Schumpeter 1942) . But it can also be a tool of tremendous fear and oppression, embedding biases in automated decision-making processes and information-processing algorithms, exacerbating economic and social inequalities within and between countries to a staggering degree, or creating new weapons and avenues for attack unlike any we have had to face in the past. Scholars have even contended that the emergence of the term technology in the nineteenth and twentieth centuries marked a shift from viewing individual pieces of machinery as a means to achieving political and social progress to the more dangerous, or hazardous, view that larger-scale, more complex technological systems were a semiautonomous form of progress in and of themselves (Marx 2010) . More recently, technologists have sharply criticized what they view as a wave of new Luddites, people intent on slowing the development of technology and turning back the clock on innovation as a means of mitigating the societal impacts of technological change (Marlowe 1970) .

At the heart of fights over new technologies and their resulting global changes are often two conflicting visions of technology: a fundamentally optimistic one that believes humans use it as a tool to achieve greater goals, and a fundamentally pessimistic one that holds that technological systems have reached a point beyond our control. Technology philosophers have argued that neither of these views is wholly accurate and that a purely optimistic or pessimistic view of technology is insufficient to capture the nuances and complexity of our relationship to technology (Oberdiek and Tiles 1995) . Understanding technology and how we can make better decisions about designing, deploying, and refining it requires capturing that nuance and complexity through in-depth analysis of the impacts of different technological advancements and the ways they have played out in all their complicated and controversial messiness across the world.

These impacts are often unpredictable as technologies are adopted in new contexts and come to be used in ways that sometimes diverge significantly from the use cases envisioned by their designers. The internet, designed to help transmit information between computer networks, became a crucial vehicle for commerce, introducing unexpected avenues for crime and financial fraud. Social media platforms like Facebook and Twitter, designed to connect friends and families through sharing photographs and life updates, became focal points of election controversies and political influence. Cryptocurrencies, originally intended as a means of decentralized digital cash, have become a significant environmental hazard as more and more computing resources are devoted to mining these forms of virtual money. One of the crucial challenges in this area is therefore recognizing, documenting, and even anticipating some of these unexpected consequences and providing mechanisms to technologists for how to think through the impacts of their work, as well as possible other paths to different outcomes (Verbeek 2006) . And just as technological innovations can cause unexpected harm, they can also bring about extraordinary benefits—new vaccines and medicines to address global pandemics and save thousands of lives, new sources of energy that can drastically reduce emissions and help combat climate change, new modes of education that can reach people who would otherwise have no access to schooling. Regulating technology therefore requires a careful balance of mitigating risks without overly restricting potentially beneficial innovations.

Nations around the world have taken very different approaches to governing emerging technologies and have adopted a range of different technologies themselves in pursuit of more modern governance structures and processes (Braman 2009) . In Europe, the precautionary principle has guided much more anticipatory regulation aimed at addressing the risks presented by technologies even before they are fully realized. For instance, the European Union’s General Data Protection Regulation focuses on the responsibilities of data controllers and processors to provide individuals with access to their data and information about how that data is being used not just as a means of addressing existing security and privacy threats, such as data breaches, but also to protect against future developments and uses of that data for artificial intelligence and automated decision-making purposes. In Germany, Technische Überwachungsvereine, or TÜVs, perform regular tests and inspections of technological systems to assess and minimize risks over time, as the tech landscape evolves. In the United States, by contrast, there is much greater reliance on litigation and liability regimes to address safety and security failings after-the-fact. These different approaches reflect not just the different legal and regulatory mechanisms and philosophies of different nations but also the different ways those nations prioritize rapid development of the technology industry versus safety, security, and individual control. Typically, governance innovations move much more slowly than technological innovations, and regulations can lag years, or even decades, behind the technologies they aim to govern.

In addition to this varied set of national regulatory approaches, a variety of international and nongovernmental organizations also contribute to the process of developing standards, rules, and norms for new technologies, including the International Organization for Standardization­ and the International Telecommunication Union. These multilateral and NGO actors play an especially important role in trying to define appropriate boundaries for the use of new technologies by governments as instruments of control for the state.

At the same time that policymakers are under scrutiny both for their decisions about how to regulate technology as well as their decisions about how and when to adopt technologies like facial recognition themselves, technology firms and designers have also come under increasing criticism. Growing recognition that the design of technologies can have far-reaching social and political implications means that there is more pressure on technologists to take into consideration the consequences of their decisions early on in the design process (Vincenti 1993; Winner 1980) . The question of how technologists should incorporate these social dimensions into their design and development processes is an old one, and debate on these issues dates back to the 1970s, but it remains an urgent and often overlooked part of the puzzle because so many of the supposedly systematic mechanisms for assessing the impacts of new technologies in both the private and public sectors are primarily bureaucratic, symbolic processes rather than carrying any real weight or influence.

Technologists are often ill-equipped or unwilling to respond to the sorts of social problems that their creations have—often unwittingly—exacerbated, and instead point to governments and lawmakers to address those problems (Zuckerberg 2019) . But governments often have few incentives to engage in this area. This is because setting clear standards and rules for an ever-evolving technological landscape can be extremely challenging, because enforcement of those rules can be a significant undertaking requiring considerable expertise, and because the tech sector is a major source of jobs and revenue for many countries that may fear losing those benefits if they constrain companies too much. This indicates not just a need for clearer incentives and better policies for both private- and public-sector entities but also a need for new mechanisms whereby the technology development and design process can be influenced and assessed by people with a wider range of experiences and expertise. If we want technologies to be designed with an eye to their impacts, who is responsible for predicting, measuring, and mitigating those impacts throughout the design process? Involving policymakers in that process in a more meaningful way will also require training them to have the analytic and technical capacity to more fully engage with technologists and understand more fully the implications of their decisions.

At the same time that tech companies seem unwilling or unable to rein in their creations, many also fear they wield too much power, in some cases all but replacing governments and international organizations in their ability to make decisions that affect millions of people worldwide and control access to information, platforms, and audiences (Kilovaty 2020) . Regulators around the world have begun considering whether some of these companies have become so powerful that they violate the tenets of antitrust laws, but it can be difficult for governments to identify exactly what those violations are, especially in the context of an industry where the largest players often provide their customers with free services. And the platforms and services developed by tech companies are often wielded most powerfully and dangerously not directly by their private-sector creators and operators but instead by states themselves for widespread misinformation campaigns that serve political purposes (Nye 2018) .

Since the largest private entities in the tech sector operate in many countries, they are often better poised to implement global changes to the technological ecosystem than individual states or regulatory bodies, creating new challenges to existing governance structures and hierarchies. Just as it can be challenging to provide oversight for government use of technologies, so, too, oversight of the biggest tech companies, which have more resources, reach, and power than many nations, can prove to be a daunting task. The rise of network forms of organization and the growing gig economy have added to these challenges, making it even harder for regulators to fully address the breadth of these companies’ operations (Powell 1990) . The private-public partnerships that have emerged around energy, transportation, medical, and cyber technologies further complicate this picture, blurring the line between the public and private sectors and raising critical questions about the role of each in providing critical infrastructure, health care, and security. How can and should private tech companies operating in these different sectors be governed, and what types of influence do they exert over regulators? How feasible are different policy proposals aimed at technological innovation, and what potential unintended consequences might they have?

Conflict between countries has also spilled over significantly into the private sector in recent years, most notably in the case of tensions between the United States and China over which technologies developed in each country will be permitted by the other and which will be purchased by other customers, outside those two countries. Countries competing to develop the best technology is not a new phenomenon, but the current conflicts have major international ramifications and will influence the infrastructure that is installed and used around the world for years to come. Untangling the different factors that feed into these tussles as well as whom they benefit and whom they leave at a disadvantage is crucial for understanding how governments can most effectively foster technological innovation and invention domestically as well as the global consequences of those efforts. As much of the world is forced to choose between buying technology from the United States or from China, how should we understand the long-term impacts of those choices and the options available to people in countries without robust domestic tech industries? Does the global spread of technologies help fuel further innovation in countries with smaller tech markets, or does it reinforce the dominance of the states that are already most prominent in this sector? How can research universities maintain global collaborations and research communities in light of these national competitions, and what role does government research and development spending play in fostering innovation within its own borders and worldwide? How should intellectual property protections evolve to meet the demands of the technology industry, and how can those protections be enforced globally?

These conflicts between countries sometimes appear to challenge the feasibility of truly global technologies and networks that operate across all countries through standardized protocols and design features. Organizations like the International Organization for Standardization, the World Intellectual Property Organization, the United Nations Industrial Development Organization, and many others have tried to harmonize these policies and protocols across different countries for years, but have met with limited success when it comes to resolving the issues of greatest tension and disagreement among nations. For technology to operate in a global environment, there is a need for a much greater degree of coordination among countries and the development of common standards and norms, but governments continue to struggle to agree not just on those norms themselves but even the appropriate venue and processes for developing them. Without greater global cooperation, is it possible to maintain a global network like the internet or to promote the spread of new technologies around the world to address challenges of sustainability? What might help incentivize that cooperation moving forward, and what could new structures and process for governance of global technologies look like? Why has the tech industry’s self-regulation culture persisted? Do the same traditional drivers for public policy, such as politics of harmonization and path dependency in policy-making, still sufficiently explain policy outcomes in this space? As new technologies and their applications spread across the globe in uneven ways, how and when do they create forces of change from unexpected places?

These are some of the questions that we hope to address in the Technology and Global Change section through articles that tackle new dimensions of the global landscape of designing, developing, deploying, and assessing new technologies to address major challenges the world faces. Understanding these processes requires synthesizing knowledge from a range of different fields, including sociology, political science, economics, and history, as well as technical fields such as engineering, climate science, and computer science. A crucial part of understanding how technology has created global change and, in turn, how global changes have influenced the development of new technologies is understanding the technologies themselves in all their richness and complexity—how they work, the limits of what they can do, what they were designed to do, how they are actually used. Just as technologies themselves are becoming more complicated, so are their embeddings and relationships to the larger social, political, and legal contexts in which they exist. Scholars across all disciplines are encouraged to join us in untangling those complexities.

Josephine Wolff is an associate professor of cybersecurity policy at the Fletcher School of Law and Diplomacy at Tufts University. Her book You’ll See This Message When It Is Too Late: The Legal and Economic Aftermath of Cybersecurity Breaches was published by MIT Press in 2018.

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Feb 13, 2023

200-500 Word Example Essays about Technology

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

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

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

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The Impact of Technology on Society and Culture

Introduction:.

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

Positive impact on communication:

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

Positive impact on education:

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

Negative impact on critical thinking and creativity:

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

Positive impact on entertainment:

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

Negative impact on attention span:

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

The Ethics of Artificial Intelligence And Machine Learning

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

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

What are Artificial Intelligence and Machine Learning?

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

The impact of AI and ML on Society

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

The Ethical Considerations of AI and ML

A. Bias in AI algorithms

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

B. Responsibility for AI-generated decisions

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

C. The potential for misuse of AI and ML

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

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

The Future of Work And Automation

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

The Advantages of Automation

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

The Potential Disadvantages of Automation

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

The Future of Work and Automation

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

IV. The Need for Ethical Considerations

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

Conclusion:

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

The Role of Technology in Education

Introduction.

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

Technology's Benefits for Education

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

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

Challenges and Concerns

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

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

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

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

The Influence of Technology On Personal Relationships And Communication 

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

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

Direct Effect on Direct Interaction:

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

Positive Impact on Long-Distance Relationships:

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

The Effects of Social Media on Personal Connections:

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

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

A Personal Perspective on the Intersection of Technology and Romance

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

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

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

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

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

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

Data Mining and Privacy Concerns

Risk of Cyber Attacks and Data Loss

The Widespread Use of Encryption and Other Safety Mechanisms

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

Obtaining and Using Individual Information

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

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

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

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

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

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

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

The Future of Privacy and Security in a Technologically Advanced World

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

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

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

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

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649 Technology Essay Topics & Research Titles + Examples

If you are exploring the wonderful world of technology and its issues and need compelling technology title ideas, you’re at the right place! Below, you’ll find plenty of argumentative topics about technology for your essays or presentations and questions for your research papers. Read on to discover the most exciting titles for essays and write an A+ paper.

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💡 Simple Technology Essay Ideas

👨‍💻 creative titles about technology, 🖥️ technology essay titles.

• Are We too Dependent on Technology?
• How Technology Affects Our Daily Life
• Information and Communication Technology in Education
• Essay about New Technology and Its Impact
• Is Digital Technology Making Children’s Life Better?
• Apple Inc. Affected by Globalization and Technology
• Impact of Technology on the Communication
• How Technology Advances Influences Crime Rates? There is a risk in overuse of technology since it causes mistrust and cynicism where fear of crime is replaced by fear of authority.
• Smart House System Technology Explained Smart House is a term used to describe a house that has Computer Controlled Automation System that controls various functions in a house such as appliances and lighting.
• The Role of Technology in Operations Management The benefits of technology can be seen directly associated with facilitating the processes and the resources, which operations management is directly handling.
• Technology and Its Impact on Humanity The paper discusses new technological developments and their impact with a special focus on Internet technology.
• Ancient Ways of Communication Before Technology This informational essay is devoted to the investigation of a wide range of communication means used by people in ancient times from the pre-writing period until the development of alphabets.
• Communication Technology and Globalization Growth in communication networks brought out by information technology witnessed a stream of expansion of products and ideas breaking geographic boundaries.
• Using Technology in Everyday Life: Pros and Cons Modern technologies are being actively introduced at a rapid pace, which affects many aspects of everyday life.
• Food Technology Importance in Modern Days The Institute of Food Technologists defines food technology as the application of food science, including biological, chemical, and physical makeups.
• Technology in Nursing Practice The patient care environment has changed significantly because of the introduction of technology in nursing practice. Many nurses use technology to provide quality patient care.
• Technology is the Future of Education The paper aims, through an analysis of literature on the subject, to share recommendations on implementing digital tools into education processes.
• Ethics in Information and Communications Technology Design and application of ICTs in our society also come with serious ethical issues which cause dilemmas on whether to fully adopt such technologies.
• Science and Technology in Ancient Civilizations This paper is a consummate discourse on the role of the scientific and technological advancements in the development of the ancient civilizations.
• Technology to Enhance Education in Jamaica The current essay seeks to identify the innovative use of digital tools in Jamaica’s classrooms that were mentioned in the “Innovative use of technology to enhance education.”
• Modern Trends in Information Technology In recent years, there has been a complete technological overhaul in both hardware and software, which has led to improvement in the IT industry in terms of accuracy.
• Negative Effects of Technology on Society The speedy insurgency in technology has extremely influenced the societal daily life both negatively and positively. It becomes intolerable to refute technology.
• Technology of the Past and Present The Internet and social media shape our mindsets and the perceptions of life goals that we obtain while interacting with others.
• Information Technology Implications for Military A critical association exists between military technology, its tactics, and the psychological characteristics that connect its users into units, dating back to the dawn of history.
• Technology and Interpersonal Communication This article explores the impact of technology on interpersonal communication, discusses how technology has changed the way people interact and communicate with each other.
• The Impact of Technology on Mental Health The paper uncovers the consequences of technology use on mental health. It examines the relationship between technology use and mental illnesses.
• Children’s Use of Technology and Social Media: Essay Example Research conducted in various nations indicates that children and teenagers spend most of their time on social media sites than they do on other websites and mobile sites.
• Drones Technology: PESTEL Analysis This study presents a market exploration structure known as the PESTEL analysis model. At the back of the continued pace of aviation technology, drones have become important tools in every industry.
• Is Access to Technology Worth the Potential Loss of Privacy? The problem of data privacy is one of the most worrying topics for modern people since technology and the Internet is used in almost all areas of people’s lives.
• Modern Technology for Children: Causes and Effects The 21st century is the most knowledge-intensive period in human history up to date. Computer technology is utilized in virtually every field of labor and practice.
• Global Technology: Advantages and Disadvantages The essay considers the advantages and disadvantages of technology and establishes two arguments for how the global issue should be addressed.
• The Impact of Modern Technology on Business In the twentieth century business models and firms cannot properly exist without being introduced to the present technological advancements.
• Career Aspirations in Information Technology In the author’s opinion, being a qualified professional in the field of Information Technology is a challenging yet rewarding task.
• Apple Products and Technology Adoption Lifecycle The technology Adoption Model describes the lifecycle of a given product from the moment it first enters the market to the time it saturates it.
• Virtual Reality: The Technology of the Future The contemporary inclination in virtual reality is to combine the two user interfaces to generate an absolutely immersive and combined experience.
• The Healthcare Manager’s Role in Information Technology Management This article focuses on the role that a healthcare manager plays in ensuring the efficient execution of medical operations through the use of new technologies.
• Impact of the Light Bulb Invention on Society and Technology It was the light bulb that made people’s society, culture, and world what they are and gave the world not only illuminated cities but also digitalization and the Internet.
• Music Industry: The Impact of Technology While technology has many positive impacts on the music industry, it poses certain obstacles. In recent years, technology has transformed the music industry.
• Science and Technology: Challenges and Opportunities The recent advancement in science and technology has created opportunities and various challenges in different sectors of the economy.
• The Cloud Computing Technology Cloud computing is a new technology that is currently viewed as one of the major items in computing. It involves using information technology as a service over the network.
• Do Technologies Harm Our Minds?
• How Can Technology Help Mental Health Professionals?
• Does Technology Help Increase the Level of Participation in Middle School Students?
• How Can Blockchain Technology Disrupt the Existing Business Models?
• Does Technology Hold the Key to Improved Life Expectancy?
• How Did Technology Affect the Plains Indias?
• How Are the American Classrooms Dealing with Technology?
• How Does Technology Help Preserve the History and Make It Accessible While Keeping Its Integrity and Credibility?
• Does Technology Affects Culture or Does Culture Affect Technology?
• How Are Finance Globalisation and Technology Related?
• How Does the Basic Physics of LCD Technology and Plasma Work?
• How Blockchain Technology Would Disrupt the Gig Economy?
• How Computer Technology Changed Individuals’ Lifestyles?
• Does Technology Affect Human Communication?
• How Did Big Data Analytics Merge into Technology?
• How Do Technology Affect Sports and the Athlete’s Performance?
• How Countries Used Technology during World War I?
• How Does Excessive Technology Affect the Academics of Youths?
• Has Technology Compromised Our Sexual and Social Life?
• How Does Digital Technology Reduce Cost in Movie Industrial?
• How Has Technology Contributed to Globalisation?
• Has Technology Hindered the Upcoming Generation’s Ability to Communicate?
• Does the Modern World Place Too Much Reliance on Technology?
• How Does Information Technology Change in Business Environment?
• How Can Cam Technology Aid in Manufacturing?
• Science and Technology Roles in Society Science and technology have played critical roles in transforming society, particularly in the transport and communication sector.
• Status of Body Shop and Technology Used in Cosmetics Sector Marketing The paper explores the Body Shop’s current use of technology in marketing cosmetic products and how marketing activities and the market are impacted by modern technology.
• Climate Change: The Impact of Technology The most evident effect of technology on climate change is the possibility of finding new solutions to climate change problems.
• Impacts of Technology on Cognitive Development of Children and Adolescents The extensive increase in web use among teens has given rise to awareness of the effects of the utilization of technology and how it influences children.
• Apple and Technology Adoption Model Apple Inc. is an American tech company producing smartphones, tablets, personal computers, and other devices with a broad range of accessories for them.
• Science and Technology in Shaping of the Modern World Science refers to the systematic study of how the physical and natural world operates through experiments and observations.
• Freshippo Company’s Innovation and Technology-Driven Business Model This paper discusses the innovative business model of Freshippo, a grocery store that started in China in 2016 and has since expanded to 13 cities in the country.
• The Role of Technology in Architecture With the introduction of technology in both techniques and tools used, architecture is not the modern architecture has attained a different status.
• The Effects of Modern Technology on Children The rapid development of the technology industry has various consequences, including both positive implications and negative manifestations of progress.
• Technology and Warfare Technology does not produce and develop on its own, but rather is produced and developed quite purposefully and consciously by thinking beings with specific ends in mind.
• Digital Technology in My Life Digital technology has become a part of my life, but I still differentiate between the digital and real-world, although for some, this line is already blurred.
• How Technology Has Changed Communication? Social networks have made communication simpler, faster and better by enhancing accessibility in both social and business fields.
• Does Technology Promote Loneliness? Today, most people tend to overuse their smartphones, and they are often more focused on their devices than on communication with each other.
• How Technology Has Affected Education Educational technology has greatly developed and has made both teachers and students successful as well as reforming schools.
• The Impact of Technology on Globalization The paper states that advances in technology have contributed to the main forces behind globalization. Organizations are compelled to become global.
• Development of Technology. Future Prospects of Technology in the Next 10 Years Technology has been proved the most significant factor for every businessman how it helps to develop higher productivity and lower labor costs along with the massive profits.
• The Effect Technology on International Relations With information technology, different countries have come to realize the benefits of trade; for sustainable trade, good relations among the trading partners are required.
• Technology History: The Cost of Technological Advances Technological growth has led to the development of products that mankind would have never thought. This paper will look at some of the costs associated with technological growth.
• How Technology Is Destroying Education According to research conducted recently in Britain, many students drop out of school because of over-exposure to the Internet.
• Information Technology Applications in Healthcare Health IT applications as the most advanced tool that can potentially be used for enhancing patient education through patient-nurse communication.
• Benefits of Sustainable Technology and Living Modern society suffers greatly from technological revolutions and innovations which ruin natural environment and kill out Planet.
• Robotics Technology in the Workplace The research paper discusses different ways in which the development of robotic technology has changed the lives of people in the workplace, both positively and negatively.
• Do Computer Technology Make Financial Intermediaries Extinct? Technological innovations are unlikely to result in the extinction of financial intermediaries; the probable outcome is that they will undergo tremendous changes.
• Does Technology Mean Progress or Not Technology does not necessarily mean progress, but it can help society progress and develop further if utilized appropriately.
• Influence of Technology on Students’ Communication and Learning Technology has had a significant impact on communication among students, the methods of obtaining the information they need, and learning modes.
• Communication in the Era of Technology Modernization has improved the work of many organizations and social institutions, but technology has affected the deterioration of individuals’ communication abilities.
• Criminology and Impact of Automation Technology The sole objective of this study is to determine to what extent automation is embraced by law agencies and authorities to solve crimes with a faster and more accurate technique.
• E-Commerce and Digital Technology for Small Businesses With proper customer value and cash flow management, E-commerce has helped small businesses incur a significant increase in revenue and better customer awareness.
• How Technology Affects Face-To-Face Interactions One of the greatest hazards of using technology, as a way of communication, is the creation of an illusion in the mind that one has many friends.
• Information Technology Impact on the Environment Effects on the environment can be economical. Information technology has transformed the business environment by expediting it instead of enhancing the relationship.
• Will Technology Eventually Replace Human Labor? Automation of work can lead to an increase in the number of jobs, new job opportunities, and overall prosperity in the future.
• Negative Impacts of Technology and Social Media on Young People’s Lives Social media has caused far-reaching negative repercussions on the lives of young people. Particularly, the negative effects of addition to SNS, related mental health issues, etc.
• Issues with Modern Technology in Airport Security aviation uses various technologies that help to check passengers and their baggage faster and more accurately, which ensures their safety
• Technology Impact on Generation Z Technology has positively affected the learning and interaction of Gen-Z through various innovations; however, it has shortcomings to the well-being of these individuals.
• Advantages of Computer Technology in Healthcare The emergence of computer technology within healthcare is the catalyst of changes that began to display the improvement of medical procedures and care quality.
• How Technology Increases One’s Job Productivity Business industries today cannot do without the use of modern technologies. Many industries closely follow the development of science.
• Advancement in Technology: Invention of the Television This paper seeks to discuss the phenomenon of the invention era, the circumstances leading to the invention, and its evolution.
• Modern Technology and Human’s Ability to Think With the rapid improvement of technologies that resolve a substantial number of tasks, a question of deterioration of the human ability to think and make decisions arises.
• Technology in Burning Chrome by William Gibson Technology is not only a global achievement but also a phenomenon that can break down the line between man and the real world.
• Technology Structures and Social Boundaries Technology structure and social boundaries form the concept of organizational functioning and are aspects to consider when planning activities in companies.
• Does technology contribute to social isolation?
• Society’s development falls behind technological advancements.
• Can violent video games be considered a form of artistic expression?
• Smartphones harm children’s cognitive and social development.
• Is technology contributing to growing income inequality?
• Should social media platforms be responsible for preventing cyberbullying?
• Biometric surveillance: does it enhance security or infringe upon privacy?
• Do automation and robotics threaten job security?
• Should screen time for children and adolescents be legally regulated?
• Should coding and technology literacy classes be mandatory in schools?
• Information Technology Field and Disciplines The information technology field may be currently regarded as a rapidly growing sphere that offers respectable and secure positions for people with related academic credentials.
• Implementation of Technology System with Change Theory This paper will discuss implementing an electronic medical records system in the organization with Kurt Lewin’s change theory model that will guide the adoption of the new program.
• Information Technology in an Organization The main applications such as Personnel Management System, Inventory Management, General Administration, etc. are fully dependent on modern IT systems.
• Factors Affecting Technology Uses in Schools The article chronicles a study that was carried out to determine the level of technology use in a sample of nineteen schools.
• The Impediments to the Diffusion of the New Technology The paper states that simulation and e-learning face various obstacles to becoming fully adopted methods of employee training in business companies.
• Unethical Use of Technology and Biblical Views The unethical use of technology allowed the team to achieve more solid results. The author of the article also provides other examples of technology fraud that border on ethics.
• Modern Technology and Engineering: The Prospects for the Development Regarded as the most well-developed sphere of industry at the moment, the telecommunication sphere suggests a wide variety of novelties that can ease one’s life and save time.
• Social Relations After Impact of Technology Although technology has improved people’s lives, it has contributed to a myriad of social challenges, calling for intervention measures from individual and societal levels.
• Wireless Technology and Applications Technology is the application of technical expertise to improve the efficiency and convenience of achieving tasks that would otherwise be burdensome.
• Role of Information Technology in Airline Business The trend toward more aviation system interconnection and dependency is advantageous. It can also serve as a target for those looking to disrupt the sector and the global economy.
• Fashion and Technology: Modern Fashion The consolidation of fashion and technology is becoming one of the most modern trends in the creative industry that need detailed research and identification of prospects.
• Personal Isolation and Technology in Communication Technology is an interruption to physical communication and promotes personal isolation, as well as anti-socialism.
• Using Technology in Human Resource Management The Human Resource is a necessary department in recruitment of employees, retention and development of the same.
• The Advancements in Electric Car Technology This paper explores the advancements and improvements in electric car technology based on practical, environmental, and innovative aspects.
• Use of Technology in Arts and Music Industry Technology in art is a form of venture where artists use digital technologies to create their works and use tech as part of their creative or presenting process.
• The Positive and Negative Impact of Technology on Human Life Technology has become part and parcel of our day to day lives, human beings are heavily dependent upon technology. This paper will throw light upon some aspects of the use of technology.
• S-Curve Technology in 3D Printing This paper briefly discusses one of the most famous modern innovations, 3D printing, with the perspective of the S-curve applied to it.
• The Double Effect of Social Technology Society accustoms to the constant receipt of information and begins to handle breakdown if it does not happen.
• Earthquake Resistant Building Technology & Ethics Foreign engineers aimed to replace Japanese architecture with a more solid one with masonry houses, new railroads, iron bridges and other European technological advances.
• Technology-Based Crime and Its Management In the modern world of science and technology, new developments and advancements have changed life and style of living tremendously.
• Ethical Issues in Information Technology IT ethics may be defined as an analysis of the impact of information technology on the profession and society at large.
• Management of Technology Innovations Technology advancements have been made in every sector of business and managers have a task to comprehend the technological innovations and how they affect business operations.
• Darktrace vs. Crowdstrike: Technology Strategies Darktrace and CrowdStrike seem to be very different as far as their technology and marketing strategies are concerned.
• Internet Technology: Creating a Website This paper is set to explain the way the internet has changed lives and its effect on the pace at which businesses are conducted all over the world today.
• The Role of Technology in Social Change In modern times, activism has changed due to the advent of the Internet because it has become much easier to share and spread information.
• Technology Impact on Communication The essay will cover the key factors that changed the way people communicate and advantages and disadvantages of modern innovations in people’s everyday lives.
• The Sphere of Information Technology Information technology refers to the use of computers and software in managing information also referred to as management information services.
• Information Technology Policies of the Healthcare Setting The document delineates the information and communication technology procedures of the healthcare setting and the framework for communicating and implementing these policies.
• Applying Technology in the Classroom The paper describes how important is it that schools teach using iPads, Smart Boards, social media, and other new technologies.
• The Paradox of Progress and Technology The paradox of development and technology consists in the fact that new opportunities inevitably involve unprecedented challenges and problems.
• The Problem of Technology Addiction Among College Students The rapid development of technologies has impacted every aspect of modern people’s lives, from work and education to leisure and recreation.
• The Impact of Information Technology on the Human Communication This paper discusses the potential impact of information communication technology on human communication in business in the next 10-15 years.
• Drones and Robotic Technology Drone technology is an example of a cutting-edge technology. It is the end-result of combining or modifying earlier forms of scientific knowledge.
• The Impact of Technology in “The Story of an Hour” by Kate Chopin It is possible to interpret Chopin’s “The Story of an Hour” as a critique and cautionary tale about technology, particularly the railroad and the telegraph.
• Information Technology and Banking Sector IT has influenced two dissimilar areas in banking, including communication and connectivity, together with business progression reengineering.
• The Use of Information and Communication Technology in Education The main idea of the paper is ‘The use of information and communication technology in education’. The Paper is based on the advantages of information and communication technologies.
• Siri: Controversy Technology It is important to point out that Facebook’s policies are not legislative laws, but rather rules created by the company for its users and partners.
• Technology’s Influences in Our Lives Modern technologies like mobile phones, television or computers, and its information technology have given human society a powerful force to make life more comfortable.
• Effects of Science and Technology in Modern World History Since 1500 This essay provides evidence in support of the thesis that the benefits of scientific and technological advancements have been higher than the cost as well as the negative effects.
• Technology Acceptance Model One of the most successful theories for exploring and examining technology acceptance is the Technology Acceptance Model.
• The impact of virtual reality on education.
• The role of big data in shaping business strategies.
• The environmental consequences of e-waste.
• The potential applications of blockchain technology in supply chains.
• Inequalities in technology access across socioeconomic groups.
• The role of technology in disaster management.
• The impact of technological innovations on journalism.
• The benefits and challenges of quantum computing.
• Cryptocurrencies’ potential to disrupt financial markets.
• Genetic engineering of plants for biofuel production.
• Renewable Energy Technology in Egypt Climate change has made renewable energy a global priority to replace fossil fuel which continues to impact the environment negatively.
• Smartphone Technology in the Society Nowadays, phones are being used to work in various fields, academic grounds, and research. Smartphones have contributed to the negative and positive impacts of technology.
• The Impact of Technology on the Social Institution of Health Technology changed the approach to health care delivery forever, but it is still unclear if this influence is mainly advantageous or leading to inequality.
• Proposal Outline: Being Too Dependent on Technology When almost everything is automatized, and it is impossible to live fully without devices and gadgets, technological dependence appears to be a pressing concern.
• Medical Technology and Its Impact on Patients Patient safety is a new medical care discipline, which stresses on giving of the right information, examination, prevention and control of medical mistakes.
• United Parcel Service: Information Technology Management Plan The operations of UPS are also designed to make the enterprise financially sound by improving employee buy-in through a broad employee ownership formula.
• Technology and Interpersonal Communication The use of technology in communication has improved the quality and quantity of communication and promoted human relations in the society.
• Educational Technology Internship Proposal This proposal is aligned with Technology Facilitator Standards to address the major aspects of the Internship work which are Leadership and Needs Assessment.
• Development in Aircraft Landing Technology This paper also evaluates the importance of these systems in providing safety and reducing operational expenditures of airlines.
• Prolonging Life With Technology The purpose of this article is to consider the idea of life extension through technology, as well as the problems associated with it.
• Facial Recognition Technology This paper aims at examining the bills regarding facial recognition technology and developing a possible statute that can be adopted by the Texas Legislature.
• Use of Technology by Teenagers for Emotional Support Teenagers use technology for emotional support to connect and communicate with their friends and families; however, it hinders their experience of separation and finding of self.
• Fundamentals of Information Technology Information technology deals with computer-based information systems especially computer hardware and software applications.
• Volkswagen Company’s Information Technology This case relates to the efforts that were put by Volkswagen in an effort to set up an Information Technology infrastructure in the organization.
• Tests on Personality: Materials, Scoring, and Technology The publishers of the three tests have stated more precise purposes. In particular, MMPI-A-RF is meant to be used with adolescents to investigate psychopathology and personality.
• Technology in Human Interpretation The thesis is that humans interpret technology in terms of ancient skepticism, enlightenment optimism, and romantic uneasiness.
• Life Expectancy and Technology Life expectancy has increased significantly with the development and discovery of new devices and medicine in the last century.
• Pessimism v Progress: Technology and Society The Economist article “Pessimism v progress; Technology and society” comments on the phenomenon of techno-pessimism, the worldview that has spread throughout recent years.
• Consuming Technology: Why Marketers Sometimes Get It Wrong The article “Consuming Technology: Why Marketers Sometimes Get It Wrong” provides insight into the role of marketing in the promotion of technology.
• Ethical Dilemma of Privacy in Technology The paper argues legal and ethical implications of new technology necessitate new ethical guidelines regarding individuals’ privacy developments.
• Bluetooth Wireless Technology and Its Impact on Human’s Life The aim of Bluetooth technology is to phase out cables as a connector to devices because they support direct communication amongst themselves, without having to use cables.
• Information Systems, Enabling Technology or Strategic Weapon? This research examines the impact of Information Technology on Sainsbury and the extent to which IT has been able to improve the company’s strategic advantages.
• Population Growth and Technology The ability of the economy to sustain its citizens through the advanced technologies lays a good background for population growth.
• Music Industry and Information Technology The music industry is a term used to describe a wide range of music-related businesses and/or organizations, and various types of musicians.
• The Value of Technology The paper explains that although technology is facilitating better interactions among people of the world, it is also facilitating more wastage of natural resources.
• Pop Art and Modern Technology in Artworks In the postmodernism of pop art, the consumer society obtains triumph and manages to colonize every form of art.
• Amazon Company: RFID Technology Implementation Plan An evidence-based Radio-Frequency Identification technology implementation plan is suggested by this paper that can make a difference for Amazon and support its business goals.
• Technology in Information Mining Information mining is the concept which is also known as data mining, and it can be defined as the process of seeking for the necessary information or data to analyze it.
• Technology and Its Effects on Society This paper supports the argument that technology has more negative effects compared to positive ones in society.
• Technology Changes and Influence on Society The changes that technology brings with it are inevitable: it has already influenced society and will continue to do so as it develops further.
• Nokia-Technology Industry Analysis The Nokia Corporation, its history, the market industry it operates in, its mission and vision, and its leadership are investigated in the study.
• The Impact of Technology on American Popular Culture in the 20th Century The work aims to examine how the development of technology influenced the popular culture of America in the twentieth century.
• Americans’ Obsession with Technology: The Key Reasons Americans are obsessed with technology because of accessibility, cultural trend, peer pressure, high levels of stress, and the desire to stay updated.
• Issues of Technology: Online Behavior Along with the Web’s obvious benefits, technology has serious barriers and obstacles to development, implemented through the peculiarities of online behavior.
• Hotel Guest Room Technology The paper focuses on internet-based guest room technologies in the context of different hotel types, guest demographics, and adjacent technologies.
• Media and Communication Technology: The Positive and Negative Impacts This paper discusses the positive and negative impacts of media and communication technology on human beings, such as reduced productivity and depreciating mental health.
• Technology’s Impact on Workplace Conflict Technology is a significant part of modern business because it simplifies several tasks in an organization’s day-to-day functions.
• Impact of Technology on Business and Society Understanding what constitutes mobile computing, cloud computing, e-business, and the Internet of Things is essential in ascertaining their implications for businesses and society.
• Amazon.com: The State of Information Technology and Management At Amazon.com, the state of information system reveals that the company has gained a competitive advantage as the largest online retailer by using an e-commerce model of business.
• Health Information Technology Service Management One of the aspects of using new technology in medicine is HIT service management, which is a process of establishing a framework for IT-related systems and activities.
• Digital Technology Is Changing Childhood
• Information Technology Oversight and Governance
• QR Codes as a Physical Marketing Technology
• Wells Fargo Company’s Technology and Training Systems
• Technology as a Tool for Governments
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• Journalism: Impact of the Internet and Technology
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• The Outcomes of World War II: Impact of Technology
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• Human Resources Management and How It Is Affected by Globalization and Technology?
• Impacts of Technology on Love
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• Modern Technology and Children: Causes and Effects
• Technology Description Diary: The Use of Smartphone and Diary of Observations
• Technology and Communication: The Impact of Information Technologies and the Lack of Personal Contact
• Adobe Inc. Demographics and Technology
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• Technology and Its Impact on Society in Aldous Huxley’s “Brave New World”
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• Many Tech Experts Say Digital Disruption Will Hurt Democracy
• 3. Concerns about democracy in the digital age

Table of Contents

• 1. Themes about the digital disruption of democracy in the next decade
• 2. Broader thoughts from key experts on the future of democracy at a time of digital disruption
• 4. Hopeful themes and suggested solutions
• 5. Tech will have mixed effects that are not possible to guess now
• About this canvassing of experts
• Acknowledgments

About half of the experts responding to this canvassing said people’s uses of technology will mostly weaken core aspects of democracy and democratic representation, but even those who expressed optimism often voiced concerns. This section includes comments about problems that were made by all respondents regardless of their answer to the main question about the impact of technology on democracy by 2030. These worries are organized under seven themes.

Empowering the powerful: Corporate and government agendas generally do not serve democratic goals or achieve democratic outcomes. They serve the goals of those in power

An internet pioneer and technology developer and administrator predicted, “My expectation is that by 2030, as much of 75% of the world’s population will be enslaved by artificial intelligence-based surveillance systems developed in China and exported around the world. These systems will keep every citizen under observation 24 hours a day, seven days a week, monitoring their every action.”

Dan Gillmor, co-founder of the News Co/Lab at Arizona State University’s Walter Cronkite School of Journalism and Mass Communication, and professor of practice in digital media literacy commented, “Governments (and their corporate partners) are broadly using technology to create a surveillance state, and what amounts to law by unaccountable black-box algorithm, far beyond anything Orwell imagined. But this can only happen in a society that can’t be bothered to protect liberty – or is easily led/stampeded into relinquishing it – and that is happening in more and more of the Western democracies. The re-emergence of public bigotry has nothing to do with technology, except to the extent that bigots use it to promote their malignant goals. Meanwhile, the institutions that are supposed to protect liberty – journalism among them – are mostly failing to do so. In a tiny number of jurisdictions, people have persuaded leaders to push back on the encroachments, such as a partial ban on government use of facial recognition in San Francisco. But the encroachments are overwhelming and accelerating.”

Leah Lievrouw, professor of information studies at the University of California-Los Angeles, wrote, “To date, virtually no democratic state or system has sorted out how to deal with this challenge to the fundamental legitimacy of democratic processes, and my guess is that only a deep and destabilizing crisis (perhaps growing out of the rise of authoritarian, ethnic or cultural nationalism) will prompt a serious response.”

Seth Finkelstein, programmer, consultant and EFF Pioneer of the Electronic Frontier Award winner, wrote, “Warren Buffett has said, ‘There’s class warfare, all right, but it’s my class, the rich class, that’s making war, and we’re winning.’ We can examine how this class warfare changes with advances in technology, analogous to how military warfare has been affected by technology. But no weapons technology to date has inevitably produced democracy over dictatorship (or vice-versa). For example, there once was a type of boosterism that talked about how ordinary people could make websites and promoted its very rare cause célèbre success. But that storyline is now going out of fashion. It’s finally getting to be pundit knowledge that there’s a whole system behind which material gets promoted. Paid professional liars can both make websites themselves and work this system better than amateurs. There’s currently a national panic over Russian trolls. But native fiends can do the same thing, with more skill, incentive and opportunities.”

David Bray, executive director for the People-Centered Internet Coalition, commented, “The power of narratives is exactly their ability to shape and institutionalize norms and power distribution in our human communities. … Now, however, our world is much broader than our immediate environment, and this has dangerous side effects, such as challenges in reaching consensus or disputing the relevant facts for a situation. We are seeing increasing polarization in open societies, partly as a result of these questions of where we want to go not being considered in ways that can translate to action. An even larger question is where do different localities want to go in terms of progress in parallel to what values or norms they want to hold dear? This is a question that spans sectors. No one organization or influencer or group with power can either solely answer or execute actions toward that desired future state. In the absence of finding ways to build bridges that span sectors, power – through narratives, laws, or technologies – will be grabbed by whomever aspires to this. An important question for the future is can we build such bridges across sectors? Will our divisions be our undoing as open, pluralistic societies? Can we develop narratives of hope for open, pluralistic societies that bring people together?”

Technology can improve or undermine democracy depending on how it is used and who controls it. Right now, it is controlled by too few. Kevin Gross

Miguel Moreno, professor of philosophy at the University of Granada, Spain, an expert in ethics, epistemology and technology, commented, “There is a clear risk of bias, manipulation, abusive surveillance and authoritarian control over social networks, the internet and any uncensored citizen expression platform, by private or state actors. There are initiatives promoted by state actors to isolate themselves from a common internet and reduce the vulnerability of critical infrastructures to cyberattacks. This has serious democratic and civic implications. In countries with technological capacity and a highly centralized political structure, favorable conditions exist to obtain partisan advantages by limiting social contestation, freedom of expression and eroding civil rights.”

Richard Jones, an entrepreneur based in Europe, said, “Government will lag exploitation of data by state and corporate actors in unforeseen ways. Biased censorship (both well-intentioned and corrupt) and propaganda onslaughts will shape opinions as – combined with an anti-scientific revolution – confidence in the institutions and establishment figures essential to peaceful orderly improvement of societies crumbles further. Hysterical smear attacks will further intensify as attempts to placate minority pressure groups continue. Biased technocratic groupthink will continue its march toward authoritarianism. Charismatic leadership will flourish in truly liberal systems. Authoritarianism will take root elsewhere. Online preference surveys may be developed to guide many choices facing government, but it is not clear that can correct the current democratic deficit in a helpful way. As during the Gutenberg process, accompanying the digestion of ‘free-range’ information will be the reevaluation of secular and religious values and objectives.”

John Sniadowski, a systems architect based in the United Kingdom, wrote, “It is proving very difficult to regulate multinational corporations because of the variety of different national government agendas. A globally enacted set of rules to control multinationals is unlikely to happen because some sovereign states have very illiberal and hierarchical control over agendas and see technology as a way to dominate their citizens with their agendas as well as influence the democratic viewpoints of what they consider to be hostile states. Democracy in technological terms can be weaponized.”

Kevin Gross, an independent technology consultant, commented, “Technology can improve or undermine democracy depending on how it is used and who controls it. Right now, it is controlled by too few. The few are not going to share willingly. I don’t expect this to change significantly by 2030. History knows that when a great deal of power is concentrated in the hands of a few, the outcome is not good for the many, not good for democracy.”

Robert Epstein, senior research psychologist at the American Institute for Behavioral Research and Technology, said, “As of 2015, the outcomes of upward of 25 of the national elections in the world were being determined by Google’s search engine. Democracy as originally conceived cannot survive Big Tech as currently empowered. If authorities do not act to curtail the power of Big Tech companies – Google, Facebook and similar companies that might emerge in coming years – in 2030, democracy might look very much as it does now to the average citizen, but citizens will no longer have much say in who wins elections and how democracies are run. My research – dozens of randomized, controlled experiments involving tens of thousands of participants and five national elections – shows that Google search results alone can easily shift more than 20% of undecided voters – up to 80% in some demographic groups – without people knowing and without leaving a paper trail (see my paper on the search engine manipulation effect ). I’ve also shown that search suggestions can turn a 50/50 split among undecided voters into a 90/10 split – again, without people knowing they have been influenced. The content of answer boxes can increase the impact of the search engine manipulation effect by an additional 10% to 30%. I’ve identified about a dozen largely subliminal effects like these and am currently studying and quantifying seven of them. I’ve also shown that the ‘Go Vote’ prompt that Google posted on its home page on Election Day in 2018 gave one political party at least 800,000 more votes than went to the opposing party – possibly far more if the prompt had been targeted to the favored party.”

A longtime internet-rights activist based in South Africa responded, “Whether the powers of states and tech corporations can be reined in effectively is the current struggle. The genie is out of the bottle and it does not bode well for systems of democracy that have already been undermined in Western states. A state of global cyber war now exists and is likely to persist over the next decade. The oligopoly of state-supported tech companies, whether in the U.S. or China, will be difficult to break. It is trite to differentiate between a Google or an Alibaba – both received substantial state support from their respective governments – the Googles by failure to apply antitrust law to prevent monopolization, the Alibabas by state protection against competition in China.”

David P. Reed, a pioneering architect of the internet expert in networking, spectrum and internet policy, wrote, “‘Democracy’ in 2030 will be democracy in name only. The mechanisms of widespread corporate surveillance of user behavior and modification of user behavior are becoming so sophisticated that the citizen interests of democratic-structured countries will no longer be represented in any meaningful way. That is, by collecting vast amounts of information about user preferences and responses, and the use of highly targeted behavior modification techniques, citizens’ choices will be manipulated more and more in the interests of those who can pay to drive that system. The current forms of democracy limit citizen participation to election events every few years, where issues and candidates are structured by political parties into highly targeted single-vote events that do not represent individuals’ interests. Instead, a small set of provocative ‘wedge’ issues are made the entire focus of the citizen’s choice. This is not representation of interests. It is a managed poll that can easily be manipulated by behavior modification of the sort that technology is moving toward.”

A pioneering technology editor and reporter for one of the world’s foremost global news organizations wrote, “I do not have great faith that the institutions tasked with ensuring that online discourse is civil and adheres to standards of truth and fairness will be able to prevail over tendencies of autocratic governments and powerful private sector actors to use cyberspace for narrow political ends. … The internet has never had an effective governing body with any considerable clout to set policy that might guarantee network neutrality on a global scale, inhibit censorship and apply such conventions as the Universal Bill of Human Rights. Further, a handful of platforms whose moral compass has been questioned have come to dominate the online world. Some are dominated by governments. Others owe allegiance only to shareholders.”

Jerry Michalski, founder of REX, the Relationship Economy eXpedition, wrote, “‘Capital G’ Government has devolved into a phony consumer mass-marketing exercise. ‘Small g’ governance could involve active, ongoing collaboration among citizens, but it won’t as long as the major platforms they use have as their business models to addict them to TikTok videos, and to sell off their private data to companies that want to stalk them.”

Jonathan Kolber, author of “A Celebration Society: Solving the Coming Automation Crisis,” said, “Deepfakes will completely muddy the difference between facts and falsehood, a distinction that few citizens are equipped to make even now. This will have devastating effects upon democratic institutions and processes. … We are increasingly seeing George Orwell’s nightmare unfold as governments learn to use internet-enabled smart devices (televisions, smartphones, etc.) for surveillance. When the Internet of Things extends to smart cars, smart homes and so forth, the surveillance will be universal and unending. Governments are also increasingly redefining facts and history.”

A professor of computer science said, “Artificial intelligence technology, especially machine learning, has a feedback loop that strongly advantages first movers. Google’s advantages in being a better search engine have now been baked in by its ability to accumulate more data about user search behavior. This dynamic is inherently monopolistic, even more so than prior technological advances. Persuasive technologies built using these technologies are capable of refining and shaping public opinion with a reach and power that totalitarian governments of the 20th century could only dream of. We can be sure that today’s regulatory mood will either dissipate with nothing done, or more likely, become a driver that entrenches existing monopolies further by creating technical demands that no competitor can surmount. Democratic institutions will have a very difficult time countering this dynamic. Uber’s ‘greyball’ program, intended to defeat regulation and meaningful audit, is a harbinger of the future.”

Jonathan Taplin, author of “Move Fast and Break Things: How Google, Facebook and Amazon Cornered Culture and Undermined Democracy,” said, “Social media will continue to enable new and more-sophisticated forms of propaganda and disinformation. Artificial intelligence will enable deepfake videos that the average citizen will be taken in by. Facebook, YouTube and Twitter will continue to enable this content in their unending chase for revenue. Politicians will make noises about regulation, but since these platforms will become their primary source of advertising and publicity, they will never commit to the elimination of Safe Harbor and other rules that protect the social networks.”

Bulbul Gupta, founding adviser, Socos Labs, a think tank designing artificial intelligence to maximize human potential, responded, “Given the current state of tech and artificial intelligence ownership, I expect democracy to be even more unequal between the haves and have-nots by 2030, and a major uprising happening from the masses who are being quickly left behind. Tech and AI are owned by their creators, the top 1%, with decisions made about the 100% in every sector of society that have little to no transparency, human judgment or much recourse, and that may not get made the same if they were being forced to happen face to face. People will need their own personal AIs in their corner to protect their basic civil and human rights.”

Carlos Afonso, an internet pioneer and digital rights leader based in Rio de Janeiro, Brazil, wrote, “ Thomas Piketty and others demonstrate that inequality is, if anything, rising everywhere. Democracy understood as pluralist participation in political processes involving the electoral (supposedly unbiased) choices of government representatives, and the decision-making processes in building policies, legislation and regulation, cannot survive in these conditions. … One of the greatest achievements of the UN community was the consensus agreement on trying to reach the 17 sustainable development goals by 2030. However, conflicts of all kinds, internal and inter-country, give us no hope that the essential components of those goals will be achieved worldwide. Also, there is (partly in consequence of the various manifestations of a growing economic crisis with the financial speculators at the head of these processes) little chance that resources will increase to cover the essential needs of the majority.”

Even former pillars of democracy, Britain and France, are challenged by forces misusing digital tools. Norton Gusky

James Sigaru Wahu, assistant professor, media, culture and communication, New York University and fellow at Harvard’s Berkman Klein Center, wrote, “As we have seen across the Global North, tech has only worked to make worse offline tension. This has resulted in multiple challenges toward notions of democracy as shown by the Brexit debacle, 2016 presidential elections and violence against immigrant groups. We have also seen states get in the act through the use of technology to expand their surveillance powers, as is the case in China and in the UK (with its large CCTV camera presence). States in the Global South have also gotten into the surveillance game, which does not bode well for organizations and people advocating for human rights. What we have thus seen is countries like Russia and China growing in strength in tech surveillance and misinformation/disinformation while the United States and several police departments across the country rely on companies such as Palantir to expand their surveillance on citizens. Both of these have led to disastrous results.”

Lokman Tsui, professor at the School of Journalism and Communication of The Chinese University of Hong Kong, formerly Google’s Head of Free Expression in Asia and the Pacific, said, “The political economy of new technologies that are on the horizon leaves me with many concerns for how they will impact democracy and its institutions. First, many of the new technologies, including artificial intelligence, machine learning and big data, are closed and centralized in nature. Unlike the open web before it, these technologies are closed and centralized, both in terms of technical design and also in terms of business model. The technology can indeed be used to improve democratic institutions and processes, but it will be hard and there will be many obstacles to overcome. Second, the new technologies are not only not helping democracies, but they, by their design, are also helping and strengthening non-democracies to further censorship and surveillance. While there are also technologies to counteract these tendencies, the balance tends to tip (heavily) in favor of the other side. Third, I’m concerned there is a global rat race toward the bottom when it comes to the collection of (personal) data, which has the potential to enable the suppression of many other rights.”

Norton Gusky, a futurist and advocate for implementing technology to empower people, commented, “For many years I truly believed that the internet would bring greater access to information that would strengthen democracy. However, in the past four to five years, I’ve witnessed a darker side to the internet. We now see countries like Russia interfering in the elections of not just the United States, but other countries throughout the world. I think there will be a swing, but for the next two to four years, the darker forces will prevail. We’ll see countries like Turkey, China and Egypt limiting the access to the ‘truth.’ Even former pillars of democracy, Britain and France, are challenged by forces misusing digital tools.”

Paola Ricaurte, fellow, Berkman Klein Center for Internet & Society, wrote, “Even after we are aware of the negative implications that technology can have on democratic processes, we have not seen significant actions by the U.S. government to limit the power of tech corporations. The extraterritorial control of technology companies will be further expanded and will continue to have consequences for the democracies of the Global South. The knowledge gap between data-rich countries and data-poor countries will deepen.”

Ian O’Byrne, assistant professor of education at the College of Charleston, wrote, “Power and money ultimately influence decisions made by democratic bodies. With growing unrest, citizens can use social media and current/new digital tools to make themselves heard. Ultimately this will be pushed back again by existing powerholders and nothing may ultimately change. The existing powerholders will continue to exert their influence, and citizens will be left to continue to voice their opinions by shouting into the cyberverse.”

Jeffrey Alexander, senior manager for innovation policy at RTI International, said, “In societies where people are accustomed to power being centralized in a few institutions, and where central governments already exert power through surveillance and state authority, digital technology will facilitate intimidation, disinformation and other mechanisms for reducing individual liberty, suppressing minority opinion and enforcing authoritarian control. This will enable such governments to enhance the appearance of following democratic norms, such as offering ‘free and open’ elections, but use those mechanisms to reinforce their power by suppressing dissent well before voters reach the polls. In societies with strong individual education and a tradition of liberty and citizen-driven initiatives, digital technology could help thwart the rise of authoritarian rule, improve oversight and governance of law enforcement and policy processes, and enhance citizen involvement in government and politics.”

John Pike, director and founder of GlobalSecurity.org, said, “Democracy in 2030 will face the best of times and the worst of times. All the optimistic predictions about social media and other online implementations strengthening citizen participation will be realized. All the pessimistic predictions about the ease with which the surveillance state can manipulate public opinion will also be realized. Autocratic regimes such as Russia and China are skilled at such dark arts at home and will practice them globally. In the old days it was pretty obvious that the Communist Party USA member hawking the Daily Worker was working for Moscow, but now attribution is difficult and contested.”

Shane Kerr, an engineer for an internet security firm, said, “Those with resources will be able to harness technology more effectively to influence opinion and policies, ultimately working against democratic ideals. We already see this in a nascent form today, but it will likely evolve into such a pervasive narrative that the average citizen will not even be aware of it, unless they study history (assuming that ‘1984’-style revisionist history does not become the norm).”

[the fact that they]

Sasha Costanza-Chock, associate professor of civic media at Massachusetts Institute of Technology, wrote, “Core aspects of the democratic process are deeply stressed or broken. In the United States, we need significant reforms to enable broader and more meaningful participation in democratic decision-making, such as instant runoff or rank-order voting, expansion of voting days and times, expanded voting rights for formerly incarcerated people, campaign finance reform, rethinking the electoral college and much more. Unfortunately, most of these are extremely unlikely. Instead, we seem locked into an elitist and extremely expensive electoral system where the players with the most money and connection to wealthy backers rig the system to their advantage. In this context, many technological tools primarily advance those who can develop and customize them for their own ends – again, the biggest players. There are some countervailing forces such as the ability of insurgent candidates to leverage social media.”

Denise N. Rall, academic researcher of popular culture, Southern Cross University, New South Wales, Australia, said, “I believe technology will help the dictators that we now have stay on top and control more aspects of all of our lives, worsening the prospects for democracy as has already happened in most economic powerhouses of the world (U.S., Russia, China, and right-wing elections in Europe, the absurdity of Brexit in the UK, North Korea, etc.). I think environmental degradation will increase exponentially and people will be fighting over resources like energy, water and food quite soon. I do not think technology will have the power to change these outcomes without real desire by governments to reduce resource consumption and a global birth control program of some kind.”

An anonymous respondent commented, “China has the potential to stall trends toward democracy and regime change through increased monitoring of their citizenry and refinement of their ‘social credit’ legislation/monetization of following the whims of their single party. There is a potential for China to help prop up regimes in developing countries where they have vested interests by distributing such technologies to undemocratic regimes that want to remain in power. I think that India could go either way depending on whether or not widespread corruptions in their political environment exploit or are thwarted by increased access to technology and information by their citizenry.”

Technologies of identification and surveillance will expand in usage, eating away at the private sphere of social life. Retired professor

Richard Lachmann, professor of political sociology at the State University of New York-Albany, said, “Democracy will continue to weaken but technology is only a secondary factor. More important in the decline of democracy are the disappearance or weakening of labor unions, the growing power of corporations in all sectors due to mergers, extreme levels of inequality and the ability of the rich and of political actors to manipulate ‘veto points’ to paralyze government initiatives, which then increases citizens’ cynicism about politicians and lessens their participation. All of these preceded the expansion of the internet and will not be significantly lessened by citizens’ online activities.”

Vince Carducci, researcher of new uses of communication to mobilize civil society and dean at the College of Creative Studies, wrote, “Institutional changes are occurring more as a function of power and money rather than technology, particularly in the selection of candidates and in the judicial system. Those are more of threat than technology.”

A cofounder of one of the internet’s first and best-known online communities wrote, “Democracy is under threat. The blame can’t ultimately go to the internet or to computer-aided automation or to artificial intelligence. The vast power of personal and corporate wealth to wield these technologies in support of their selfish interests will increasingly suppress egalitarian and democratic values.”

 A research scientist for a U.S. federal agency wrote, “We are in a period of growing isolationism, nativism and backlash that will weaken democracies around the world, and it will probably have reached a peak by 2030. Although technology and online dissemination of information will be a tool of information and disinformation, and it will be a tool of policing populations, the underlying economic and environmental shifts are mostly responsible for changes resulting in weaker democracies.”

A retired professor commented, “Corporations will have more power over employees and customers. This will be achieved as part of the ongoing corporate takeover of democratic institutions, which U.S. President Eisenhower warned of long ago. Technologies of identification and surveillance will expand in usage, eating away at the private sphere of social life. Social media will continue to reinforce strong social ties among family and friends while reducing the formation of the weak social ties among acquaintances that support intergroup cooperation necessary in a diverse society. Worsening climate and its consequences for health, agriculture and infrastructure will create increasing irrational forms of blame and global conflict. Global conflicts will include electronic and biological forms of aggression against the militarily powerful countries. More citizen backlash is to be expected, but will likely be directed against inappropriate targets. Societies as we know them will stumble from disaster to disaster, toward a massive die-off of our species. I hope I’m wrong. I would like to see our species survive with its democratic values intact. I have grandchildren. I would like their grandchildren to inherit a better world than the one that our present technocratic capitalist economy is racing toward.”

Anonymous respondents commented:

• “The internet under capitalism will only serve the few, not the many, and democracy will weaken as a result. The problem is about competitive economic imperatives rather than technological affordances.”
• “It’s not the technology that will cause the changes, but the systems and structures that create various tech.”
• “The loudest voices will continue to be those that are heard. While the media may change, the elite will still run everything.”
• “Technology companies and governments have incentives to avoid doing things to address the damaging ways in which internet platforms damage democratic institutions.”
• “Power corrupts. Look at the tech giants today – manipulation and propaganda. They are elitists who think they know best.”
• “The combination of big data and supercomputing power seems to be having a negative effect on democracy, and I see no signs that that can be effectively policed or regulated, particularly given the power (and data troves) of very large internet companies and of governments.”
• “I do not believe that governments understand the tools, and they will fail repeatedly to regulate or organize them properly; I also do not have faith the private companies are democratic, and therefore they are apt to reinforce capitalism alone, not democracy.”

Diminishing the governed: Digitally networked surveillance capitalism creates an undemocratic class system pitting the controllers against the controlled

Charles Ess, professor of digital ethics, at the University of Oslo, said, “Democracy – its foundational norms and principles, including basic rights to privacy, freedom of expression and rights to contest and conscientiously disobey – may survive in some form and in some places by 2030; but there are many strong reasons, alas, to think that it will be pushed to the margins in even traditionally democratic countries by the forces of surveillance capitalism, coupled with increasing citizen feelings of powerlessness against these forces, along with manipulation of information and elections, etc. Not to mention China’s increasingly extensive exports of the technologies of ‘digital authoritarianism’ modelled on their emerging Social Credit System.”

There is simply no reason to believe that technology can strengthen democracy. Gina Neff

Rob Frieden, a professor of telecommunications law at Penn State who previously worked with Motorola and has held senior policy positions at the Federal Communications Commission and the National Telecommunications and Information Administration, said, “Technological innovations appear better suited for expanding government power versus improving the ability of individuals to evade surveillance. Across the entire spectrum of political ideology, national governments can justify increased budgets for ever-more-sophisticated surveillance technologies based on noble-sounding rationales, such as national security. Governments have little incentives and incur even fewer penalties when they fail to calibrate surveillance technology for lawful reasons. Innocent people will have reasonable privacy expectations eroded, particularly with technologies that have massive processing power and range coupled with an ambiguous mandate. Unless and until citizens push back, governments will use surveillance technologies to achieve goals beyond promoting national security. We risk becoming inured and numbed by ubiquitous surveillance, so much so that pushback seems too difficult and unproductive.”

Gina Neff, senior research fellow, Oxford Internet Institute, studying innovation and digital transformation, wrote, “There is simply no reason to believe that technology can strengthen democracy. Western democracies are grappling with the power from the increased concentration of financial capital and its response in the form of the rise of populism. Without attention to strengthening our core technology and communications infrastructure, those forces will continue to damage how people participate in – and indeed make – democracy.”

Zizi Papacharissi, professor of communication and political science, University of Illinois-Chicago, responded, “Our present system of governance supports strong capitalism/soft democracy. Until this balance is reorganized, to support soft capitalism/strong democracy, any technology we create will continue to underserve democracy. In short, the technology we have created was designed to generate profit, not to support democracy. It is possible to do both. We just have not designed it that way, however. By 2030, we will see a weakening of democratic and political processes facilitated by technology. This will happen not because there is something inherently bad or undemocratic about technology. It is because most technology is designed, implemented and/or deployed through mechanisms that support a strong capitalist model that was created centuries ago and needs to be updated in order to be compatible with contemporary societies, democratic and non.”

John Harlow, smart-city research specialist in the Engagement Lab at Emerson College, said, “Although there is rising anti-monopoly sentiment, 2030 is soon, and the dominant digital commons for speech (Facebook, Twitter, YouTube) are likely to draw out (in the courts) any regulatory action to change their business models and/or practices. Currently, they are governed by algorithms designed to maximize ‘engagement’ time and thereby advertising revenue, and those algorithms have prioritized extreme content over accurate content (among other problems). This has enabled and supported the rise of the authoritarian far right the world over, and has destabilized faith and participation in democratic institutions and processes.”

An expert on online trust and identity active in the multistakeholder organizations that build and maintain the internet said, “Uses are shaped by social and economic factors that drive toward consolidation and control. Having created a prefect panopticon that maps every endpoint and every device on the network, and with the rise of middle-box collectors that use massive computing power to correlate identifiers, the end result will tilt toward command and control.”

An expert in socio-technical systems wrote, “Social media tech firms will continue to resist control and meaningful regulation in order to preserve their core business, aptly described by Shoshana Zuboff as ‘surveillance capitalism.’ The oligarchs, perhaps still aided by foreign interests, will continue to manipulate public opinion for their own benefit. Economic inequality will continue to increase, as will resentment, misdirected toward immigrants and the ‘elites.’”

An expert in human-computer design wrote, “The decay of democracy should be attributed foremost to capitalism itself, and thus only in a secondary way to technology. Capitalism seems overdue for major shock, enough so that predicting much of anything so far ahead as 2030 seems foolish. The present moment witnesses the close of a decade of ever-intensified distraction engineering.”

An expert in the law who previously worked for a U.S. government agency wrote, “Increasingly sophisticated marketing based on data and inferred data on every individual threatens to cross the line between persuasion and manipulation and coercion, and the First Amendment restraints on government will require a substantial degree of proof of coercion before the government will be able to intervene to safeguard individuals from clear overreaching. The threat of manipulation – and we saw the first signs of that in 2018 with the Cambridge Analytica fiasco – is real and growing. Whether industry or government can curb it is an open question. Industry of course has a conflict of interest – the more successful its manipulation is, the more money industry makes. And government has the restraints of the First Amendment that limit its role.”

[cyberspace as a venue for war, along with land, sea, air, space]

The problem with everyone having a megaphone is that we get drowned in more noise than useful information. Sam Adams

Emilio Velis, executive director, Appropedia Foundation, said, “The way user participation has been shaped by technological platforms for the past 10 years turned the power of decentralized information back to the big corporations, platforms and stakeholders. Or, even worse, it has weakened the capacity of individuals of action while maintaining a false perception that they have control.”

Peter Lunenfeld, professor of design, media arts and digital humanities, University of California-Los Angeles, and author of “Tales of the Computer as Culture Machine,” wrote, “Commercial platform-driven communication technologies like Facebook, Twitter and their eventual successors are unlikely to strengthen representative democracy in the coming decades of the 21st century. They may add ‘voices’ to the conversation, but they will be unlikely to support and sustain the 20th century’s dominant forms of successful democracies – those that designated representatives to debate and legislate on their behalf, from coherent parties that had established ideologies and platforms. What we are starting to see is the development of dialoguing ‘communities’ that mimic the give and take of true democratic action without offering actual power to its participants, like the Italian Five Star Movement, or the emergence of personality-driven, single-issue pop-ups like Nigel Farage’s Brexit Party. Like Five Star and the Brexit Party, future political movements will use social media to offer the affordances of democratic dialogue without actually empowering participants to control or direct the movements. Social media technologies are creating skeuomorphs of democracies; they will have design attributes that look and feel democratic, but they will be authoritarian to the core.”

An anonymous responden t commented, “The degree of tracking of comments by individuals will increase dramatically in the future as DeepMind-style algorithms are applied to internet-based material. It will become much harder for people to make comments without knowing that their attitudes are being logged and accumulated by organisations of all manner, so there will be a reluctance to speak one’s mind. Hence ‘free speech’ will be constrained and thus the democratic process hindered.”

A distinguished professor of electrical engineering and computer science who is an expert in the future of communications networks at a U.S. university wrote, “Social media makes it possible to reach voters in targeted ways and deliver information from a distance that is tailored to specific goals, rather than fostering local community discussion and participation. The lack of privacy in internet service platforms, along with artificial intelligence and big data, now make it possible for candidates to identify and influence voters in ways that could not have been imagined only a few years ago. Without corrective action (such as new election rules limiting the use of private citizen information), these new capabilities could lead to increased political instability and possibly the breakdown of entire democratic systems. The U.S. appears to be the first such casualty in the Western world.”

Sam Adams, a 24-year veteran of IBM now working as a senior research scientist in artificial intelligence for RTI International, architecting national-scale knowledge graphs for global good, said, “The internet provides a global megaphone to everyone in that anyone can publish their opinions and views instantly and essentially for free. The problem with everyone having a megaphone is that we get drowned in more noise than useful information. This is even more problematic since interest groups from all sides have used their power and resources to amplify their own voices far above the average citizen, even to the point of effectively silencing the average citizen by burying their smaller voice under a landslide of blaring voices controlled by wealthy interest groups. Given the interest-driven news cycles and echo chambers of social media, only the loudest or most extreme voices get repeated. This further exacerbates the level of emotion in the public discussion and drives listeners to the extremes instead of more common ground. A democracy must fairly represent its people’s views if it is to succeed. And part of that fairness in this technology-dominant world must include balancing the volume of the voices.”

Philip Rhoades, a business futurist and consultant based in Australia, wrote, “The neoliberal, developed Western world is sliding into fascism as the world’s sixth mass extinction reaches its inevitable conclusion. As this ecological collapse and political regression proceeds, modern technology will mostly be used for suppression of the great majority of people/citizens. Some technology may help defend the populations against state suppression and terror, but its effectiveness will be minor in the greater scheme of things.”

David Noelle, professor and researcher into computational cognitive neuroscience, University of California-Merced, wrote, “In the U.S., policy and public opinion have been increasingly shaped so as to support powered interests rather than the interests of the people. Regulation is dismissed as a threat to our troubled economy, encouraging corporate powers to pursue dangerous short-sighted strategies for producing return for investors. The unrepresented have been all but muted by electoral processes designed to sustain those in power. The most influential technologies of our times have been designed to depend on large centralized infrastructure. Data drives many new innovations, and few are in a position to collect and aggregate extensive data on the people. The focus on technologies that depend on controllable infrastructure, whether privately held or manipulated by political powers, will strengthen the positions of those currently in power, increasingly limiting the ability of the people to demand democratic representation. Note that this opinion is not intended as a call to limit technology but as a cry to radically alter political and economic institutions so as to provide representation to all of the people. A more democratic system will produce more democratic technologies.”

Deirdre Williams, an independent internet activist based in the Caribbean, commented, “We are being taught that convenience is the most important priority. ‘Innovation’ is killing ingenuity. I would expect that over the next 10 years the pendulum will swing in the opposite direction, but it will take a while to repair the divide that has been (deliberately?) introduced between citizen and government, and to remind governments of their duty of care to all of the citizens.”

Giacomo Mazzone, head of institutional relations, European Broadcasting Union and Eurovision, wrote, “I don’t believe that internet platforms will be able to self-reform, despite all announcements and efforts shown. And so only a break-up solution or ‘publicization’ of the internet giants could change the future. The amount of power that has been transferred by citizens and by states to these actors that are not accountable to anybody (even to the U.S. government) is too big to think that they could renounce voluntarily. Do you remember ‘Sliding Doors’ – the 1998 movie with Gwyneth Paltrow as leading actor? The future could (in a 50/50 chance) go totally wrong or fantastically well. A digital interconnected society based on trust and respect of individual and human rights could be the next arcadia. A digital interconnected and mass-surveillance-oriented society based on exploitation of human weakness and on polarization of society could be the perfect implementation of the Orwell dystopia of ‘1984.’ The two futures are equally possible. It’s up to government and civil society to decide in which direction we shall go.”

Scott B. MacDonald, an experienced chief economist and international economic adviser, said, “The future has a very real potential to be a dark Orwellian place, transfixed between strong technology under the control of a few wealthy and powerful and the great unwashed masses made economically redundant by machines and waiting for their daily dose of Soylent Green. One big change is that people may no longer have to go and vote but vote from hand-held or implanted communications devices. If we are not careful technology will be a device for greater control, not democracy, much as in China. Facial recognition anyone?”

Estee Beck, author of “A Theory of Persuasive Computer Algorithms for Rhetorical Code Studies,” commented, “Unless Congress takes action and passes protective consumer legislation to limit private industry powers with technological growth, i.e., surveillance and privacy erosion, democratic institutions will face greater dangers from domestic and foreign threats, loss of trust among the American public and devaluation of private technological companies among the marketplace. The infrastructure of technology, with faulty programming that allows for penetration and deep hacks, the decisions made now with select leaders in technology companies driving pro-China surveillance growth, anti-U.S. and Mexico relations via border surveillance, marketing of biosecurity technologies and the eventual promotion of artificial intelligence consumer goods and services will divide the faith of the nation and leave the American public ill-trusting of Congress to take action for the public good.”

Matt Colborn, a freelance writer and futurist based in Europe, said, “I do not deny the potential for technology to strengthen or even revolutionise democracy. In fact, this is what I hoped for at the beginning of the revolution in the 1990s. However, from a citizen perspective, the new technology seems to me to have already reduced mental autonomy and the capacity for intelligent choice. Why? 1) Platforms like YouTube seem to be more appropriate for distributing propaganda and for involuntary brainwashing because of the algorithms used. 2) Extreme tribalism has also increased because of the ‘echo chamber’ nature of personalised media. 3) Government and corporations are demolishing any kind of privacy. Neurotech, where thoughts are read, is the ‘final frontier’ of this. The problem, too, is the toxic interaction between archaic authoritarian institutions, right-wing populism and new tech. These effects mean that democracy is diluted whilst a ‘surveillance’ state is strengthened and while deep tribal divisions are exacerbated. Although there are certainly counter movements to this, economic inequality is such that basically the rich and powerful are in a position to cash in on these developments and the rest of us are not. Those who want political innovation will find it tough in this environment.”

Democratic regimes could become less democratic from the misuse of surveillance systems with the justification of national security. Anonymous respondent

An artificial intelligence expert predicted, “‘Democracy’ is likely to be even more of an elitist endeavor by 2030 than it is now. Life is good if you’re a big corporation, but not if you’re an ordinary working-class citizen. Who has a voice in this world will depend even more on money and power. Civic technologists will first promise to save democracy with technology but then start charging for it after five years because ‘someone has to pay for maintenance.’ And they will get away with it, because no one will remember that political rights are a basic right and not a commodity.”

An anonymous respondent wrote, “Recently Hong Kong protesters had to buy single-trip transit cards with cash to be able to exercise democratic power; this will be impossible when mass face-recognition technology is implemented. Essentially, it is becoming almost impossible to behave democratically.”

• “Technology is going to aggregate people’s individual voices and remove individual democracy.”
• “Democratic regimes could become less democratic from the misuse of surveillance systems with the justification of national security.”
• “I am sadly confident that democratic institutions will not be affected in any positive way in future by citizen’s perspectives; instead, technology will continue to create disenfranchised, disempowered citizens.”

Exploiting digital illiteracy: Citizens’ lack of digital fluency and their apathy produce an ill-informed and/or dispassionate public, weakening democracy and the fabric of society

James S. O’Rourke IV, a University of Notre Dame professor whose research specialty is reputation management, said, “As Neil Postman wrote in 1985, ‘We no longer engage in civil public discourse. We are simply amusing ourselves to death.’ Among the more insidious effects of digital life has been a reduction in tolerance for long-form text. People, particularly the young, will read, but not if it involves more than a few paragraphs. Few among them will buy and read a book. News sites have discovered that more people will click on the video than scroll through the text of a story. Given how easy it now is to manipulate digital video images, given how easy it is to play to people’s preconceptions and prejudice, and given how indolent most in our society have become in seeking out news, opinion and analysis, those who seek to deceive, distract or bully now have the upper hand. Jesuits have long cautioned that ‘No man can understand his own argument until he has visited the position of a man who disagrees.’ Such visits are increasingly rare. The long-predicted ‘filter bubble’ effect is increasingly visible. People will simply not seek out, read or take time to understand positions they do not understand or do not agree with. A sizeable majority now live with a thin collection of facts, distorted information and an insufficient cognitive base from which to make a thoughtful decision. Accurate information is no longer driving out false ideas, propaganda, innuendo or deceit.”

Bernie Hogan, senior research fellow, Oxford Internet Institute, said, “Technology without civics is capitalism with crystallised logic and unbounded scope. Democratic institutions and civic societies are premised on boundaries and intelligible scales, like the ‘local paper’ or the ‘provincial radio.’ Technology is allowing for the transcendence of scale, which we might think is great. Certainly, from a logistics and delivery side it is very impressive. But social cohesion requires levels of understanding that there’s a coherent bounded population to care about and define one’s identity through and against. It requires people seeing and doing things as more than consumers and occasional partisan voters.”

People don’t know what to believe, so they often choose either to believe nothing or to believe whatever their gut tells them. Research scientist

Larry Rosen, a professor emeritus of psychology at California State University-Dominguez Hills, known as an international expert on the psychology of technology, wrote, “I worry that many in the public will and do not have the skills to determine truth from fiction, and twisted truth can and does lead to misunderstanding the content.”

Carolyn Heinrich, professor of education and public policy at Vanderbilt University, said, “As internet content is increasingly customized for us by who we know and where we click, the range of information and perspectives we are exposed to will narrow unless we make the effort to read more widely ourselves. To minimize the negative effects, we have to proactively make the effort to broaden our circles of communication and sources of information/knowledge. As technology increasingly pervades our K-12 school curricula, we also need to examine exactly what technology vendors are conveying in their content, and who is the ‘face’ of that content in instructional videos. That is something we are currently investigating in our research .”

Cliff Zukin, professor of public policy and political science, Rutgers University, responded, “In the U.S. anyway, increasing political apathy has accompanied increasing use of technology. It has, on the one hand, been diversional from attention to matters of governance and citizenship. On the other, the centrifugal forces of interests made more available by increasing technology has eroded the core knowledge base of citizens, as well as the norms of citizenship. It does allow for mass movements to organize more quickly and put pressure on leaders, but the right-wing, post-recession populism and withdrawal from globalism is not, in my judgment, a good thing.”

An anonymous respondent said, “Unfortunately, fundamentally undemocratic processes in the United States, like the electoral college, will continue to be undermined by fake news and technology-backed manipulation of rural states, which have outsized electoral college voting power but typically lack education and will likely remain vulnerable to such exploits.”

A fellow at a major university’s center for internet and society wrote, “I am worried that the ease with which hostile powers and trolls can manipulate public opinion will only increase and become more sophisticated, leading to voters having increasingly lower levels of factual information at their disposal or, worse yet, increasing apathy toward or cynicism about voting and the democratic process entirely.”

Eric Royer, assistant professor of political science, Saint Louis University, said, “The breakdown of norms creates an environment of false truths that is directly tied to political polarization, especially among the fringes, and citizen mistrust and apathy with anything ‘government.’ Technology, especially in social media platforms, holds unlimited potential to make the world less of an unfamiliar place, however, its manipulation and influence in our daily lives is truly misunderstood at the current expense of democratic processes and institutions globally and domestically.”

A research scientist focused on fairness, transparency and accountability in artificial intelligence said, “The rise of fake news and manipulated media like deepfakes has sown a greater distrust of media and institutions that is undermining democracy, leading to a less-informed and less civically engaged population. People don’t know what to believe, so they often choose either to believe nothing or to believe whatever their gut tells them. Moreover, foreign actors that use social media manipulation tactics to sway elections further undermine democracy’s legitimacy.”

Continuous media weakens people’s ability to seek information and form their own opinion. Gretchen Steenstra

Mark Andrejevic, associate professor of communications, University of Iowa, wrote, “Much of my career has been built around my profound concerns about the impact that technology is having on democratic processes of deliberation, public accountability and representation. This is because technology needs to be understood within the context of the social relations within which it is deployed, and these have been conducive to privileging an abstract consumerist individualism that suppresses the underlying commitment to a sense of common, shared or overlapping interests necessary to participation in democratic society. I see the forms of hyper-customization and targeting that characterize our contemporary information environment (and our devices and mode of information ‘consumption’) as fitting within a broader pattern of the systematic dismantling of social and political institutions (including public education, labor unions and social services) that build upon and help reproduce an understanding of interdependence that make the individual freedoms we treasure possible. Like many, I share concerns about rising political polarization and the way this feeds upon the weaponization of false and misleading information via automated curation systems that privilege commercial over civic imperatives. These trends predate the rise of social media and would not have the purchase they do without the underlying forms of social and civic de-skilling that result from the offloading of inherently social functions and practices onto automated systems in ways that allow us to suppress and misrecognize underlying forms of interdependence, commonality and public good. I am not optimistic that anything short of a social/political/economic disaster will divert our course.”

Carlos Afonso, an internet pioneer and digital rights leader based in Rio de Janeiro, Brazil, wrote, “Thinking here of a planet with 7 billion-plus persons, most of them (including many of the supposedly ‘connected’) are unable to discern the many aspects of disinformation that reaches them through traditional (entrepreneurial) media, social networking apps and local political influences.”

A longtime CEO and internet and telecommunications expert commented, “Citizens will increasingly act absent of any understanding of critical analysis and reasoning, fact-checking or even rule of law. Under the guise of ‘acting out against injustice’ we will continue to see cyber vigilantism, whereby social media firestorms effectively ‘try and convict’ anyone accused of word or deed not supportive of their values.”

Gretchen Steenstra , a technology consultant for associations and nonprofit organizations, wrote, “I am concerned about higher velocity of information that does not include all critical and supporting information. Data is used to inform one view without context. Consumers do not fact-check (on many issues regardless of party). Americans are not focused on social responsibility or downstream impacts – they only want instant results. Continuous media weakens people’s ability to seek information and form their own opinion. Constant connectedness prevents reflection and allows your brain to relax. No one can argue with the desire for understanding.”

A fellow at a think tank’s center for technology and innovation wrote, “Democracy will be driven by more artificial intelligence systems, which will automate a range of decisions. Consequently, individuals may have limited input into their own decisions because data will be extrapolated from machines. What this will mean is a looser connection to democratic processes or connections driven by what one sees, hears and senses through dominant platforms. Without some level of policy restraint when it comes to specific use cases, such as voting, technology may serve to erode public trust, while simultaneously relying less on actual public input due to the level of sophistication that emerging technologies offer.”

Ayden Férdeline, technology policy fellow, Mozilla Foundation, responded, “Technology will continue to be exploited by those who seek to increase political apathy and undermine our trust in established institutions. This may happen more subtly than in the past, but the corrosive effect on democracy will be just the same.”

The internet amplifies trends that have been with us for a while – extremism and apathy. Pamela McCorduck

Philip J. Salem, professor emeritus, Texas State University, expert in complexity of organizational change, said, “People will become increasingly more careful about how they use the internet. Each person must be more mindful of use. My concern is that reflexive, non-mindful reactions can spread so fast and have more tragic consequences with the speed of the internet.”

Jeff Johnson, a professor of computer science, University of San Francisco, who previously worked at Xerox, HP Labs and Sun Microsystems, said, “Today’s social media encourages the spread of unverified information, which can skew policymaking and elections. People tend to be lazy and do not even read most of the articles they comment on, much less check the truth of the articles. In the TV era, before social media, putting out false information about a political opponent or ballot measure was expensive and subject to laws against ‘false advertising.’ Political hit pieces had to be well-funded, vaguely worded and carefully timed (to just before the election) in order to sway elections. That is no longer true. Strong regulation of social media could perhaps mitigate this, but such regulation seems unlikely in the foreseeable future.”

Pamela McCorduck, writer, consultant and author of several books, including “Machines Who Think,” said, “I am not sanguine about democracy right now. The internet amplifies trends that have been with us for a while – extremism and apathy. Our proportion of potential voters who actually vote only rose once or twice in the past few elections. Mostly it is dismal. Partly this is a result of voter suppression (not just removing voters from the rolls, but also making the process of voting far more cumbersome than it needs to be). Partly this is the realization by voters that elected officials are more beholden to dark money than to the people who elected them. I hope I am wrong about the future of this country I love.”

Luis German Rodriguez, researcher and consultant on knowledge society and sociotechnical impact based at Universidad Central de Venezuela, commented, “Democracy is likely to be weakened by 2030. … Authoritarian rule seems to be growing stronger wherever you look, supported by the emerging technologies.”

• “People will not use the internet to research the issue, rather, they will simply go with whatever biased opinion is put in front of them.”
• “The problem is that with the erosion of critical-thinking skills, true journalism versus opinion journalism (and the prevalence of ‘sound bites’ in lieu of serious debate based on facts) lack of proper policy and governance principles, these tools are being used to spread false information.”
• “The public made more gullible by a short attention spans, eroding reasoning skills, becomes a malleable target for those who seek to erode the fundamental institutions of our democracy.”
• “I’m less concerned about technology than I am the ability and willingness of my fellow citizens to educate themselves about the sources of information they consult.”
• “The biggest threat to democracy is people’s lack of critical-thinking skills to be able to distinguish between information and misinformation.”

Waging info-wars: Technology can be weaponized by anyone, anywhere, anytime to target vulnerable populations and engineer elections

Richard Bennett, founder of the High-Tech Forum and ethernet and Wi-Fi standards co-creator, wrote, “The economic model of social media platforms makes it inevitable that these tools will do more harm than good. As long as spreading outrage and false information generates more profits than dealing in facts, reason, science and evidence, the bad guys will continue to win. Until we devise a model where doing the right thing is more profitable than exploiting the public’s ignorance, the good guys will keep losing. … One hypothetical change that I would like to see would be the emergence of social media platforms that moderate less for tone and emotion and more for adherence to standards of truthfulness and evidence. Making this approach succeed financially is the major obstacle.”

Mutale Nkonde, adviser on artificial intelligence at Data & Society and fellow at Harvard’s Berkman Klein Center for Internet and Society, wrote, “Without significant regulation, our future elections will be ruled by the parties that can optimize social media recommendation algorithms most effectively. In the present moment, those are parties like Cambridge Analytica who used fear, racism and xenophobia to influence elections across the world.”

Eduardo Villanueva-Mansilla, associate professor of communications at Pontificia Universidad Catolica, Peru, and editor of the Journal of Community Informatics, said, “The lack of agreement about how to deal with these issues among governments is a serious threat to democracy, as much as the potential for misuse of technological innovations. In the next decade, the complete control by a few multinational firms will be completely outside of regulatory and policy reach of developing countries’ governments. This will increase the instability that has been normalized as a feature of governance in these countries.”

This is not like armed revolution; this is small numbers of employees able to affect what thousands, if not millions, see. Rich Salz

An expert in the ethics of autonomous systems based in Europe said, “Digital devices provide more and more new means to enhance the power of leaders to control people and to manipulate an inferior substitute for democracy to their benefit. They simulate and broadcast false flavours of democratic representations to the population. Decisions that restrict people’s rights, autonomy and freedom are promoted as necessary for enhancing the security, care and well-being of the population, while in fact the purpose is to protect the interests of those who seek power and influence. New digital means (biometrics, facial recognition, big data, deep learning, artificial intelligence) allow those in power to recognize and to profile people (position, behavior, location, ways of thinking, ideas, political opinions, level of life, health, origins, money, social relationships and so on). Stakeholders can use these devices to make appropriate decisions concerning what they consider subversive people and moreover to fight them if necessary. Robots and autonomous AI systems will be very efficient slaves to help to educate people who will not fit the requirements and rules imposed by the dominant class. This model will be developed in more and more states in the world and will progressively narrow freedom and decrease the quality of life of ordinary people belonging to medium and low social classes. At the same time, the field of available jobs will be more and more narrow because AI and robots will replace human beings in most areas and lead the majority of people to be unable to find means to work to support and fulfill themselves.”

Larry Masinter, internet pioneer, formerly with Adobe, ATT Labs, Xerox PARC, who helped create internet and web standards with IETF and W3C, said, “Traditional democracy and democratic institutions rely on geographically defined boundaries for constituencies. Enabling technology will accelerate the rise of cross-jurisdictional malfeasance, whether it’s called collusion or something else.”

An anonymous respondent warned, “Authoritarians will weaken checks and balances, turn courts into extensions of those in power and thus undermine representative democracy – enabled by the manipulation of digital media to stoke fear and mask inconvenient truths. … Extreme partisanship is putting all of our democratic institutions at risk to the point that shared power and orderly transitions may not exist in 10 years. Civil unrest seems inevitable.”

Rich Salz, senior architect, Akamai Technologies, wrote, “Individual citizens cannot stand up to the organized ‘power’ of other countries. This is not like armed revolution; this is small numbers of employees able to affect what thousands, if not millions, see.”

Heywood Sloane, entrepreneur and banking and securities consultant, said, “The current U.S. administration is leading the way to misuse technology. It permeates the public air with disinformation and lies, while putting a heavy hand on the scale in the background. It welcomes trolls to conferences in the White House and encourages them. Even if the administration changes it will take time and work to undo the damage. Media technology corporations have lost control of their platforms and marketing staffs – witness Facebook and Cambridge Analytica. Already we have rogue state sponsors altering our dialogues, yet we ignore them and chortle away with their leaders.”

An associate dean of research for science and engineering said, “Over the next 10 years, we will see an increase in the current trend of using technology to further engineer elections (including gerrymandering) and to target those most vulnerable to manipulation (on all political sides). A result is overrepresentation in elected government of self-interested minority points of view (extremes on many sides), increased obstacles to ousting parties from power (especially in two-party systems like the U.S.), and, for a while at least, the continued divisiveness of political discourse.”

A consultant who works for U.S. government agencies said, “The biggest fear of technology will be the use of artificial intelligence. While at present we have control of AI, in time we will lose that control. As systems are augmented with AI, it will remove the human element over time. We can say what we like about technology and our control of technology, but in time external forces will replace the human element. This will happen in all areas of technology, including the governmental technology world. At some point it will go beyond its own programing doing what it believes is in our best interest.”

Sowing confusion: Tech-borne reality distortion is crushing the already-shaky public trust in the institutions of democracy

The leader of a technology innovation group at one of the world’s top five technology organizations wrote, “Technology has already and will continue to place huge strains on democracy. First, digital technology makes it immensely easy for a small number of leveraged actors to exercise great control over our public discourse. We see this as they exercise control over the information made available and presented to citizens. Second, digital technology makes it immensely easy for actors to hide or obscure their involvement and their intent. Third, digital technology makes it immensely easy to erode truth through fabrications or amplifications.”

Hate, polarization, oversimplification and lack of well-considered thought are and will be on the increase. Alejandro Pisanty

Nigel Cameron, president emeritus, Center for Policy on Emerging Technologies, said, “I fear deepening distortions in public perception by the leveraging of digital media on the part of governments (our own and foreign), tech corporations and other actors – as new technologies like fake video make it even easier to shape opinion. It will be some time before (assuming it happens) we have the will and the tech to rein in these abuses. As things stand, partisanship by politicians and the ‘sorry, not sorry’ approach of Mark Zuckerberg and the other tech leaders portend deepening problems.”

[Technology]

Alejandro Pisanty, professor at UNAM, the National University of Mexico, and an activist in multistakeholder internet governance, wrote, “Hate, polarization, oversimplification and lack of well-considered thought are and will be on the increase. They are orders of magnitude easier to construct and propagate than the ways of countering them (the ‘bullshit asymmetry’ principle, on steroids). Manipulation of elections and other processes will continue to be rife as long as there exist those who want to do it and those susceptible to manipulation. Among the hardest hit will be the U.S., which has a gullible population unable to see the meta-layers of attack they are subjected to. There is hope for improvement in a smaller, smarter, more-democratic sector of society fighting the acritical reactions of the naive and uneducated. Better information, resilient systems (by design) and deliberations nested at all levels from the ultra-local to the global, an architecture of multistakeholder deliberations and decisions, and a lot of luck, may lead to improvement. Otherwise splintering and other forms of dark days loom.”

Rich Ling, professor, Nanyang Technological University, Singapore; expert on the social consequences of mobile communication, said, “The forces that want to confuse/undercut legitimate information are learning how to best use these systems. They are also learning how to calibrate the messages they send so as to enhance their divisiveness. This division plays on confirmation bias and, in turn, undercuts the common ground that is needed for effective governing and democracy.”

Karl Auerbach, chief technology officer, InterWorking Labs, active in internet design since the early 1970s, had less faith in multistakeholder organizations, writing, “Democracy is dying at the hands of a concept called ‘stakeholder.’ This has little to do with technology except that people are being led to believe that they are not skilled enough or smart enough to decide for themselves, that technological experts ought to decide on their behalf. We are moving toward not improved democracy (direct or indirect) but closer to an oligarchy of ‘stakeholders.’”

Glyn Moody, a prolific technology journalist, blogger and speaker based in Europe, said, “Lies propagate more easily than truth. It is proving far easier to use the latest technology to undermine the things we thought were safe and stable. It is proving very hard to counter that abuse of technology.”

A computing science professor emeritus from a top U.S. technological university wrote, “As artificial intelligence technologies are employed to create ever-more-realistic disinformation videos and as multiplication of software AI disinformation bots can be replicated and spread easily by individuals or small groups, more and more people will be fooled by disinformation, thus weakening our democracy.”

A professor of sociology at a major California university said, “Powerful governments and their allies are using technology to destroy the concept of a single, accepted truth. While not always succeeding in implanting particular beliefs in the minds of citizens and residents, the constant assault on truth leads to fatigue and resignation, that the actual truth cannot be known, or that all political actors are equally bad. This resignation, moving into apathy, allows those in power to behave badly and centralize their power. The wild card is whether new technologies can detect bots and fake video/audio, and whether mainstream media and social media companies behave responsibly to bring an accepted truth back to life.” Alan Honick, project director for PROSOCIAL, said, “My work is focused on the need to make the internet and associated information technologies trustworthy and reliable. … The most important variable for the question at hand is whether or not information technology can move in the direction of becoming a trusted and reliable source of information, and at present the trend seems to indicate not.”

Annemarie Bridy, professor of law specializing in the impact of new technologies on existing legal frameworks, said, “Social media platforms have a steep hill to climb over the coming years when it comes to dealing effectively with disinformation and coordinated inauthentic behavior aimed at manipulating voters and electoral outcomes. Viral disinformation online will continue to be a serious threat to democratic institutions and the integrity of elections.”

Garth Graham, a longtime leader of Telecommunities Canada, said, “The digital age is characterised by a disintermediation of authority. Authority as a principle for structural organization is disappearing. Democracy is predicated by the agreement to accept authority to represent. Most people are no longer willing to accept that anyone else can represent them.”

Stephanie Fierman, partner, Futureproof Strategies, said, “Many parties have an incentive to issue false and damaging statements and content that people believe. Until we return to a world in which a fact is a fact is a fact, we will see a continuing degradation of truth and the existence of checks and balances, both of which being so vital to the presence of democracy.”

Stuart Umpleby, retired professor of management and director of research at George Washington University, commented, “The operators of social media platforms, such as Facebook, need to take responsibility for content. Otherwise they benefit by distributing falsehoods.”

Viral disinformation online will continue to be a serious threat to democratic institutions and the integrity of elections. Annemarie Bridy

Satish Babu, founding director of the International Centre for Free and Open Source Software, said, “If the world does not recognize the pitfalls and take corrective action, technology is likely to adversely impact the quality and practice of democracy. In particular, the pragmatics of democracy will deteriorate into an ‘anything goes,’ free-for-all fight where artificial intelligence will be used to dig up or magnify or even create antecedents of candidates from historical records and social media will be used to push such ‘facts’ to every citizen.”

A professor of sociology and public policy wrote, “Bot armies and databases of persuadable people that include information on what sets them off empower the worst nationalistic and international actors to tear down democracies. Via technology, people can enter alternate realities where others reinforce their fantasies and strengthen them – flat earthers, those who believe in vaccine and climate conspiracies, moon landing hoaxers and so forth. These are problematic in their own right, but also lend themselves to further manipulation, destruction of trust in institutions, scapegoat seeking, and the rejection of science.”

Filippo Menczer, a grantee in the Knight Foundation’s Democracy Project and professor of informatics and computer science at Indiana University, said, “Technology … mediates our access to information and opinions. This will in part strengthen democracy, for example making it easier to check facts. It will also weaken democracy, as vulnerabilities due to the interplay of cognitive, social and algorithmic biases continue to be exploited and new ones are discovered. On balance, my prediction is that things will get worse before they get better. We are only just beginning discussions about the legal implications of countermeasures, for example the issues related to social bots, disinformation campaigns, suppression of speech and the First Amendment in the U.S.”

Nancy Heltman , manager of a state agency based in the U.S., wrote, “The negative aspects of bots and influencers driving opinions are likely to outweigh the positive aspects of increasing involvement in the political process.”

David Gans, musician, songwriter and journalist, said, “I fear that deliberate falsehoods will continue to crowd objective reality out of the discourse. The social networks seem neither able nor particularly willing to intervene on behalf of the truth, and there are powerful and well-funded entities with a strong interest in misinforming the public.”

A research leader for a U.S. federal agency said, “Working to be respectful of First Amendment rights while not allowing the perpetuation of mis- or disinformation is of critical concern. I don’t expect that to be resolved within the next 10 years. We are living in the times of 50 shades of gray. In many cases, the determination is not black and white. The headline may be misleading, but not entirely untrue. I think that’s appealing to the media right now.”

Kenneth R. Fleischmann, associate professor at the School of Information at the University of Texas-Austin, wrote, “Technology will have complex effects on society that will be difficult to predict, that depend on the decisions of tech companies, governments, the press and citizens. … Trust will be key, not just blind trust, but trust based on transparent provenance of information that can help users exercise their autonomy and agency.”

• “Technology will weaken our ability to come to consensus; by nurturing smaller communities and fringe ideas, it will make compromise and finding a modus vivendi much more difficult.”
• “Social media will continue to erode faith in facts and reason; echo chambers and emotion-driven communications plus security problems in voting will undermine public discourse and faith in elections.”
• “There seems to be no realistic way to check the effects of IT on polarization and misinformation. The true beliefs and actions of political leaders will continue to have decreasing influence on voting.”
• “Foreign countries and hate groups will grow more sophisticated in their ability to infiltrate the web with biased stories and ads designed to suppress or sway voters and negatively impact public opinion.”
• “While it enables voices to be heard, tech has already weakened democracy by enabling governments and corporations to erode privacy and silence those who might otherwise speak out.”
• “We don’t need mass armies anymore. New technology enables centralized control to a degree never imagined before.”
• “In 2030, there will still be splintering and increased political polarization as individuals are able to challenge democratic ideals and influence political processes through anonymous activities.”
• “Democracy is, and will always be, filled with fake news and preposterous bloviation.”

Weakening journalism: There seems to be no solution for problems caused by the rise of social media-abetted tribalism and the decline of trusted, independent journalism

Christopher Mondini, vice president of business engagement for ICANN, commented, “The decline of independent journalism and critical thinking and research skills resulting from easy reliance on the internet make citizens more susceptible to manipulation and demagoguery. A growing proportion of politically active citizens are digital natives with no recollection of life before social media became the primary medium for debate and influence. The pursuit of clicks, retweets and page views encourages extremist or provocative rhetoric. Viral memes and soundbites distract from thoughtful analysis, deliberation and debate. Of course, the vast majority of citizens are not politically active, but they increasingly consume news and adopt a worldview shaped by their online communities. Participation in political processes may rise because of newly inflamed passions brought about by online discourse, but they may crowd out more measured voices.”

Yaakov J. Stein, CTO, RAD Data Communications, based in Israel, responded, “Social media as they are at present have a polarizing effect that destabilizes democracy. The reason is that advertising (and disinformation) is targeted at and tailored to people according to their preexisting views (as predicted based on their social media behavior). This strengthens these preexisting views, reinforces disparagement of those with opposing views and weakens the possibility of being exposed to opposing views. The result is that free press no longer encourages democracy by enabling people to select from a marketplace of ideas. Instead the right to free press is being used to protect the distribution of disinformation and being manipulated to ensure that people are not exposed to the full spectrum of viewpoints. Perhaps an even more insidious result is that people attempting to keep open minds can no longer trust information being offered online, but that free information online has led to the bankruptcy of traditional news outlets that spend resources on fact-checking.”

The decline of independent journalism and critical thinking and research skills resulting from easy reliance on the internet make citizens more susceptible to manipulation and demagoguery. Christopher Mondini

Rey Junco, director of research at CIRCLE in the Tisch College of Civic Life, Tufts University, said, “We can expect that attempts to influence public perceptions of candidates and elections are not only ongoing, but that they will continue to be successful. Technology use by citizens, civil society and governments will first weaken core aspects of democracy and democratic representation before there is a restructuring of technological systems and processes that will then help strengthen core aspects of democracy. There are two issues at play: 1) Ideological self-sorting in online spaces that is bolstered by algorithmic polarization and 2) The relative unwillingness of technology companies to address misinformation on their platforms. Individuals who get their news online (a larger proportion who are young – Pew Research ) choose media outlets that are ideologically similar and rarely read news from the opposing side (Flaxman, Goel, & Rao, 2018). In fact, these individuals are rarely exposed to moderate viewpoints (Flaxman, Goel, & Rao, 2018). Social media, in turn, allow for not just informational self-sorting as with online news, but such self-sorting is bolstered through algorithmic curation of feeds that promotes ideological separation. … Although major technology companies are aware of how misinformation was promoted and propagated through their networks during the 2016 elections and resultant congressional hearings on the topic, little has been done to mitigate the impact of such deliberate spreading of misinformation. Analyses from the security and intelligence communities show that state actors continue their attempts to manipulate public sentiment in social spaces, while the increased polarization of traditional outlets has minimized the impact of these reports. State actors are emboldened by the fact that the United States has not addressed the spread of misinformation through technological change or through public education.”

An associate professor of computer science who previously worked with Microsoft, said, “I worry about three related trends: 1) the increasing decentralization of news generation, 2) the lack of easy-to-use, citizen-facing mechanisms for determining the validity of digital media objects like videos and 3) personalization ecosystems that increase the tendency toward confirmation bias and intellectual narrowing. All three trends decrease the number of informed voters and increase social division. Governments will eventually become less averse to regulating platforms for news generation and news dissemination, but a key challenge for the government will be attracting top tech talent; currently, that talent is mostly lured to industry due to higher salaries and the perception of more interesting work. Increasing the number of technologists in government (both as civil servants and as politicians) is crucial for enabling the government to proactively address the negative societal impacts of technology.”

Kenneth Sherrill, professor emeritus of political science, Hunter College, said, “When I’m pessimistic, I believe that the fragmentation of information sources will interact with selective attention – the tendency only to follow news sources that one expects to agree with. This will generate even greater polarization without any of the moderating effects and respect for democratic processes that come from genuine participation. This can lead to the collapse of democratic processes. Right now, I’m pessimistic. The 2020 election may be the test.”

Eric Keller, lecturer in international relations and U.S. foreign policy, University of Tennessee-Knoxville, wrote, “Social media will heighten the current strong polarization that we already have. This is mainly from ‘information stovepipes’ and mutually reinforcing narratives that demonize the opposition. This creates the danger of democratic institutions being degraded in the name of ‘saving’ them from the opposing political party.”

A Europe-based internet governance advocate and activist said, “If current trends continue, there won’t be a real democracy in most countries by 2030. The internet’s funding model based on targeted advertising is destroying investigative journalism and serious reporting. More and more of what is published is fake news. Citizens cannot make informed decisions in the absence of reliable information.”

The coordinator of a public-good program in Bulgaria wrote, “By 2030 we will still see fighting between small groups and communities that leads to extremes. This will give ground to governments to become more authoritative and build up even stronger control via the internet.”

Bill D. Herman, researcher working at the intersection of human rights and technology said, “The combination of news fragmentation, systematic disinformation and motivated reasoning will continue to spiral outward. We’re headed for a civil war, and the hydra-headed right-wing hate machine is the root of the problem.”

An internet pioneer and technology developer and administrator said, “The foundation of democracy is an informed public. By undermining the economic foundation of journalism and enabling the distribution of disinformation on a mass scale, social media has unleashed an unprecedented assault on the foundation of democracy. The decline of newspapers, to just highlight one downside, has had a quantifiable effect (as measured in bond prices) on governmental oversight and investor trust.”

A professor and expert in learning in 3D environments said, “The explosion in the volume of information has led to the majority of people tending to rely on or trust the major platforms to filter and distribute information rather than managing their own personal learning environments with feeds from trusted independent sources. … As the filtering mechanisms become more sophisticated and more personalized to the individual, the opportunities for the wealthy to manipulate opinion will become even greater. The democratic system depends fundamentally on free access to reliable information, and once this is gone the system will effectively become less and less democratic.”

Mike Douglass, an independent developer, wrote, “Facebook sold people on the idea that a race to accumulate ‘friends’ was a good thing – then people paid attention to what those ‘friends’ said. As we now know, many of those ‘friends’ were bots or malicious actors. If we continue in this manner, then things can only get worse. We need to reestablish the real-life approach to gaining friends and acquaintances. Why should we pay any attention to people we don’t know? Unfortunately, technology allows mis/disinformation to spread at an alarming rate.”

Eric Goldman, professor and director of the High-Tech Law Institute at the Santa Clara University School of Law, commented, “Our politicians have embraced internet communications as a direct channel to lie to their constituents without the fact-checking of traditional media gatekeepers. So long as technology helps politicians lie without accountability, we have little hope of good governance.”

Janet Salmons, consultant with Vision2Lead, said, “The internet, with unregulated power in the hands of commercial entities that have little sense of social responsibility, will continue to unravel Western-style democracies and civic institutions. Companies profiting from sales of personal data or on risky practices have little self-interest in promoting the kinds of digital and advanced literacy people need to discern between fact and fiction. In the U.S., the free press and educational systems that can potentially illuminate this distinction are under siege. As a result, even when presented with the opportunity to vote or otherwise inveigh on decision-making, they do so from weak and uninformed positions. The lowest common denominator, the mass views based on big data, win.”

A researcher and teacher of digital literacies and technologies said, “In the early internet days, there was a claim it would bring a democratization of power. What we’re seeing now is the powerful having larger and more overwhelming voices, taking up more of the space rather than less. This leads to polarization, rather than a free-flowing exchange of ideas. Anyone falling within the middle of a hot issue is declared a traitor by both sides of that issue and is shamed and/or pushed aside.”

An anonymous respondent commented, “Increased engagement is largely a product of the media environment, and – in places where the press is absent, restricted or has become blatantly politicized – that engagement will bear the marks of a distorted information environment.”

Responding too slowly: The speed, scope and impact of the technologies of manipulation may be difficult to overcome as the pace of change accelerates

The core concepts of democracy, representation, elections and tenure of government will be greatly undermined by artificial intelligence. Emmanuel Edet

Kathleen M. Carley, director of the Center for Computational Analysis of Social and Organizational Systems at Carnegie Mellon University, said, “Disinformation and deepfakes in social media as well as the ability of individuals and media-propaganda teams to manipulate both who is and can communicate with whom and who and what they are talking about are undermining democratic principles and practice. Technological assistants such as bots, and information tools such as memes, are being used in ways that exploit features of the social media and web platforms, such as their prioritization rules, to get certain actors and information in front of people. Human cognitive biases, and our cognitive tendencies to view the world from a social or group perspective, are exploited by social media-based information maneuvers. The upshot is that traditional methods for recognizing disinformation no longer work. Strategies for mitigating disinformation campaigns as they play out across multiple media are not well understood. Global policies for 1) responding to disinformation and its creators, and 2) technical infrastructure that forces information to carry its provenance and robust scalable tools for detecting that an information campaign is underway, who is conducting it and why do not exist.”

Jason Hong, professor of Human-Computer Interaction Institute, Carnegie-Mellon University, said, “Basically, it’s 1) easier for small groups of people to cause lots of damage (e.g., disinformation, deepfakes), and 2) easier for those already in power to use these technologies than those who need to organize. In the early days of the internet, new technologies empowered new voices, which led to a lot of utopian views. However, we’ve seen in recent years that these same technologies are now being used to entrench those already in power. We see this in the form of targeted advertising (being used for highly targeted political campaigns), analytics (being used for gerrymandering), disinformation and fake news (being used both domestically and by foreign powers, both unintentionally and intentionally) and filter bubbles where people can seek out just the information that they want to hear. All of this was possible before the internet, but it was harder because of natural barriers. We also haven’t seen the political effects of deepfakes and are just starting to see the effects of widespread surveillance by police forces.”

Mark Raymond, assistant professor of international security, University of Oklahoma, wrote, “Over the next 30 years, democracy faces at least three kinds of technology-based risks. First, actual or apparent manipulation of voting data and systems by state actors will likely undermine trust in democratic processes. Second, social media manipulation (by states and by political campaigns and other nonstate actors) will compound echo chamber effects and increase societal polarization. Decreased trust will heighten social conflict, including, but not limited to, conflict over elections. Third, ‘deepfakes’ will undermine confidence even in video-based media reports. Taken together, there is the risk that these trends could increase the willingness of voters to accept fundamentally authoritarian shifts in their politics. Absent that, it is still likely that increased polarization will make the operation of democratic systems (which are heavily dependent on mutual acceptance of informal norms) incredibly difficult.”

Emmanuel Edet, legal adviser, National Information Technology Development Agency, Nigeria, said, “The core concepts of democracy, representation, elections and tenure of government will be greatly undermined by artificial intelligence. The use of social media coupled with faceless artificial intelligence-driven opinions can manipulate popular opinion that will deny people the right to express their choice for fear of going against the crowd.”

Matt Moore, innovation manager at Disruptor’s Handbook, Sydney, Australia, said, “The issue is not that essential democratic institutions will change, it is that they will not change enough. Elections, voting, representatives, parties – none of these things will go away. They may mean more or less (likely less) than they used to. The number of democracies in the world is likely to decrease as weak or destabilised states fall into authoritarian populism. Western democracies will continue to age and grow more economically unequal. States like China will continue to grow in power, often using new technologies to control their populations. Everyone is talking up the potential of blockchain for democracy. This is mostly nonsense. The issue is not that people do not have the opportunity to vote enough. It is that no one really knows what that vote means. Many of those who vote – or rather, who do not vote – have no sense of what their vote means. Many of those who are voted for, also do not know what that vote means – which is why they rely on polling and focus groups. Deliberative democracy offers a potential new form of political engagement and decision-making – if (and this is a big ‘if’) it can be made to work beyond isolated experiments.”

Mike O’Connor, retired, a former member of the ICANN policy development community, said, “There is cause for hope – but it’s such a fragile flower compared to the relative ease with which the negative forces prevail. ‘A lie can get around the world while truth is getting its boots on’ – pick your attribution.”

A longtime technology journalist for a major U.S. news organization commented, “Our laws and Constitution are largely designed for a world that existed before the industrial age, not to mention the information age. These technologies have made the nation-state obsolete and we have not yet grasped the ways they facilitate antidemocratic forces.”

Hume Winzar, associate professor and director of the business analytics undergraduate program at Macquarie University, Sydney, Australia, said, “Corporations and government have the information and the technology to create highly targeted messages designed to favour their own agendas. We, as citizens, have demonstrated that we rarely look beyond our regular news sources, and often use easily digested surrogates for news (comedy shows, social media). We also seem to have very short memories, so what was presented as a scandal only a year ago is usual, even laudable, now. … None of this is new. The British and the U.S. have been manipulating foreign news and propaganda for many decades with great success, and the church before them. But now the scale and the speed of that manipulation is perhaps too great to combat.”

Ian Fish, ICT professional and specialist in information security based in Europe, said, “I expect the imbalance of power between the major global corporations and democratic national governments will increase to the detriment of democracy. I also expect non-democratic governments’ disruption of democratic norms to increase faster than the democracies can react.”

Puruesh Chaudhary, a futurist based in Pakistan, said, “Democracy needs to develop the capacity to negotiate in the interest of an ordinary citizen, who may not have direct influence on how key decisions play out in geopolitics but is invariably affected by it. The democratic institutions have to have systems that operate at the pace of technological advancements that have an impact on the society.”

Trust suffers when people’s infatuation with technology entices them away from human-to-human encounters

Several respondents argued there were circumstances when humans’ “slowness” was an advantage, but that technology was thwarting that side of life. They believe that a major cause of the loss of trust is the fact that many people are spending more time online in often-toxic environments than they spend in face-t0-face, empathy-enabling non-digital social situations.

Angela Campbell, professor of law and co-director, Institute for Public Representation at Georgetown University, said, “We are just seeing the beginning of how technology is undercutting democracy and social relations necessary to a democratic society. We don’t have good ways of telling what is true and what is false, what is opinion and what is fact. Most people do not yet understand how power technologies (especially combined with a lack of privacy protections) allow them to be manipulated. In addition, as people spend more time using technology, they spend less time interacting with other people (in person) and learning important social skills like respect and empathy.”

Yves Mathieu, co-director at Missions Publiques, Paris, France, responded, “Technology creates new forms of communications and messaging that can be very rough and divisive. Some contributors are rude, violent, expressing very poor comments, insulting or threatening elected citizens. There will be a strong need for face-to-face format, as the technologies will not allow process of deliberation. There will be need for regular meetings with voters, in meetings where people will have the time and the possibility to exchange arguments and increase their understanding of each other’s position. Being associated with media, this will reduce the divide that we know today, as it will increase mutual understanding.”

An anonymous respondent commented, “The expanded use of technology with respect to the democratic processes will tend to weaken one of the most important aspects of democracy and the democratic processes – the use of technology instead of person-to-person dialogue seriously degrades (or removes altogether) meaningful dialogue and exchange of ideas between individuals. When individuals use technology to express their political views/opinions instead of having direct human interactions, these views tend to be more extremely stated than if that person is speaking a view/opinion to another person. Also, in many cases, if someone else expresses a different view from what the original individual expressed, the first person is much less likely to pay any attention to a view expressed using technology than if that view were expressed in a person-to-person discussion. Additionally, the increased use of technology for analyzing segments of society to ‘shape’ delivery of messages for particular segments will result in an increase of messages that distort the reality of the message or distort the results of what the message is describing.”

The future will include a complex interplay of increased online activity but also increased skepticism of those virtual interactions and an enhanced appreciation of offline information and conversations. Melissa Michelson

A futurist and consultant said, “Democracy currently has a crisis in global leadership. Without significant change in 2020, for which I am hopeful, I can’t hold a lot of hope for democracy in 2030. I’m afraid the question is not what will change, but what must change. Without changes in democratic institutions, the future of democracy itself is in question. There is an urban/rural split at work in tandem with a severe disparity in the distribution of wealth – with climate change overshadowing it all. Technology will have a hand in providing as well as impeding solutions.”

Arthur Asa Berger, professor emeritus of communications, San Francisco State University, commented, “People who use Facebook are affected in negative ways by a ‘net effect,’ in which they exhibit impulsivity, grandiosity, etc., as explained in my book, ‘Media and Communication Research Methods’ (Sage). Some young people text 100 times a day and never talk on the phone with others, leading to a radical estrangement from others and themselves. The internet is used by hate groups, neofascists, right-wing ideologues, terrorist organizations and so on.”

An anonymous U.S. policy and strategy professional said, “Technology allows the creation of a bullying environment that polarizes people to the point at which they do not attempt to understand other opinions or views, weakening public discourse and driving outrage and attacks on minority views.”

Japheth Cleaver, a systems engineer, commented, “At the moment, the major social media networks function not by neutrally and dispassionately connecting disparate communicators (like the phone system), but are designed reinforce engagement to sell as many targeted ads as possible. This reinforcement creates resonant effects throughout a society’s culture, and in-person contextual interaction drops away in favor of the efficiencies that electronic communication offers, but without any of the risk of the ‘bubble’ of the like-minded being dropped, as that would hurt engagement. Internet as communications overlay is fine. Internet as a replacement for public space seems detrimental.”

Melissa Michelson, professor of political science, Menlo College, and author, “Mobilizing Inclusion: Redefining Citizenship Through Get-Out-the-Vote Campaigns,” said, “The future will include a complex interplay of increased online activity but also increased skepticism of those virtual interactions and an enhanced appreciation of offline information and conversations. As more adults are digital natives and the role of technology in society expands and becomes more interconnected, more and more aspects of democracy and political participation will take place online. At the same time, the increasing sophistication of deepfakes, including fake video, will enhance the value of face-to-face interactions as unfiltered and trustworthy sources of information.”

• “Unless there is transparency, tech will be the new digital atomic bomb – it has moved faster than individuals’ or the law’s understanding of its unintended consequences and nefarious uses.”
• “At the current rate of disregard and lack of responsibility by those who own and run large tech companies, we are headed toward a complete lack of trust in what is factual information and what is not.”
• “Public institutions move slowly and thoughtfully. People doing nefarious things move more quickly, and with the internet, this will continue to challenge us.”
• “It is the personal and social norms that we’re losing, not the technology itself, that is at the heart of much of our problems. People are a lot less civil to each other in person now than they were just a few decades ago.”
• “More access to data and records more quickly can help citizens be informed and engaged, however more information can flood the market, and people have limited capacity/time/energy to digest information.”

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Essay on Digital Technology

According to (Shiozawa, 2020), technology evolution is globally meant to be a simple process to bring health and economic growth. The discourse over advanced technology affects almost everyone in the present society who lives globally; people in different nations have interacted with an example of modern technology at some point. Technology has accelerated in the last two decades, transforming the way almost an entire generation views things and interacts with the world around them. Things like virtual reality became a reality after only a mere illusion only 30 years ago; metadata is now just a click away.

In our recurring quest to build wealthier, smoother, and wholesome societies, a new wave of a foundation upon which to build around cloud computing offers us enormous potential. The most powerful of these, artificial intelligence(AI), can transform the output of individuals and organizations in every industry. AI will enhance inherent human attributes like inventiveness and selectivity in ways that will allow us to fix, heretofore daunting tasks, potentially increasing our economies’ productivity by up to 40%. (Joliat et al., 2018) in hospital-based issues, surgeons are primarily concerned with systems and approaches; new strategies that influence system performance have numerous advantages for patients, care providers, and health systems. Enhanced Recovery After (ERAS) surgery is a substantiated and institutionalized postsurgical conceptual framework based on the available proof. Seemingly, the changing social order created due to the technological revolution began with the advancement and interconnection of digitalization and now affects all facets of society. Although technology is of use, health-wise, what are the effects on the planet and people? Does it harm or preserve? Does it break the bond between humans and nature.?

Health technologies

The Global Commissioner’s office is responsible for overseeing and boosting the nationwide mobilization of integrated electronic health record systems and other digital health initiatives. The office’s provisional goal is to have widely available, secure, and standardized remedies for obtaining present and prospective research findings and perceptions deployed for patient care by authorized parties within one year. The American Healthcare Society, a federal advisory body chartered to offer the Secretary of HHS suggestions on boosting the advancement of health information systems, was founded as part of this approach .  According to scholars (Kruse et al., 2017), as telehealth has proven to be a viable patient care model, its use is constantly increasing. Pioneers are using telehealth to provide a high degree of self. Patient satisfaction is a crucial indicator of how well the telemedicine methodology met the preconceptions of the patients.

Technology has brought about the issue of robotic surgery. There are many conditions where the use of robots in surgery is necessary, for instance, heart servery, urological surgery, thoracic surgery, head, and neck surgery. Robotic surgery is one of the most significant surgical advancements in the last dozen years. Although there is a shred of slight evidence supporting the use of robotic surgery over traditional microsurgery, it has been recommended that robotic surgery has a faster learning curve. (Marcus et al., 2017) the diagnostic implication is that robotic surgery allows many surgeons to perform microsurgical approaches to advanced processes that would otherwise require invasive procedures.

Many advocacy organizations are conscious of the environmental and health impacts of genetically modified crops. Is organic food truly superior to food that has been genetically altered? Regrettably, there is increased support for genetically modified foods among those who believe they can provide environmental benefits while also helping to alleviate food shortages. Despite the higher initial costs of genetically modified seeds, genetically modified crops are less expensive to grow. Modified crops appear to be more durable, withstanding more climate variability, and necessitate less expensive pesticides and herbicides (which is a good thing). Plus, they need less day-to-day Tender loving care. Fewer individuals regularly inclined the crops is a significant chase. (Bawa & Anilakumar, 2012) Human and ecological safety, labeling, particular implications, copyrights, ethics, food security, alleviating poverty, and nature stewardship are common topics of debate and serious interest in nagging foods and crops.

Although there can be a lengthy debate about the advantages and drawbacks of healthcare technology, nobody can ever refute that google glass for public health is revolutionizing the medical field. (Jiang et al., 2019) augmented reality(AR) can aid doctors in clinical evaluation, intraoperative guidance, postoperative assessment, and medical training. Modern medicine includes oral medicine as a major branch. AR can improve a doctor’s visual cortex, creating the inner core of the oral cavity more visible and reducing the complexity of oral surgery. AR will play a vital role in oral contraceptives, with real-time monitoring, licensing, showcase, and interactive technologies. Among them, registration technology has emerged as a critical criterion for assessing AR systems and the primary backlog limiting the current AR system’s stability and applicability.

Vaccine invention has resulted in the near extirpation of several significant diseases and has had a considerable impact on public health at a minimal price. Most monoclonal antibodies in use currently, on the other hand, were developed using methods that were evolved more than a century ago yet do not portray the field’s complete capacity. The incorporation of genetic engineering has bolstered significant progress in vaccine new tech, resulting in the launch of innovative products to the market. Due to the obvious traditionally simple method of immunizations, choices for using vaccines in care delivery were limited in history. (Zhang et al., 2020) In December 2019, a pneumonia eruption exacerbated by a memoir coronavirus, acute respiratory syndrome (sars syndrome coronavirus 2 (SARS-CoV-2), erupted in China and many other countries around the globe, resulting in a severe pandemic. More than 460,000 reported cases have been assessed in nearly 190 countries, resulting in over 20,000 mortalities globally. The pandemic is still extending, and there are no ways of preventing infection at this time. Vaccines are the most efficacious and cost-effective way of preventing and controlling viral infections.

According to the world health organization (WHO), digital technology has played a significant role in responding to coronavirus (COVID-19) (Khan et al., 2021). The memoir coronavirus (COVID-19) is a solitary ribonucleic acid (RNA) virus exacerbated by the acute respiratory syndrome ( sars syndrome coronavirus 2 (SARS-CoV-2). 1 People transmission of RNA viruses has been demonstrated via respiratory secretions, both airborne and on fomites, according to established evidence. New technology has fought the virus through AI to identify, track and forecast outbreaks, the role of big data to the profound database that aid in decision making, the Internet of Things for intelligent patient care management.

As technology advances, fertility changes, and technological improvements let people have more children and choose how and when they want them. We have viewed sociocultural trends shift dramatically over the last few decades, with couples marrying back and having kids later. (Nayan et al., 2018) Urologists scrutinize men’s criterion fertility issues, offer management approaches, and advise couples experiencing fertility issues. Assisted reproductive technologies (ARTs) like intrauterine insemination (IUI) and in-vitro fertilization (IVF) are used to treat recognized sexual dysfunction factors (IVF). This universal rule and other factors are exacerbating the global downturn in fertility rates. Organizations have identified an immense potential to provide techniques and products to aid them in thinking about the future as science progresses. Technology has eliminated the main factors that lead to infertility; improved the level of education on infertility.

New technologies have come forth with an answer to infertility; penile transplant, sperms production, squishing embryos to test their strength, transporting wombs to make pregnancy possible. Scholars (Akpandjar et al., 2018) states a positive correlation between electrification and fertility. By extracting exogenous differences in the entry frequency to electricity at the provincial level, we recognize the commitment of electrification to the rural-rural fluctuation infertility using the structure and dynamics regressions. According to our findings, electrification adds to a three-child reduction in exurban females’ libido.

War technologies

The effects of digital advancements on the behavior of warfare can be divided into several major trends, including the desire to extend the range of weapons, increase the volume and accuracy of fire, integrate systems, concentrate the highest firepower in small parts, and increase the field of battle disclosure. It was also a period of rapid technological advancement. Innovative types of weapons, such as the recurring gun and the submarine, were invented by pioneers and military people, and they forever altered the way battles were started. Discoveries like these altered not only the way people fought wars but also the manner they resided. (Chin, 2019) It is proposed that the solid strategic constraints formed by the atomic age prompted states to engage in a ceremonial style of warfare, in which presentation instead of the actual assault became highly relevant while exemplifying its military dominance, the state pushed the workflow of technological advancement in defense to its limits. This significant investment in technological improvement during peacetime had a significant effect on the nature of war, resulting in the development of new strategic forms. Most relevantly, the spread of military tech impacted the broader economic structure, resulting in a type of internal transitional period within states.

Due to the continuous increase in insecurity, technology has come up with a solution to succumb the issue as a comprehensive approach to minimize insecurity. Most developed countries like the USA are toned to nuclear weapons (atomic booms or nuclear warheads). The weapons have been used twice by the united stated and japans. The use of the weapon hurts the environment; the weapon produces ion radiation which hinders the life of human beings. (Roberts, 2020) since the Cold War, they have been taken to reduce the reliance on nuclear weapons by using arms control, cooperative threat reduction, technology control, and threats reduction.

Counterinsurgency is usually carried out using an amalgamation of regular combat activities and other methods, such as persuasion, psy-ops, and assassinations. Military, heavily armed, ideological, financial, mental, and civic intentions are part of counterinsurgency activities. There are many risks today, not just those associated with the army. The real danger of guerilla warfare activity must be given special consideration. (Dionysius, 2020) contemporary crisis intervention processes, particularly COIN (counterinsurgency), were also presumed to be a holistic approach to counter guerilla warfare activity.

According to (Hazelton, 2017) Discussions about how government agencies can destroy insurgent groups’ ebb and flow with global affairs have become especially heated when the US runs into difficulties supporting a counterinsurgent governing party. Frequently, the US approaches these issues as a zero-sum tournament in which the congress and insurgents contend for public help and commitment. Supporting liberalizing, democratizing reforms to alleviate famous grievances and pursuing a strategic plan that cautiously identifies insurgents while avoiding harming civilians has become the US remedy for achievement.

Conclusively, digital health presents vast potential for improving health and achieving the Sustainable Development Goals, including Universal Health Coverage in Africa; the advantages must be realized through the transition from donor-driven pilot projects to more self-sustaining and long-term national-owned initiatives. In order to prevent fracturing and waste of healthcare resources, this would necessitate the use of demand-driven rather than supply-driven people-centered approaches. The governmental system is also essential in ensuring the accessibility of an incentive, which includes national eHealth strategies, compliance, synchronization, and long-term funding mechanisms. Seemingly, technology has primarily impacted the global world in health, education, security, and people’s social well-being, either negative or positive ways. While reflecting on the new technology, Our society has become so reliant on technology that they are oblivious to the possibility that it will stop working one day, and they will be unable to continue living without it. We have grown accustomed to relying on technologies to create our lives simpler. Our lifestyles would be complicated afterward if our innovation disappeared, till everyone learned how to deal without it. My recommendation is that we begin the transformation as soon as possible. You can use a road map to get to your desired location if you have basic planet skills.

In the foreseeable future, addressing the nature of knowledge and society is an excellent priority for the sound modernization of the world, one that must be addressed based on previous and civilized viewpoints while also sustaining a deep insight into the needs of the moment. The biggest question remains; what would the world be without technology?

  References

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Bawa, A. S., & Anilakumar, K. R. (2012). Genetically modified foods: safety, risks and public concerns—a review.  Journal of Food Science and Technology ,  50 (6), 1035–1046.  https://doi.org/10.1007/s13197-012-0899-1

Chin, W. (2019). Technology, war, and the state: past, present, and future.  International Affairs ,  95 (4), 765–783.  https://doi.org/10.1093/ia/iiz106

Denysiuk, I. (2020). Irregular Warfare and Modern Defense – Counterinsurgency Operations.  Safety & Defense ,  6 (2), 1–11.  https://doi.org/10.37105/sd.71

Hazelton, J. L. (2017). The “Hearts and Minds” Fallacy: Violence, Coercion, and Success in Counterinsurgency Warfare.  International Security ,  42 (1), 80–113.  https://doi.org/10.1162/isec_a_00283

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Joliat, G.-R., Ljungqvist, O., Wasylak, T., Peters, O., & Demartines, N. (2018). Beyond surgery: clinical and economic impact of Enhanced Recovery After Surgery programs.  BMC Health Services Research ,  18 (1).  https://doi.org/10.1186/s12913-018-3824-0

Kruse, C. S., Krowski, N., Rodriguez, B., Tran, L., Vela, J., & Brooks, M. (2017). Telehealth and patient satisfaction: a systematic review and narrative analysis.  BMJ Open ,  7 (8), e016242.  https://doi.org/10.1136/bmjopen-2017-016242

Khan, A., Alahmari, A., Almuzaini, Y., Alturki, N., Aburas, A., Alamri, F. A., Albagami, M., Alzaid, M., Alharbi, T., Alomar, R., Abu Tayli, M., Assiri, A. M., & Jokhdar, H. A. (2021). The Role of Digital Technology in Responding to COVID-19 Pandemic: Saudi Arabia’s Experience.  Risk Management and Healthcare Policy ,  Volume 14 , 3923–3934.  https://doi.org/10.2147/rmhp.s317511

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

• Published: 21 November 2022
• Volume 28 , pages 6695–6726, ( 2023 )

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• Stella Timotheou 1 ,
• Ourania Miliou 1 ,
• Yiannis Dimitriadis 2 ,
• Sara Villagrá Sobrino 2 ,
• Nikoleta Giannoutsou 2 ,
• Romina Cachia 3 ,
• Alejandra Martínez Monés 2 &
• Andri Ioannou   ORCID: orcid.org/0000-0002-3570-6578 1  

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

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1 Introduction

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

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

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

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

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

2 Methodology

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

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

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

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

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

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

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

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

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

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

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

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

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

3.2 Impacts of digital technologies on equality, inclusion and social integration

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

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

3.3 Impacts of digital technologies on teachers’ professional and teaching practices

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

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

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

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

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

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

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

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

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

3.5 Factors that affect the integration of digital technologies

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

3.5.1 Digital competencies

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

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

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

3.5.2 Teachers’ personal characteristics, training approaches, and professional development

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

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

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

3.5.3 School leadership and management

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

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

3.5.4 Connectivity, infrastructure, and government and other support

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

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

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

3.5.5 Administration and digital data management

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

3.5.6 Students’ socioeconomic background and family support

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

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

3.5.7 Schools’ socioeconomic context and emergency situations

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

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

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

Factors that affect the impact of ICTs on education

4 Discussion

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

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

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

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

5 Conclusions

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

6 Study limitations and future directions

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

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

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

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

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

Data availability statement

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

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Acknowledgements

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

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

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Timotheou, S., Miliou, O., Dimitriadis, Y. et al. Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Educ Inf Technol 28 , 6695–6726 (2023). https://doi.org/10.1007/s10639-022-11431-8

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‘Digital technology and its impact on human nature’ examined in Vik-Bailey lecture

In our recent Vik-Bailey lecture, Antón Barba-Kay – the Robert B. Aird Chair of Humanities at Deep Springs College in California – took a deep dive into the topic of digital technology and its potential to end human nature.

Hosted at CGIS South on April 11, the lecture was well attended – including a full seminar group, whose students are currently studying Barba-Kay’s book A Web of Our Own Making: The Nature of Digital Formation , which was published last year by Cambridge University Press. 

During his presentation and audience Q&A, Barba-Kay deliberated on the themes of AI and proving one’s humanness, Aristotle’s theory of the good life and how it compares to modern-day living, and the effects of digital technology on creativity, privacy, community, and well-being.

“Is the internet part of the good life in the way that shelter, clothing, and music are? Is a smartphone? Is social media?” asked Barba-Kay. “If you were asked to envision utopia, will Gmail, Tinder and Hulu have a place in it? But if you could make the choice never to use digital technology again, would you do so?”

Photo by Dylan Goodman, credit The Harvard Gazette

The event was covered by Liz Mineo, Staff Writer at The Harvard Gazette , with the article perfectly capturing Barba-Kay’s sentiments on ‘how the internet is changing us – not for the better’. Read the full piece here .

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4 Creative Essays on Digital Technology [ Importance & Benefits ]

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Digital technology is the driving force in current socio economic development. It has assumed the tremendous importance in our daily life. The Following Essay on Digital Technology has been written to highlight the importance and benefits of digital technology in our daily lives and how the students can take benefit from digital technology

List of Topics

Essay on Digital Technology | Importance, Usages & Benefits of Digital Technology in Life

Digital technology refers at innovation in every field of our life. The technology has brought drastic changes in the way we used to live our life. There are various benefits of digital technology which has made our life easier and more comfortable than ever before.

There are endless advantages of using digital technology in our life. Firstly, with the help of internet, we can easily connect with people from all over the world. This has helped us to build strong relationships with people who are far away from us. Secondly, digital technology has enabled us to access information anytime and anywhere. We can now easily get the information we need without having to go through any trouble.

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Thirdly, digital technology has made it possible for us to do many tasks conveniently and quickly. For example, we can now shop for our favourite products online without having to go out. Lastly, digital technology has helped us to stay connected with the latest news and trends happening all over the world. We can now easily get information about any topic we are interested in.

Benefits of Digital Technology for Students

There are many ways in which students can take benefits from digital technology of today. Firstly, internet has made it possible for students to access information about any topic they are interested in. They can now easily get information about any subject they are studying without having to go through any trouble.

Secondly, digital technology has enabled students to connect with people from all over the world. This has helped them to build strong relationships with people who are far away from them. Thirdly, digital technology has made it possible for students to do many tasks conveniently and quickly. For example, they can now shop for their favourite products online without having to go out. Lastly, digital technology has helped students to stay connected with

Thus, it is evident that digital technology has brought many benefits in our life. We can enjoy a better and more comfortable life with the help of digital technology.

Short Essay on Digital Technology:

Digital technology has revolutionized the world we live in today. It has transformed how we communicate, work, and access information. From smartphones to computers, digital technology is an integral part of our daily lives.

One of the biggest advantages of digital technology is its ability to connect people from different parts of the world. With just a few clicks, we can now communicate with someone on the other side of the planet. This has made it easier for businesses to expand globally and for individuals to stay connected with their loved ones no matter where they are.

Another major impact of digital technology is seen in the workplace. With the rise of automation and artificial intelligence, many tasks that were previously done by humans can now be done more efficiently by machines. This has led to increased productivity and streamlined processes in various industries.

However, with the increasing reliance on digital technology, there are also concerns about its potential negative effects. One of the biggest challenges is cybersecurity. As more and more data is being stored online and shared through digital platforms, it has become crucial to protect this sensitive information from cyber attacks.

Moreover, there are also concerns about the impact of digital technology on our physical health. With the rise of sedentary lifestyles due to excessive screen time, people are facing various health issues such as obesity and eye strain.

On a positive note, digital technology has also opened up new opportunities for education and learning. With online courses and educational platforms, individuals can now access knowledge and resources from anywhere in the world. This has made education more accessible and has also allowed for personalized learning.

In conclusion, digital technology has transformed our world in many ways. It has brought people closer, increased efficiency in various industries, and opened up new opportunities. However, it is important to use digital technology responsibly and address its potential negative effects to ensure a better future for generations to come.

We must embrace the benefits of digital technology while being mindful of its implications on our society and planet as a whole. So, let’s continue to harness the power of digital technology for positive change and progress. Let’s keep innovating and adapting to make the most out of this technological revolution.

Paragraph on Digital Technology:

Digital technology has transformed the way we live and work in ways that were unimaginable just a few decades ago. From our personal lives to businesses, digital technology has become an integral part of our daily routines.

In the past, communication was limited to physical letters or face-to-face interactions. Today, with the advancements in digital technology, we can instantly connect with people from all over the world through various platforms such as email, social media, and messaging apps. This has made communication faster, easier and more efficient than ever before.

Another area where digital technology has greatly impacted our lives is entertainment. With the rise of streaming services like Netflix, Hulu, and Amazon Prime Video, we no longer have to wait for a specific time slot on TV to watch our favorite shows or movies. We now have access to a vast library of content at our fingertips, giving us the freedom to watch what we want, when we want.

Digital technology has also revolutionized the way we do business. With the rise of e-commerce platforms like Amazon and eBay, buying and selling goods and services has become more convenient than ever before. This has not only made shopping easier for consumers but has also opened up new opportunities for businesses to reach a global market.

With the advent of social media platforms like Facebook, Instagram, and Twitter, businesses can now directly connect with their target audience and create personalized marketing strategies. This allows for more effective and targeted advertising, resulting in better customer engagement and increased sales.

Moreover, digital technology has significantly improved our access to information. With just a few clicks, we can access a wealth of knowledge and resources on the internet, making it easier for us to learn and stay informed about various topics.

In addition to its impact on communication, entertainment, business, and education, digital technology has also transformed the way we manage our daily tasks. From online banking and bill payments to grocery shopping and virtual meetings, almost every aspect of our lives can now be managed through digital platforms.

However, with all these benefits come some challenges as well. The over-reliance on digital technology has led to concerns about privacy and security. As more personal data is shared online, there is a risk of identity theft and cyber attacks. It is crucial for individuals and organizations to prioritize cybersecurity and take necessary precautions to protect sensitive information.

In conclusion, digital technology has undoubtedly made our lives easier and more efficient in many ways. Its impact on communication, entertainment, business, education, and daily tasks is undeniable.

Argumentative Essay on Digital Technology:

Over the years, digital technology has revolutionized our everyday lives. From communication to education and entertainment, technology has made its way into every aspect of modern living. While many argue that digital technology has brought about numerous benefits, others believe it is having a negative impact on society. In this essay, we will explore both sides of the argument and discuss the effects of digital technology on our society.

Positive Impacts

One of the major benefits of digital technology is its ability to connect people from all around the world. Through social media networks like Facebook, Twitter, and Instagram, individuals can stay in touch with friends and family regardless of their location.

This has greatly improved communication between loved ones and allows people to share their experiences with each other. Moreover, digital technology has also made it possible for businesses to expand their reach and connect with a global audience, resulting in increased opportunities and economic growth.

In addition to this, digital technology has greatly enhanced access to information and education. With the rise of e-learning platforms and online resources, individuals can now easily educate themselves on various subjects without having to physically attend a traditional classroom.

This has not only made education more accessible but also more affordable for many people. Furthermore, digital technology has also improved healthcare services through tele-medicine, making it easier for patients in remote areas to receive medical advice and treatment from qualified professionals.

Negative Impacts

Despite its benefits, digital technology has also brought about some negative effects on society. One of the biggest concerns is the impact it has on our social interactions. With the rise of social media, many people are spending more time on their devices and less time interacting face-to-face with others. This can lead to feelings of isolation and loneliness, especially among younger generations who have grown up in a digital world.

Moreover, there is also growing concern about the effects of excessive screen time on children’s development. Studies have shown that prolonged use of digital devices can negatively impact cognitive abilities, attention span, and social skills in young children.

In addition, the constant exposure to unrealistic beauty standards and curated lives on social media can also have a negative impact on individuals’ self-esteem and mental health.

In conclusion, while digital technology has greatly improved our lives in many ways, it also has its drawbacks. It is important for us to recognize and address the negative impacts it may have on our society, especially when it comes to social interactions and mental health.

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As we continue to embrace digital technology, we must also be mindful of finding a balance between its benefits and limitations in order to create a healthier and more connected society.

Digital technology refers to the use of digital systems, such as computers and the internet, to create, store, process, and transmit information. Its importance lies in revolutionizing communication, improving efficiency, and enabling innovations in various industries.

Digital technology encompasses a wide range of electronic devices, software, and systems that use binary code (0s and 1s) to process and transmit data. This includes computers, smartphones, digital cameras, and more.

Five benefits of digital technology include enhanced communication, improved productivity, streamlined access to information, automation of tasks, and the ability to analyze and process vast amounts of data for informed decision-making.

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• Technology Essay

Essay on Technology

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

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

The Advancement of Technology:

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

Technology is Our Part of Life:

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

Benefits of Technology in All Fields: 

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

Technology in Communication:

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

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

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

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

Technology in the Office or Workplace:

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

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

Technology in Education:

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

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

Technology in Banking:

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

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

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

Manufacturing and Production Industry Automation:

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

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

Technology in the Healthcare Industry:

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

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

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

Technology in Agriculture:

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

Disadvantages of Technology:

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

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

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

FAQs on Technology Essay

1. What is technology?

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

2. How has technology changed the face of banking?

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

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

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

4. Are we dependent on technology?

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

Digital Technology – The Use of the Internet Autobiography Essay

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

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

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

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

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

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

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

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

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

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

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

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

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ACM Code of Ethics and Professional Conduct

This essay about the ACM’s Code of Ethics and Professional Conduct explores the guiding principles for computing professionals in navigating ethical dilemmas. It emphasizes the importance of responsibility, integrity, and transparency in leveraging technology for societal good. The essay delves into the code’s focus on promoting equitable access to technology, safeguarding privacy and security, and fostering professionalism and lifelong learning. By adhering to these principles, computing experts can navigate the complexities of the digital age with clarity and purpose, contributing to a more inclusive and responsible use of technology.

How it works

In the vast expanse of the digital wilderness, where innovation prowls and technology reigns supreme, the ACM’s Code of Ethics and Professional Conduct stands as a guiding star, illuminating the path for computing experts amidst the murky ethical waters.

At its heart, this code champions the ethos of responsibility – a call to arms for computing savants to wield their skills not as mere tools, but as instruments of societal betterment. It beckons them to embrace integrity, transparency, and honesty in every digital endeavor, urging them to transcend the boundaries of legality to ponder the broader implications of their creations.

Central to the ACM’s creed is the principle of democratizing access to the digital realm. Just as the pioneers of old sought to chart uncharted lands, so too must today’s tech trailblazers endeavor to bridge the gaping chasm of digital disparity. By ensuring equitable access to technology and information, they pave the way for a more inclusive and empowered society.

But in this digital age, where the walls of privacy crumble and cyber threats lurk in the shadows, safeguarding personal information becomes a sacred duty. The ACM’s code underscores the importance of respecting the sanctity of individuals’ data, urging computing magicians to weave robust webs of security to shield against the prying eyes of malicious entities.

Moreover, the code heralds the virtues of professionalism and perpetual learning. In a landscape where the only constant is change, where technological marvels emerge and evolve at breakneck speed, the quest for knowledge becomes an endless odyssey. By nurturing a culture of continuous improvement and embracing the tenets of professionalism, computing maestros can sculpt a future where excellence thrives and ethical boundaries remain steadfast.

In summation, the ACM’s Code of Ethics and Professional Conduct serves as a lodestar, guiding computing pioneers through the tumultuous seas of the digital age. By heeding its call to arms and embracing its principles, they can navigate the labyrinth of ethical complexities with clarity and purpose, forging a brighter tomorrow for all who inhabit the digital wild.

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