essay about how modern technology help students learn better

• ACADEMIC ADVICE
• INFORMATION TECHNOLOGY

How Does Technology Impact Student Learning?

• June 3, 2022

Table of Contents

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

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

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

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

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

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

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

Benefits of Technology in Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Impact of Technology on Student Learning

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

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

✅ Request information on BAU's programs TODAY!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bay Atlantic University

Leave a reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

You May Also Like

• 6 minute read

Externship vs. Internship: Key Differences

• July 28, 2022
• 4 minute read

A Guide to Different Types of Higher Education Institutions in the U.S.

• July 17, 2020
• 30 shares 30 0 0
• 5 minute read

Full-Time vs. Part-Time Student: What Are the Differences?

• October 18, 2022

Non-Profit vs. For-Profit Colleges: Main Differences

• January 31, 2023

What Are the Best 6 Entry Level Cyber Security Jobs?

• June 5, 2020
• 3 minute read

How to Become a Computer Support Specialist: Education & Skills

• September 9, 2020

Navigate the Levels of English as a Second Language

• April 24, 2024

Learning English as A Second Language: A Comprehensive Guide

Mastering esl teacher skills: a comprehensive guide to success, esl vs. efl: what is the difference, request information on bau's programs today.

How Has Technology Changed Education?

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

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

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

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

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

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

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

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

• Machine learning
• Social justice
• Black holes
• Classes and programs

Departments

• Aeronautics and Astronautics
• Brain and Cognitive Sciences
• Architecture
• Political Science
• Mechanical Engineering

Centers, Labs, & Programs

• Abdul Latif Jameel Poverty Action Lab (J-PAL)
• Picower Institute for Learning and Memory
• Lincoln Laboratory
• School of Architecture + Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• Sloan School of Management
• School of Science
• MIT Schwarzman College of Computing

What 126 studies say about education technology

Press contact :.

Previous image Next image

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Share this news article on:

Related links.

• J-PAL Education, Technology, and Opportunity Initiative
• Education, Technology, and Opportunity Innovation Competition
• Article: "Will Technology Transform Education for the Better?"
• Abdul Latif Jameel Poverty Action Lab
• Department of Economics

Related Topics

• School of Humanities Arts and Social Sciences
• Education, teaching, academics
• Technology and society
• Computer science and technology

Related Articles

J-PAL North America calls for proposals from education leaders

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

New learning opportunities for displaced persons

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

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

Previous item Next item

More MIT News

Weaving memory into textiles

Read full story →

3 Questions: Paul Cheek on tactics for new startups

Three from MIT named 2024-25 Goldwater Scholars

Physicists arrange atoms in extremely close proximity

Epigenomic analysis sheds light on risk factors for ALS

Francis Fan Lee, former professor and interdisciplinary speech processing inventor, dies

• More news on MIT News homepage →

Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge, MA, USA

• Map (opens in new window)
• Events (opens in new window)
• People (opens in new window)
• Careers (opens in new window)
• Accessibility
• Social Media Hub
• MIT on Facebook
• MIT on YouTube
• MIT on Instagram

How Education Technology Can Transform Learning for the Better

• Share article

This post is by Sarah Ward , researcher and project coordinator, and Tom Beresford , project lead, at the Innovation Unit.

Lots of people, including many educators, have great faith in the role that technology can play in transforming learning for the better. For decades the unstoppable march of technological progress has promised to unlock a radical shift in our education systems and create step changes in the performance of our schools.

When used at its best, education technology (ed tech) is designed and implemented to support the development of “softer skills” and dispositions that are required to thrive in today’s world (e.g., deeper learning, independent learning, teamwork, presentation skills, confidence, critical thinking, questioning, and digital literacy).

Yet with the potential of technology comes risk.

Researchers at the OECD have warned that the digital divide in education goes beyond the issue of access to technology. A second digital divide separates those with the competencies and skills to benefit from computer use from those without, therefore contributing to the widening of equity gaps. Access to technology can also expose children and young people to new risks that--left unmitigated--can do them serious harm.

‘What W orks’ A genda --N ot J ust the W hat, but the H ow

The evidence base about the impact of ed tech on learning outcomes is still emerging, with a loose global community of entrepreneurs, philanthropists, educators, and policy makers still learning in real time about what works (and what does not) and for whom.

Concerted efforts to grow the evidence base around “what works” are ramping up. The United Kingdom’s Department for International Development (DFID) has proposed investing £19.9 million (US$26 million) over eight years to form a global “what works” evidence hub to answer key research questions such as “what works to spread and scale ed tech interventions to deliver better learning outcomes for the poorest children in developing countries?” and “which edtech interventions present the greatest value for money?”

Meanwhile, the Global Partnership for Education has launched a new funding channel--KIX (Knowledge and Innovation Exchange)--and is looking to provide seed funding for promising innovations to leverage ed tech at scale in the developing world; a particular focus will be on classrooms and schools in some of the lowest-resourced countries.

While these initiatives will generate much needed learning about which technological solutions have a positive impact on learning outcomes, they focus on the what . If ed tech is to truly transform learning, we also need to understand the how.

How can designers, policy makers, system leaders, teachers, and other stakeholders come together to make technologies effective, drive innovation and generate new practices? How is the right ed tech integrated into existing teaching practices, school structures, and learning cultures? These are the types of questions Innovation Unit have been raising with organizations and networks who are serious about the sustained use of ed tech for learning. Our collective knowledge of how to do this well (and how not to do it) exists in the stories of success and failure.

The I mportance of P urpose and P roblem -S olving

If we’re serious about ed tech being a transformative force for education, we need to be clear about where we want to get to--what is the purpose of education in a changing world, and what role does ed tech have to play?

Over the last year, Innovation Unit has been working in partnership with Aga Khan Education Services, Aga Khan Foundation, and both UNICEF’s Eastern and Southern Africa, and West and Central Africa Regional Offices (ESARO and WCARO) to research and investigate education technology stories from diverse contexts to understand the complex relationships between purpose, use, context, and impact.

Our research showed that unlocking the value of ed tech is reliant on how teachers, schools, and systems implement it.

Any effective ed tech strategy must first and foremost ask how ed tech contributes to the overall purpose of education and how that should be communicated and owned.

Ed tech must also be in service of problem solving. Systems, schools, and classrooms need to identify a specific teaching and learning problem or opportunity in their context and develop the right education technology strategy, as part of a broader purpose .

System S tory : Singapore’s Technology Master Plan

Singapore boasts the world’s top performing education system. Yet it has not taken a backseat in the face of an innovation-driven economy. Currently on their fourth Technology Master Plan (2015 onwards), the Singapore government has pursued a systematic and systemic approach to the introduction of ed tech into schools and continuing support for its effective adoption and deployment for teaching and learning. Master Plan 4 offers a vision for future-ready and responsible digital learners, where quality learning is in the hands of every learner, empowered with technology. In this vision teachers are designers of learning experiences and environments and school leaders are culture builders.

The country’s eduLab--schools that are tasked with developing ICT innovations so that they can be adopted by schools across the system--has adopted better and more advanced data technology to help in science lessons. Instead of using traditional textbooks to understand the theory of gravity, schools have purchased accelerometers and light-gate sensors to allow students to see the results of gravity first-hand. This level of immersion allows students to retain the concepts learned in classes more easily and exemplifies the shift to skills-based learning, where students are not merely memoriing the concepts and laws governing physics, but applying them to everyday life to learn to solve problems.

This growth mentality has resulted in a top-down shift to skills-based learning and a bottom-up willingness to embrace change and adopt technology in learning to unlock a deeper understanding of the concepts taught.

School story : Summit Public Schools

Stateside, Summit Public Schools is a charter management organisation (CMO) operating 11 schools on the west coast of the United States that enroll approximately 2,000 students. Originating in Silicon Valley as a response to surprisingly poor local outcomes (fewer than half of students graduate eligible to attend a four-year college, and one in five drop out altogether), it was founded on the principle that all means all--a place intentionally designed to serve and embrace every individual child in a richly diverse community.

“Summit Learning” is a personalised, project-based learning (PBL) curriculum that puts Summit students “in charge” of their own learning through their Personalised Learning Platform (PLP)--an online tool to help students set and track goals, learn content at their own pace, and complete authentic, deep learning projects using a hands on and inquiry-based approach. Summit teachers access data from the PLP on how their students are performing on a daily basis and use that to personalize instruction and provide additional support through mentoring and coaching.

Summit’s impact has been impressive and is now considered by many as a “school of the future.” Graduates are on track to complete college in six years at double the national average; 43 percent of students met or exceeded math standards, compared to only one in three California students; and 63 percent of Summit students exceeded English language arts and literacy standards, compared to 43 percent of students in the state.

Technology should be interesting and effective for students or users. These stories tell us that this is dependent on particular students in a particular context . Furthermore, being clear about the purpose and specific contribution that ed tech can make is fundamental to both understanding and realising its potential to enrich and transform learning.

The opinions expressed in Learning Deeply are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Sign Up for EdWeek Update

New global data reveal education technology’s impact on learning

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

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

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

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

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

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

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

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

What can we learn from the latest PISA results?

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

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

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

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

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

Finding 1: The type of device matters

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

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

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

Finding 2: Geography matters

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

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

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

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

Finding 4: Intensity of use matters

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

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

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

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

Would you like to learn more about our Social Sector Practice ?

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

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

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

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

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

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

COVID-19 and student learning in the United States: The hurt could last a lifetime

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

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

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

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

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

Explore a career with us

Related articles.

Safely back to school after coronavirus closures

How the world’s most improved school systems keep getting better

• Education Technology

How Education Technology In The Classroom Can Impact Student Learning

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

Vawn Himmelsbach

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

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

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

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

Technology affords better access to resources

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

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

What are open educational resources?

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

Technology can improve student engagement

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

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

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

What is blended learning?

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

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

Education technology can expand classroom boundaries

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

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

Technology can encourage self-paced learning

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

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

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

What is 1:1 computing?

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

Technology can promote innovative teaching techniques

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

How are digital materials used in the classroom?

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

How does education technology impact student learning? A summary

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

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

Recommended Readings

Beyond the Ballot: How a Top Hat Interactive eText Navigates Teaching In An Election Year

How Top Hat’s Customizable Content Puts an End to the Print vs. Digital Debate

Subscribe to the top hat blog.

Join more than 10,000 educators. Get articles with higher ed trends, teaching tips and expert advice delivered straight to your inbox.

Talk to our experts

1800-120-456-456

How Does Technology Help Students Learn?

Learn how technology is transforming learning and education.

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

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

Learning Transformations Driven by Technology

Learning opportunities.

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

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

Interactive Learning

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

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

Learning Experience

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

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

Personalized Education

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

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

Learning Analytics

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

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

Collaborative Approach

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

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

Technology Makes Learning Better

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

FAQs on How Does Technology Help Students Learn?

1. Why are online classes better than traditional classrooms?

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

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

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

3. How can I use technology to study better?

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

• News Releases

Revolutionizing Classrooms: How AI Is Reshaping Global Education

World Economic Forum, [email protected]

• New report shows how AI could transform education by enhancing personalization, boosting digital skills and empowering teachers with advanced capacity-improving tools
• With education systems under strain, the report highlights nine examples of innovative approaches for leveraging AI to enhance education systems globally
• The report calls for a responsible integration of AI to foster a more inclusive, adaptable and forward-looking educational landscape
• Read the report here . Watch livestreamed sessions from the Special Meeting on Global Collaboration, Growth and Energy for Development here and join the conversation on social media using hashtag #SpecialMeeting24

Riyadh, Saudi Arabia, 28 April 2024 – A new World Economic Forum report explores how artificial intelligence could revolutionize education systems and improve the experiences of educators and students alike. The new research outlines AI’s wide-ranging potential – from personalizing learning experiences, to streamlining administrative tasks, integrating AI into educational curricula and more – and finds that a responsible application of emerging technologies could herald a new era in education worldwide.

The new report, Shaping the Future of Learning: The Role of AI in Education 4.0 , indicates how emerging technology can help educational systems meet the increased demands for digital literacy and personalized learning environments. Through a series of case studies, it shows how innovative AI applications are already transforming education by improving learning outcomes, empowering educators and equipping students with the skills of the future.

“AI is rapidly reshaping the global education landscape,” said Saadia Zahidi, Managing Director, World Economic Forum. “If deployed safely and strategically, AI can help adapt learning to the needs of each student, enabling an innovative, scalable personalized learning experience that is vital for both student engagement and the effectiveness of educators.”

The report analyses the varied opportunities AI introduces to the education sector, emphasizing the refinement of assessment processes for more timely and holistic evaluations and insights into student progress. It also details how AI can optimize educator roles by automating and augmenting up to 20% of educator clerical tasks, reducing administrative burdens and enabling more time for teachers to focus on personalization, improving pedagogy and supporting students’ social-emotional needs. AI’s integration into educational curricula also equips students with essential future skills and knowledge, while personalized learning content and experiences provide tailored educational pathways to meet diverse student needs.

Several innovative examples of how AI is already revolutionizing education systems are outlined in the report:

• UNICEF's Accessible Digital Textbooks initiative is employing AI to develop digital tools that support diverse learning needs, particularly benefiting students with disabilities by providing customizable, inclusive, educational resources
• In Brazil, the Letrus programme uses AI-driven feedback mechanisms to significantly improve literacy skills across socioeconomic statuses in hundreds of schools
• Kabakoo Academies in West Africa harness AI-enabled virtual mentors to provide personalized learning experiences and mentorship, preparing young people for self-employment in informal economies
• The Republic of Korea’s Ministry of Education develops AI-powered digital textbooks tailored for diverse student proficiency levels, aiming to enhance personalized learning and reduce the reliance on private education
• The UAE Ministry of Education, co-develops an AI-powered virtual tutor to enhance personalized learning, aiming to improve academic performance and promote educational equity across diverse student populations

AI’s potential to dramatically improve educational outcomes necessitates a proactive approach to harness these technologies while carefully addressing the challenges they pose. These include ensuring equitable access to technology, addressing concerns of data privacy and bias, and navigating the potential displacement of traditional teaching roles.

The report calls on policy-makers and educational leaders to integrate AI responsibly into their education systems by ensuring the protection of sensitive information through the implementation of robust data privacy and security protocols. The paper also provides a call to action for stronger collaboration between AI developers and educators to ensure that new AI tools promote better student outcomes.

About the Special Meeting 2024 The World Economic Forum Special Meeting on Global Collaboration, Growth and Energy for Development convenes key global stakeholders in Riyadh, Saudi Arabia, to enable comprehensive dialogue on global cooperation, sustainable growth and promoting a global energy transition that underpins sustainable development. For further information, click here

Notes to editors Read the Forum Agenda also in Spanish | Mandarin | Japanese Learn about the Forum’s impact Check out the Forum’s Strategic Intelligence Platform and Transformation Maps Follow the Forum on social media: @wef | Instagram | LinkedIn | Facebook | TikTok | Weibo | Threads | WhatsApp Watch Forum videos at wef.ch/videos | YouTube Get Forum podcasts at wef.ch/podcasts | YouTube Subscribe to Forum news releases

Is technology good or bad for learning?

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

May 8, 2019

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

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

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

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

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

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

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

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

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

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

The pragmatic

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

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

Related Content

Saro Mohammed, Ph.D.

November 3, 2017

June 16, 2017

September 27, 2017

Education Technology K-12 Education

Governance Studies

Brown Center on Education Policy

Kathy Hirsh-Pasek, Rebecca Winthrop, Sweta Shah

May 2, 2024

Jing Liu, Cameron Conrad, David Blazar

May 1, 2024

Online only

7:00 am - 8:00 am EDT

Featured Topics

Featured series.

A series of random questions answered by Harvard experts.

Explore the Gazette

Read the latest.

Complex questions, innovative approaches

Early warning sign of extinction?

So much for summers of love

Lessons in learning.

Sean Finamore ’22 (left) and Xaviera Zime ’22 study during a lecture in the Science Center.

Photos by Kris Snibbe/Harvard Staff Photographer

Peter Reuell

Harvard Staff Writer

Study shows students in ‘active learning’ classrooms learn more than they think

For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study , published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers , the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. He published a key study in Science in 2011 that showed just that. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from active learning.”

In addition to Deslauriers, the study is authored by director of sciences education and physics lecturer Logan McCarty , senior preceptor in applied physics Kelly Miller, preceptor in physics Greg Kestin , and Kristina Callaghan, now a physics lecturer at the University of California, Merced.

The question of whether students’ perceptions of their learning matches with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel frustrating.

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

For the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. In a subsequent class, the two groups were reversed. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.

Following each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. “Actual learning and feeling of learning were strongly anticorrelated,” Deslauriers said, “as shown through the robust statistical analysis by co-author Kelly Miller, who is an expert in educational statistics and active learning.”

Those results, the study authors are quick to point out, shouldn’t be interpreted as suggesting students dislike active learning. In fact, many studies have shown students quickly warm to the idea, once they begin to see the results. “In all the courses at Harvard that we’ve transformed to active learning,” Deslauriers said, “the overall course evaluations went up.”

Co-author Kestin, who in addition to being a physicist is a video producer with PBS’ NOVA, said, “It can be tempting to engage the class simply by folding lectures into a compelling ‘story,’ especially when that’s what students seem to like. I show my students the data from this study on the first day of class to help them appreciate the importance of their own involvement in active learning.”

McCarty, who oversees curricular efforts across the sciences, hopes this study will encourage more of his colleagues to embrace active learning.

“We want to make sure that other instructors are thinking hard about the way they’re teaching,” he said. “In our classes, we start each topic by asking students to gather in small groups to solve some problems. While they work, we walk around the room to observe them and answer questions. Then we come together and give a short lecture targeted specifically at the misconceptions and struggles we saw during the problem-solving activity. So far we’ve transformed over a dozen classes to use this kind of active-learning approach. It’s extremely efficient — we can cover just as much material as we would using lectures.”

A pioneer in work on active learning, Balkanski Professor of Physics and Applied Physics Eric Mazur hailed the study as debunking long-held beliefs about how students learn.

“This work unambiguously debunks the illusion of learning from lectures,” he said. “It also explains why instructors and students cling to the belief that listening to lectures constitutes learning. I recommend every lecturer reads this article.”

Dean of Science Christopher Stubbs , Samuel C. Moncher Professor of Physics and of Astronomy, was an early convert. “When I first switched to teaching using active learning, some students resisted that change. This research confirms that faculty should persist and encourage active learning. Active engagement in every classroom, led by our incredible science faculty, should be the hallmark of residential undergraduate education at Harvard.”

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are fooled into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

This research was supported with funding from the Harvard FAS Division of Science.

Share this article

You might like.

Seven projects awarded Star-Friedman Challenge grants

Fossil record stretching millions of years shows tiny ocean creatures on the move before Earth heats up

Despite ‘hippie’ reputation, male bonobos fight three times as often as chimps, study finds

How old is too old to run?

No such thing, specialist says — but when your body is trying to tell you something, listen

Alcohol is dangerous. So is ‘alcoholic.’

Researcher explains the human toll of language that makes addiction feel worse

Seem like Lyme disease risk is getting worse? It is.

The risk of Lyme disease has increased due to climate change and warmer temperature. A rheumatologist offers advice on how to best avoid ticks while going outdoors.

• All Articles
• Education Technology
• Industry News
• Op-Ed Submission Guidelines
• Write For Us

How Technology Has Helped Students Survive During COVID-19

By elearning inside, december 07, 2020.

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

Education Tools

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

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

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

Remote Working Technology

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

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

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

Financial Technology

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

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

Internet of Things (IoT)

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

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

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

Drone Technology

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

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

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

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

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

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

Featured Image: This Is Engineering, Unsplash.

Have Online Degrees and Credentials Finally Lost Their Stigma?

Positive teacher-student relationships lead to better teaching

Ruangguru, an Indonesian Online Tutoring Platform, Takes in $150 Million Series C

AIR Study Finds Voxy, an Adaptive Language Learning Platform, Improves English Proficiency among ELLs

Coursera Launches “AI for Everyone”

Madrasa Will Be the Largest Free eLearning Platform in the Arab World

No comments, leave a reply, most popular post.

Important notice for administrators: The WordPress Popular Posts "classic" widget is going away!

This widget has been deprecated and will be removed in version 7.0 to be released sometime around June 2024. Please use either the WordPress Popular Posts block or the wpp shortcode instead.

AI in Education: the Pros...

Learning tips for student..., higher education: using a..., online math and english g..., how elearning transforms..., the 5 most common challen..., how technology has helped..., 10 most important soft sk..., how universities make and..., why do so many parents op....

© 2023 eLearningInside.com All Rights Reserved.

• Share full article

Advertisement

Subscriber-only Newsletter

Jessica Grose

Every tech tool in the classroom should be ruthlessly evaluated.

By Jessica Grose

Opinion Writer

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

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

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

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

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

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

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

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

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

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

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

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

At the District Level: Centralize the Tech-Vetting Process

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

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

At the Classroom Level: Ruthlessly Evaluate Every Tool

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

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

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

Students Deserve Authentic Connection

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

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

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

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

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

Search form

8 ways technology can improve student writing.

BY Melissa Burns

Modern technology offers incredibly efficient ways to improve the skills, techniques, and creativity of writing. Many students are struggling with their academic papers without knowing that the Internet offers an immense number of tools that can help them become better writers. Some students use mind mapping tools, others hire online tutoring or professional editing services, and you can also find a convenient way to boost your writing skills online.

In the continuation, we will provide a list of the most useful tools you can use to improve the academic success you achieve with your papers.

1. Citation generator Writinghouse is your salvation from the stressful and boring academic referencing. Regardless of the referencing style your professor asks you to implement (Harvard, Chicago, MLA or APA), you can apply it automatically on Writinghouse. The best part is that the tool is absolutely free, so there is no reason to avoid formatting the paper according to your professor’s requirements.

2. The professional editing services at Help.PlagTracker.com will get the best out of your papers. No matter how great you are at writing, you could never correct all mistakes by yourself because everything in the content you wrote seems natural to you. When you order professional editing assistance at this website, your paper will be polished to perfection.

3. Criterion Online Writing Evaluation is an instructor-led writing tool that will help you plan, write and organize your papers. You will get immediate feedback on the progress of your paper, which you can use to improve the content and create its best version.

4. GradeMark is a tool that enables instructors to give valuable feedback to students. As a student, you can benefit from GradeMark through the five different types of feedback you will get:

• Originality report, which will help you make your content plagiarism-free;
• QuickMark Sets, which will allow your teacher or online tutor to insert comments within the paper. Having the comments in the appropriate place will help you understand where you made a mistake and how you can improve it;
• Voice comments for a highly-personalized feedback on your papers;
• Grading Rubrics that will help you understand what the teachers expect from you for the specific assignment;
• General comments that will enable your tutor or teacher to evaluate the overall quality of your paper.

5. My Access! is an award-winning writing and assessment solution that provides immediate feedback on your content, motivating you to write more. The program covers more than 1,500 topics in social studies, language arts, science, and math. When you create the paper, this tool will immediately provide you with feedback in the following categories: Language Use, Voice, and Style; Organization; Content and Development; Mechanics and Conventions; and Focus and Meaning.

6. Odyssey Writer is a convenient tool that makes the process of composing content much more efficient and less time-consuming. The tool will stimulate your desire to work on papers by making writing fun. Odyssey Writer will navigate you through the four writing phrases by using interesting techniques.

7. StoryBird will enable you to express your thoughts more creatively by helping you to create short stories inspired by beautiful art. You can also read other users’ stories on the website, as well as share your own creations.

8. TutorsClass is a tutoring platform where you can communicate with licensed tutors and ask for any type of academic help you need. When it comes to the quality of your writing, you will appreciate the feedback from a real educator who will prepare you how to get great grades from your teacher at school. If you don’t have any ideas about a particular topic and you need a little push, the professional tutor from this service will help you with valuable advice and feedback.

Conclusion: Technology will improve your writing!

Technology tools can come to the rescue whenever you’re stuck with your papers. Whether you need ideas or something to boost your creativity and effectiveness – you can find everything you could possibly need online. There is no need to search for a good tutor in your area and arrange awkward meetings in person when everything is much simpler and easier online. You can get feedback on your papers, find tools that will help you manage your time faster and get your papers evaluated online.

When you have all these resources to use, paper writing can become a fun and inspiring activity you won’t love to avoid anymore.

Melissa is a student of journalism. She is passionate about digital technologies and tries to implement them in the sphere of education.

2 comments on “8 Ways Technology Can Improve Student Writing”

8 Ways #Technology Can Improve #Student #Writing http://t.co/A29WDXCt4H #EdTech

RT @edworkspartners: RT @DeborahHowardD: 8 Ways #Technology Can Improve #Student #Writing http://t.co/OTzWMQhGuu #EdTech

Leave a comment

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Stanford Home
• Maps & Directions
• Search Stanford
• Emergency Info
• Terms of Use
• Non-Discrimination
• Accessibility

© Stanford University , Stanford , California 94305 .

Modern Technology’s Impact on Society Essay

Introduction, disadvantages and advantages of technology.

Modern technology has changed the world beyond recognition. Thanks to technology in the twentieth and twenty-first centuries, advances have been made that have revolutionized our lives. Modern man can hardly imagine his life without machines. Every day, new devices either appear, or existing ones are improved. Technology has made the world a better place, bringing people additional conveniences and opportunities for healthy living through advances in science. I believe that the changes that technology has brought to our lives are incredibly positive in many areas.

One of the fields where computing and the Web have introduced improvements is education. Machines can keep large volumes of information in a tiny space, reducing entire library shelves of literature to a single CD-ROM of content (Garsten & Wulff, 2020). The Web also acts as a huge learning tool, linking together data sites and enabling inquisitive individuals to seek out just about any subject conceivable. A single personal computer can hold hundreds of instructional programs, visual and audio tutorials, and provide learners with exposure to an immense quantity of content. In the classroom, virtual whiteboards are replacing conventional whiteboards, allowing teachers to provide interactive content for students and play instructional movies without the need for a projector.

Advanced technology has also dramatically and favorably changed the medical care sector. Developments in diagnostic instruments allow doctors to detect hidden diseases, improving the likelihood of successful therapy and saving lives. Advances in drugs and vaccines have been extremely influential, nearly eradicating diseases such as measles, diphtheria, and smallpox, which once caused massive epidemics (Garsten & Wulff, 2020). Modern medicine allows patients to treat chronic diseases that were once debilitating and life-threatening, such as diabetes and hypertension. Technological advances in medicine have helped improve the lives of people around the world. In addition, the latest technology has dramatically increased the productivity of various techniques.

The computers’ capability to resolve complicated mathematical calculations enables them to accelerate any problem that involves metrics or other calculations. Simulating physical processes on a computer can save time and money in any production situation, giving engineers the ability to simulate any design. Modern technology in transportation allows large distances to be traveled quickly. Electric trains, airplanes, cars, and even rockets are used for this purpose (Garsten & Wulff, 2020). In this way, technology brings positive change for people who love to travel.

Despite all the positive changes, there are also disadvantages to the active development of technology. For example, more and more people are becoming dependent on the computer, TV, or cell phone. They ignore their household chores, studies, or work and spend all their time in front of a laptop or TV screen (Garsten & Wulff, 2020). Because of this, people may become inactive and less willing to work, hoping that technology will do everything for them.

In conclusion, I believe that despite some of the disadvantages, the advantages of gadgets are much more significant. Modern technology saves time and allows people to enjoy life. Moreover, new technologies in medicine also contribute to a longer life expectancy of the population and the cure of diseases that were previously beyond the reach of doctors. In addition to medicine, technology has brought significant positive changes to the fields of communication, education, and engineering. Therefore, I believe that the positive impact of technological progress on human lives cannot be denied.

Garsten, C., & Wulff, H. (2020). New technologies at work: People, screens, and social virtuality . Routledge. Web.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, May 30). Modern Technology's Impact on Society. https://ivypanda.com/essays/modern-technologys-impact-on-society/

"Modern Technology's Impact on Society." IvyPanda , 30 May 2023, ivypanda.com/essays/modern-technologys-impact-on-society/.

IvyPanda . (2023) 'Modern Technology's Impact on Society'. 30 May.

IvyPanda . 2023. "Modern Technology's Impact on Society." May 30, 2023. https://ivypanda.com/essays/modern-technologys-impact-on-society/.

1. IvyPanda . "Modern Technology's Impact on Society." May 30, 2023. https://ivypanda.com/essays/modern-technologys-impact-on-society/.

Bibliography

IvyPanda . "Modern Technology's Impact on Society." May 30, 2023. https://ivypanda.com/essays/modern-technologys-impact-on-society/.

• Interactive Whiteboard Use During a Meeting
• Interactive Whiteboards in Teachers' Perception
• Interactive Whiteboard Technology
• The Use of Interactive Whiteboards in Guided Inquiry-Based Learning in Early Childhood Education
• Saudi Primary Teachers and Interactive Whiteboards
• Interactive Whiteboards in Saudi Arabian Schools
• The Whiteboard App Marketing and Advertising Models
• Interactive Smartboard: Advantages & Disadvantages
• Quality Improvement Initiative
• Integration of the Modern Technological Solutions Into the Academic Field
• The Covid-19 Registry Importance
• Impact of Computer Technology on Economy and Social Life
• Technology Effect on the Disappearance of Specific Jobs
• Modern Communication Impacted by Technology
• Human Existence in Age of Informational Knowledge Work