essay on importance of internet in education

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Essay on Importance of Internet: Samples for Students

Updated on
Nov 23, 2023

Internet is not just a need or luxury, it has become a household necessity. It was used as a source of entertainment but now it is impossible to work in offices or study without the Internet. When the global pandemic locked everyone in their house, it became an important medium to connect, study and work. Students were able to study without the risk of catching COVID-19 because of the Internet. The importance of the internet is also a common topic in various entrance exams such as SAT , TOEFL , and UPSC . In this blog, you will learn how to write an essay on the importance of the Internet.

This Blog Includes:

Tips to write the perfect essay on internet, sample 1 of essay on the importance of the internet (100 words), sample essay 2 – importance of the internet (150 words), sample essay 3 on use of internet for student (300 words).

Nikita Puri

Nikita is a creative writer and editor, who is always ready to learn new skills. She has great knowledge about study abroad universities, researching and writing blogs about them. Being a perfectionist, she has a habit of keeping her tasks complete on time before the OCD hits her. When Nikita is not busy working, you can find her eating while binge-watching The office. Also, she breathes music. She has done her bachelor's from Delhi University and her master's from Jamia Millia Islamia.

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A Big Eye to Search for Extraterrestrial Life

From smoke signals to brain waves, openmind books, scientific anniversaries, shopping online or in person to reduce one’s carbon footprint, featured author, latest book, the internet and education, introduction.

In many ways, it is difficult to discuss any aspect of contemporary society without considering the Internet. Many people’s lives are saturated so thoroughly with digital technology that the once obvious distinction between either being online or offline now fails to do justice to a situation where the Internet is implicitly always on . Indeed, it is often observed that younger generations are unable to talk about the Internet as a discrete entity. Instead, online practices have been part of young people’s lives since birth and, much like oxygen, water, or electricity, are assumed to be a basic condition of modern life. As Donald Tapscott (2009, 20) put it, “to them, technology is like the air.” Thus, in many ways, talking about the Internet and education simply means talking about contemporary education . The Internet is already an integral element of education in (over)developed nations, and we can be certain that its worldwide educational significance will continue to increase throughout this decade.

That said, the educational impact of the Internet is not straightforward. At a rudimentary level, it is important to remember that well over half the world’s population has no direct experience of using the Internet at all. While this is likely to change with the global expansion of mobile telephony, the issue of unequal access to the most enabling and empowering forms of Internet use remains a major concern. Moreover—as the continued dominance of traditional forms of classroom instruction and paper-and-pencil examinations suggest—the educational changes being experienced in the Internet age are complex and often compromised. In addressing the topic of “the Internet and education” we therefore need to proceed with caution. As such, this chapter will consider the following questions:

What are the potential implications of the Internet for education and learning?
What dominant forms of Internet-based education have emerged over the past 20 years?
How does the educational potential of the Internet relate to the realities of its use?
Most importantly, how should we understand the potential gains and losses of what is being advanced?

The Internet as an Educational Tool

For many commentators, the Internet has always been an inherently educational tool. Indeed, many people would argue that the main characteristics of the Internet align closely with the core concerns of education. For instance, both the Internet and education are concerned with information exchange, communication, and the creation of knowledge.

The participatory, communal nature of many social Internet applications and activities is aligned closely with the fundamental qualities of how humans learn, not least the practices of creating, sharing, collaborating, and critiquing.

Thus, in light of the Internet’s capacity to allow these activities to take place on a vast and almost instantaneous scale, the educational implications of the Internet are understandably often described in grand terms. Take, for example, this recent pronouncement from Jeb Bush:

The Internet isn’t just a powerful tool for communication. It’s arguably the most potent force for learning and innovation since the printing press. And it’s at the center of what is possibly America’s mightiest struggle and greatest opportunity: How to reimagine education for a transformative era.

(Bush and Dawson 2013)

Beyond such hyperbole, the implications of the Internet for education and learning can be understood in at least four distinct ways. First, is the potential of the Internet to offer individual learners increased freedom from the physical limitations of the real world . This is often expressed in terms of reducing constraints of place, space, time, and geography, with individuals able to access high-quality learning opportunities and educational provision regardless of local circumstances. The Internet is therefore portrayed as allowing education to take place on an any time, any place, any pace basis. Many commentators extend these freedoms into a transcendence of social and material disadvantage, with the Internet perceived as an inherently democratizing medium. The ability to support freer and fairer educational interactions and experiences is seen to reflect the Internet’s underpinning qualities as “a radically democratic zone of infinite connectivity” (Murphy 2012, 122).

Secondly, the Internet is seen to support a new culture of learning —i.e., learning that is based around bottom-up principles of collective exploration, play, and innovation rather than top-down individualized instruction (Thomas and Seely-Brown 2011). The Internet allows learning to take place on a many-to-many rather than one-to-many basis, thereby supporting socio-constructivist modes of learning and cognitive development that are profoundly social and cultural in nature. Many educators would consider learners to benefit from the socially rich environments that the Internet can support (see Luckin 2010). For example, it is often argued that the Internet offers individuals enhanced access to sources of knowledge and expertise that exist outside of their immediate environment. In this sense, there is now considerable interest in the ability of the Internet to support powerful forms of situated learning and digitally dispersed communities of practice . The Internet is therefore seen as a powerful tool in supporting learning through authentic activities and interactions between people and extended social environments.

Thirdly, the capacity of the Internet to support a mass connectivity between people and information is felt to have radically altered the relationship between individuals and knowledge. It is sometimes argued that the Internet supports forms of knowledge creation and knowledge consumption that differ greatly from the epistemological presumptions of formal schooling and mass instruction. The networked relationships that Internet users have with online information have prompted wholesale reassessments of the nature of learning. Some educationalists are now beginning to advance ideas of fluid intelligence and connectivism —reflecting the belief that learning via the Internet is contingent on the ability to access and use distributed information on a just-in-time basis. From this perspective, learning is understood as the ability to connect to specialized information nodes and sources as and when required. Thus being knowledgeable relates to the ability to nurture and maintain these connections (see Chatti, Jarke, and Quix 2010). As George Siemens (2004) puts it, learning can therefore be conceived in terms of the “capacity to know more” via the Internet rather than relating to the individual accumulation of prior knowledge in terms of “what is currently known.”

Fourthly, the Internet is seen to have dramatically personalized the ways in which people learn—thereby making education a far more individually determined process than was previously the case. The Internet is associated with an enhanced social autonomy and control, offering individuals increased choice over the nature and form of what they learn, as well as where, when, and how they learn it. Education is therefore a wholly controllable aspect of one’s personal life, with the Internet facilitating a digital juggling of educational engagement alongside daily activities and other commitments (Subrahmanyam and Šmahel 2011). Indeed, Internet users are often celebrated as benefiting from an enhanced capacity to self-organize and curate educational engagement for themselves, rather than relying on the norms and expectations of an education system .

The Educational Implications of the Internet

All these various shifts and realignments clearly constitute a fundamental challenge to the traditional forms of educational provision and practice that were established throughout the nineteenth and twentieth centuries, especially institutionalized modes of formal schooling and university education. For many commentators, therefore, the Internet contradicts the monopoly of state education systems and the vested interests of the professions that work within them. In all of the ways just outlined, the Internet would certainly seem to test established educational boundaries between ex perts and novices , the production and consumption of knowledge, as well as the timing and location of learning. In terms of how education is provided, the Internet is associated with a range of radically different learning practices and altered social relations.

The Internet has certainly prompted ongoing debate and concern within the educational community. On one hand, many educationalists are busying themselves with rethinking and reimagining the notion of the school and the university in ways that respond to the demands of the Internet age. There have been various proposals over the past decade for the development of educational institutions that are better aligned with the characteristics of Internet-adept learners and online knowledge. As Collins and Halverson (2009, 129) put it, the task of reinventing schools and universities for the Internet age involves not only “rethinking what is important to learn” but also “rethinking learning.” This has seen modes of schooling being developed that are built around the communal creation (rather than individual consumption) of knowledge, in an attempt to imbue learning with a sense of play, expression, reflection, and exploration. The past ten years has seen a rash of ideas from enthusiastic educators proposing the development of new pedagogies and curricula built around social interaction, exploration, gaming , and making . All of these proposals for school 2.0 reflect what Whitby (2013, 9–11) describes as new models of education provision based around “openness to learning and masterful tech-savvy.”

However, in contrast to these re-schooling proposals has been a countermovement to align the Internet with more radical forms of educational deinstitutionalization. These de-schooling arguments have proven popular with groups outside of the traditional education establishment , framing the Internet as capable of usurping the need for educational institutions altogether. Key concepts here include self-determination, self-organization, self-regulation, and (in a neat twist on the notion of do-it-yourself ) the idea of do-it-ourselves . All these ideas align the Internet with a general rejection of institutionalized education—especially what has long been critiqued as the obsolete banking model of accumulating knowledge content . Instead, Internet-based education is conceived along lines of open discussion, open debate, radical questioning, continuous experimentation, and the sharing of knowledge.

As with other aspects of digital activity, education is therefore imagined as something that is now open to reprogramming, modification, and hacking to better suit one’s individual needs.

As Dale Stephens (2013, 9) reasons:

The systems and institutions that we see around us—of schools, college, and work—are being systematically dismantled…. If you want to learn the skills required to navigate the world—the hustle, networking, and creativity—you’re going to have to hack your own education.

These are all highly contestable but highly seductive propositions. Indeed, whether one agrees with them or not, these arguments all highlight the fundamental challenge of the Internet to what was experienced throughout the past one hundred years or so as the dominant mode of education. It is therefore understandable that the Internet is now being discussed in terms of inevitable educational change, transformation, and the general disruption of twentieth-century models of education provision and practice. As the noted technology commentator Jeff Jarvis (2009, 210) concluded in an acclaimed overview of the Internet’s societal significance, “education is one of the institutions most deserving of disruption—and with the greatest opportunities to come of it.” Bold statements such as these are now being made with sufficient frequency and conviction that talk of an impending digital disruption of education is now rarely contested. Many people, therefore, see the prospect of the Internet completely reinventing education not as a matter of if , but as a matter of when .

Prominent Forms of Internet-Based Education

In the face of such forceful predictions of what will happen, it is perhaps sensible to take a step back and consider the realities of what has already happened with the Internet and education. As was suggested at the beginning of this chapter, amidst these grand claims of transformation and disruption, it is important to ask how the educational potential of the Internet is actually being realized in practice. In this sense, we should acknowledge that the Internet has been long used for educational purposes, and a number of prominent models of Internet-based education have emerged over the past 20 years. Perhaps the most established of these are various forms of what has come to be known as e-learning —ranging from online courses through to virtual classrooms and even virtual schools. Many early forms of e-learning involved the predominantly one-way delivery of learning content, thereby replicating traditional correspondence forms of distance education. These programs (which continue to the present day) tend to rely on online content management systems, albeit supported by some form of interactivity in the form of e-mail, bulletin boards, and other communications systems. Alongside these forms of content delivery is the continued development of so-called virtual classrooms—usually spatial representations of classrooms or lecture theaters that can be inhabited by learners and teachers. Often these virtual spaces are designed to support synchronous forms of live instruction and feedback, with learners able to listen to lectures and view videos and visual presentations while also interacting with other learners via text and voice. Other asynchronous forms of virtual classroom exist in the form of digital spaces where resources can be accessed and shared—such as audio recordings and text transcripts of lectures, supplementary readings, and discussion forums. These forms of e-learning have continued to be developed since the 1990s, with entire cyber schools and online universities now well-established features of educational systems around the world.

While these examples of e-learning tend to replicate the basic structure and procedures of bricks-and-mortar schools and universities, a variety of other models of Internet-supported education have emerged over the past 20 years. One of the most familiar forms of Internet-based education is the collective open creation of information and knowledge, as exemplified by the online encyclopedia Wikipedia. Despite ongoing debates over its accuracy and coverage, the educational significance of Wikipedia is considerable. As well as being a vast information resource, the ability of users to contribute and refine content is seen to make wiki tools such as Wikipedia a significant educational tool. The belief now persists amongst many educators that mass user-driven applications such as Wikipedia allow individuals to engage in learning activities that are more personally meaningful and more publically significant than was ever possible before. As John Willinsky (2009, xiii) reasons:

Today a student who makes the slightest correction to a Wikipedia article is contributing more to the state of public knowledge, in a matter of minutes, than I was able to do over the course of my entire grade school education, such as it was.

These characteristics of wiki tools correspond with the wider Open Educational Resource movement which is concerned with making professionally developed educational materials available online for no cost. In this manner, it is reckoned that content from almost 80 percent of courses at the Massachusetts Institute of Technology are available on this free-to-use basis. Similar commitments can be found in institutions ranging from world-class universities such as Yale and Oxford to local community colleges. In all these cases, course materials such as seminar notes, podcasts, and videos of lectures are shared online with a worldwide population of learners, most of whom could otherwise not attend. Crucially (as with Wikipedia), the emphasis of Open Educational Resources is not merely permitting individuals to use provided materials, but encouraging the alteration and amendment of these resources as required. For example, the UK Open University’s extensive OpenLearn project provides free online access to all of the institution’s curriculum materials with an invitation for individual users to adapt these resources as they wish.

Other forms of online content sharing involve the open distribution of educational content that has been created by individuals as well as institutions. For example, the YouTube EDU service offers access to millions of educational videos produced by individual educators and learners. Similarly, Apple Computers’ collection of educational media—the so-called iTunes U—is designed to allow learners to circumvent traditional educational lectures and classes in favor of on-demand free mobile learning (Çelik, Toptaş, and Karaca 2012). Describing itself as “possibly the world’s greatest collection of free educational media available to students, teachers, and lifelong learners,” iTunes U offers free access to hundreds of thousands of educational audio and video podcast files. Most recently, there has been considerable praise for the Khan Academy’s online provision of thousands of bespoke educational videos alongside interactive quizzes and assessments covering a range of subject areas and topics. The aim of Khan Academy is to support individuals to learn at their own pace and to revisit learning content on a repeated basis. This so-called flipped classroom model is intended to allow individuals to engage with instructional elements of learning before entering a formal classroom. Face-to-face classroom time can be then be devoted to the practical application of the knowledge through problem solving, discovery work, project-based learning, and experiments (Khan 2012).

Another notable open example of Internet-based education has been the development of MOOCs (Massively Open Online Courses) over the past five years or so. Now, most notably through successful large-scale ventures such as Coursera and Ed-X, MOOCs involve the online delivery of courses on a free-at-the-point-of-contact basis to mass audiences. At its heart, the MOOC model is based on the idea of individuals being encouraged to learn through their own choice of online tools—what has been termed personal learning networks —the collective results of which can be aggregated by the course coordinators and shared with other learners. This focus on individually directed discovery learning has proved especially appropriate to college-level education. Now it is possible for individuals of all ages to participate in mass online courses run by professors from the likes of Stanford, MIT, and Harvard universities in subjects ranging from a Yale elective in Roman architecture to a Harvard course in the fundamentals of neuroscience.

Another radical application of the Internet to support self-directed, non-institutional learning are initiatives such as the hole-in-the-wall and School in the Cloud initiatives. These programs are built around an ethos of minimally invasive education where children and young people can access digital technology at any time, and teach themselves how to use computers and the Internet on an individually paced basis. The guiding ethos for the original hole-in-the-wall program was to locate Internet access in what Arora (2010, 691) characterizes as “out-of-the-way, out-of-the-mind locations” rather than in formal settings such as schools or universities. Indeed, the program’s credo of minimally invasive education is an avowedly non-institutionalized one, with children expected to engage with the Internet as an educative tool “free of charge and free of any supervision” (Mitra 2010). This approach is seen to be especially applicable to locations such as slum communities in India and Cambodia where Internet access is otherwise lacking. The recent elaboration of the initiative into the School in the Cloud marks an attempt to use online communication tools to allow older community members in high-income countries to act as mentors and friendly but knowledgeable mediators to young autonomous learners in lower-income communities. The provision of such access and support is therefore seen to underpin what the project team term “self-organized learning environments” and “self-activated learning”—thus providing an alternative “for those denied formal schooling” in low-income countries (Arora 2010, 700).

These programs, projects, and initiatives are indicative of the variety of ways in which education and the Internet have coalesced over the past 20 years. Yet perhaps the most significant forms of Internet-based education are the completely informal instances of learning that occur in the course of everyday Internet use. In this sense the Internet’s implicit support of various forms of informal learning could be seen as its most substantial educational impact (see Ünlüsoy et al. 2014). As the cultural anthropologist Mimi Ito has described, there are various different genres of everyday Internet-based practice that can be said to involve elements of learning (see Ito et al. 2009). At a basic level is the popular practice of using the Internet to simply hang out with others. Often these forms of hanging out can spill over into more focused instances of what Ito terms messing around —i.e., activities that are interest-driven and more centered on peer sociability, often involving fortuitous searching, experimentation, and playing with resources. This messing around can then sometimes lead to the more intense commitment of what Ito has described as geeking out . These are bouts of concentrated and intense participation within defined communities of like-minded and similarly interested individuals driven by common and often specialized interests. In supporting all these forms of learning , everyday use of the Internet can be seen as an inherently educational activity.

The Reality of the Internet and Education

These examples—and many more like them—are now seen as proof of the Internet’s growing contribution to what it means to learn and be educated in the twenty-first century. Undoubtedly, developments such as MOOCs, flipped classrooms, and self-organized learning could well turn out to be educational game changers (Oblinger 2012). Yet the history of educational technology over the past one hundred years or so warns us that change is rarely as instantaneous or as totalizing as many people would like to believe. Indeed, the history of modern educational technologies (starting with Thomas Edison’s championing of educational filmstrips in the 1910s) has usually been characterized by sets of complex mutually shaping relationships between education and technology (see Cuban 1986). In other words, new technologies rarely—if ever—have a direct one-way impact or predictable effect on education. Rather, established cultures and traditions of education also have a profound reciprocal influence on technologies. As the historian Larry Cuban (1993, 185) observed succinctly of the remarkable resilience of schools to the waves of successive technological developments throughout the 1980s and 1990s, “computer meets classroom—classroom wins.” In asking how the Internet is shaping education in the 2010s, we therefore need to also ask the corresponding question of how education is shaping the Internet.

From this perspective, it is not surprising to see the most successful forms of Internet-based education and e-learning being those that reflect and even replicate pre-Internet forms of education such as classrooms, lectures, and books. It is also not surprising to see the long-established grammar of formal education and educational institutions having a strong bearing on emerging forms of Internet-based education (Tyack and Cuban 1995). Take, for instance, the persistence of familiar practices such as dividing knowledge into distinct subject areas, using graded individual assessments, or relying on expert teachers. While understandable, these continuities certainly belie claims of radical transformation and disruption of the educational status quo. Thus in contrast to the revolutionary zeal of some commentators, it could be observed that the Internet is having most impact on education where it is not causing radically new patterns of participation or practice. For instance, rather than extending educational opportunities to those who previously were excluded, the recent rise of the MOOC in countries such as the U.S. and UK appears primarily to be supporting well-resourced, highly motivated, and already well-educated individuals to engage in more education (thereby replicating a trend referred to by some social commentators as the Matthew Effect ). This is not to say that MOOCs are an insignificant form of education—however, it does suggest that their main impact is that of increasing rather than widening educational participation. Indeed, this view does imply that some of the more radical claims of social transformation and change that surround MOOCs (and other forms of Internet-based education) require careful consideration.

This leaves any attempts to predict the likely influence of the Internet on future forms of education on uncertain ground. Of course, it is unwise to adapt an overtly cynical view that there is nothing new about Internet-based education at all—i.e., that the educational effects of the Internet are simply a case of old wine in new bottles . Yet it is equally unwise to presume that any of the examples given so far in the chapter necessarily herald a fundamental shift in education. The Internet is certainly associated with educational changes—yet these changes are complex, contradictory, convoluted and decidedly messy .

In this respect, perhaps the most significant issues that need to be considered about the Internet and education are sociological, rather than technical, in nature.

In this sense, the Internet prompts a range of ideological questions (rather than purely technical answers) about the nature of education in the near future. Thus, as this chapter draws to a close we should move away from the optimistic speculation that pervades most educational discussions of the Internet. Instead, there are a number of important but less often acknowledged social, cultural, and political implications that also merit attention:

1.The Internet and the increased individualization of education

First, then, is the way in which Internet-based education promotes an implicit individualization of practice and action. The Internet is celebrated by many educationalists as increasing the responsibility of individuals in terms of making choices with regards to education, as well as dealing with the consequences of their choice. All the forms of Internet education outlined in this chapter demand increased levels of self-dependence on the part of the individual, with educational success dependent primarily on the individual’s ability to self-direct their ongoing engagement with learning through various preferred means. Of course, this is usually assumed to work in favor of the individual and to the detriment of formal institutions. Yet the idea of the self-responsibilized, self-determining learner is based upon an unrealistic assumption that all individuals have a capacity to act in an agentic, empowered fashion throughout the course of their day-to-day lives. In Bauman’s (2001) terms, the successful online learner is someone able to act as an empowered individual de facto rather than an individual de jure (i.e., someone who simply has individualism done to them). Of course, only a privileged minority of people are able to act in a largely empowered fashion. As such this individualization of action leads to education becoming an area of increased risk as well as opportunity.

These issues raise a number of important questions. For instance, just how equal are individuals in being able to make the educational choices that the Internet actually offers? How are the apparent educational freedoms of the Internet resulting in enhanced unfreedoms (such as the intensification and extension of educational work into domestic settings)? To what extent are personalized forms of Internet education simply facilitating the mass customization of homogenous educational services and content? What is the nature of the collective forms of Internet-based education? How do communities of learners established through the Internet differ in terms of social diversity, obligation, or solidarity? Is the Internet undermining or even eroding notions of education as a public good?

2. The Internet and the growth of data-driven education

Another significant issue related to the increased educational significance of the Internet is the ways in which online data and information are now defining, as well as describing, social life. The Internet has certainly extended the significance of databases, data mining, analytics, and algorithms, with organizations and institutions functioning increasingly through the ongoing collection, aggregation, and (re)analysis of data. Crucially, the Internet allows this data work to take place on a mass, aggregated scale. We are now seen to be living in an era of Big Data where computerized systems are making available “massive quantities of information produced by and about people, things, and their interactions” (Boyd and Crawford 2012, 662).

The collection and analysis of online data is now a key aspect of how actions are structured and decisions are made in many areas of education. Now, for example, masses of online data are being generated, collected, and collated as a result of the Internet-based activities that take place within educational institutions—ranging from in-house monitoring of system conditions to the public collection of data at local, state, and federal levels. These data are used for a variety of purposes—including internal course administration, target setting, performance management, and student tracking. Similar processes and practices exist in terms of use of data across educational systems—from student databases to performance league tables . There are, of course, many potential advantages to the heightened significance of online data. There has been much recent enthusiasm for the potential of learning analytics —i.e., “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Siemens et al. 2011, 4). Similarly, there is growing discussion of educational data mining and academic analytics . All of these uses of digital data are seen to lead to more efficient and transparent educational processes, as well as supporting individuals to self-monitor and self-diagnose their learning (Eynon 2013).

Yet, there is a clear need for caution amidst these potential advantages—not least how the increased prevalence of online data in education is implicated in the shaping of what people can and cannot do. For example, how are individuals and their learning being represented by data collected online? How does the Internet support the connection, aggregation, and use of these data in ways not before possible? To what extent are individuals’ educational engagements now being determined by data profiles ? How are these online data being used in forms of predictive surveillance where educators and educational institutions use data relating to past performance and behavior to inform expectations of future behaviors? What aspects of educational engagement are not represented in the online data being collected and analyzed?

3. The Internet and the increased commercialization and privatization of education

Thirdly, is the need to recognize the role of commercial and private actors in the growth of Internet-based education. Indeed, the role of the private sector is integral to many of the forms of Internet-based education described in this chapter. For example, it is estimated that the global education/technology market is worth upwards of $7 trillion, with burgeoning levels of private capital investment in online education. A range of multinational commercial interests such as Pearson, Cengage, and McGraw-Hill are now involved heavily in the business of e-learning and online provision of teaching and training—competing with countless smaller commercial concerns and a range of nonprofit organizations. Clearly Internet-based education marks a distinct move away from a planned economy model where education provision is largely the preserve of state-run, public-sector institutions (see Picciano and Spring 2013).

Of course, the increased involvement of commercial interests in online education could be seen to have many potential benefits. The private sector is able to focus considerable technological resources and expertise on educational issues. It is often assumed that commercially provided education is more responsive to the demands of its customers —be it the immediate preferences of learners or the longer-term workforce requirements of business and industry. Moreover, as Chubb and Moe (2012) reason, improvement can arise from market competition between private and public education providers: “in time, [for-profit institutions] may do amazing things with computerized instruction—imagine equivalents of Apple or Microsoft, with the right incentives to work in higher education—and they may give elite nonprofits some healthy competition in providing innovative, high-quality content.” Indeed, the appeal of many of the forms of Internet-based education described in this chapter is predicated upon bringing the innovation of the private sector to bear on the inefficiencies of public education. As Sebastian Thrun (the computer scientist credited with the popularization of the MOOC concept) argued recently: “Education is broken. Face it. It is so broken at so many ends, it requires a little bit of Silicon Valley magic” (Wolfson 2013).

Yet the possibilities for commercial innovation and magic notwithstanding, there are a number of reasons to challenge the growing influence of private interests in shaping education agendas in these ways. For example, how committed are IT producers and vendors to the public good of educational technology above and beyond matters of profit and market share? Given that education is an integral element in determining the life chances of the most vulnerable members of society, how appropriate is a Silicon Valley, venture-capitalist mindset of high-risk start-ups with expected high rates of failure? What are the moral and ethical implications of reshaping education along the lines of market forces and commercial values? Why should education correspond automatically with the needs of the digital economy?

4. The Internet and the changing values of education

Finally—and perhaps less tangibly—there is also a sense that the Internet might be altering the psychological, emotional, and spiritual bases of education. For example, many of the forms of online education discussed in this chapter imply an increased expansion of education into unfamiliar areas of society and social life—leading to an always-on state of potential educational engagement. Indeed, the anytime, anyplace nature of online education clearly involves the expansion of education and learning into domestic, work, and community settings where education and learning might previously have not been prominent. There are clear parallels here with what Basil Bernstein (2001) identified as the “total pedagogization of society”—i.e., a modern society that ensures that pedagogy is integrated into all possible spheres of life. This raises questions of what is perhaps lost when one is able to engage with education at all times of the day and in all contexts? Is there something to be said for being able to disconnect from the pressures of education? Is learning best suited to some contexts and circumstances than others?

Many of the forms of online education described in this chapter could also be said to frame learning (often inadvertently) as a competitive endeavor. Thus in contrast to allowing individuals to learn harmoniously alongside others, the Internet could be seen as placing individuals in “personal formative cycles, occupied in unison within individual feedback-action loops. They learn to become industrious self-improvers, accepting and implementing external goals” (Allen 2011, 378). Thus while a sense of achievement at the expense of others may not be immediately apparent, the Internet could be seen as a means of humanizing, disguising, and intensifying the competitive connotations of learning. Continuing this line of thinking, the partial, segmented, task-orientated, fragmented, and discontinuous nature of online education could perhaps even be seen as a form of spiritual alienation —i.e., alienation at the level of meaning, where conditions of good work become detached from the conditions of good character (Sennett 2012).

All these points also relate to the correspondences between the Internet and the altered emotional aspects of educational engagement. In particular, many of the forms of Internet-based education described earlier in this chapter (such as the virtual school or the MOOC) could be said to involve learning being experienced on less immediate, less intimate, and perhaps more instrumental grounds. These points were explored in Jonathan Wolff’s (2013) recent reflections on what might be lost when a lecture takes place online as opposed to in a face-to-face lecture theater. While these diminishments are often difficult to pinpoint, Wolff suggested qualities such as the immediacy, the serendipity, and the real-ness of the live experience of learning alongside other people. Certainly, the remote, virtual sense of learning online is qualitatively different to the embodied sense of face-to-face learning—both in advantageous and disadvantageous ways.

Conclusions

Whether one agrees with any of these latter arguments or not, it is clear that the topic of “the Internet and education” needs to be approached in a circumspect manner. The predominantly optimistic rhetoric of transformation and change that currently surrounds the Internet and education distracts from a number of significant conflicts and tensions that need to be better acknowledged and addressed. This is not to say that we should adopt a wholly antagonistic or wholly pessimistic stance. Indeed, many of the issues just outlined should not be assumed automatically to be cause for concern. There are, after all, many people who will be advantaged by more individualized, elitist, competitive, market-driven, omnipresent, and de-emotionalized forms of educational engagement. The Internet clearly works for the millions of people who are learning online at this very moment.

Yet while it may well be that the Internet is helping some individuals to engage with education in more convenient, engaging, and useful ways, we would do well to acknowledge that this is unlikely to be the case for all. Any Internet-led changes in education are accompanied by a variety of unintended consequences, second-order effects , and unforeseen implications. Perhaps the most important point to consider is the well-worn tendency of digital technology to reinforce existing patterns of educational engagement—helping already engaged individuals to participate further, but doing little to widen participation or reengage those who are previously disengaged. In particular, any discussion of the educational potential of the Internet needs to remain mindful of the limited usefulness of a technical-fix approach to understanding contemporary education. The Internet should not be seen as a ready solution to apparent inefficiencies of twentieth-century education institutions or practices—it will not lead automatically to more engaged or motivated learners, more highly skilled workforces, or rising levels of national intelligence and innovation. Instead, it is likely that many of the problems of contemporary education are primarily social and cultural in nature, and therefore require social and cultural responses.

As such, while there is plenty of scope for the increased use of the Internet within education, any claims for change and improvement should be seen as contentious and debatable matters, rather than inevitable trends that educators have no choice but to adapt to. To reiterate a key theme that has emerged throughout our discussion, underlying all of the issues raised in this chapter are questions of what sort of future education one believes in. As such, the role of the Internet in improving , transforming , or even disrupting education is a deeply complex and ideologically loaded matter that goes well beyond technical issues of how to personalize the delivery of educational content, or support the production and consumption of online content. The future of education may well involve increased use of the Internet—but will not be determined by it.

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Information and communication technology (ICT) in education

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

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

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

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

Issues and Discussion

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

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

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

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

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

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

Inclusiveness Considerations

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

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

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

Plans and policies

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Published: 25 January 2021

Online education in the post-COVID era

Barbara B. Lockee 1

Nature Electronics volume 4 , pages 5–6 ( 2021 ) Cite this article

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Science, technology and society

The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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Role of Internet in Education

The Internet , the most useful technology of modern times helps us not only in our daily lives but also in professional lives. For educational purposes, it is widely used to gather information and to do research or add to the knowledge of various subjects.

The Internet plays a very vital role in education . There is no doubt that in this modern era, everyone prefers Google for their queries, problems, or doubts. Popular search engines like Google, Yahoo, etc.

Are the topmost choice of people as they offer an easy and instant reach to a vast amount of information in just a few seconds. It contains a wealth of knowledge that can be searched at any time. The internet has introduced improvements in technology, communication, and online entertainment.

Today, it has become more important as well as a powerful tool in the world which is preferred by everyone. Everybody needs the internet for some or other purposes.

Students need the internet to search for information related to exams, curriculum, results, etc. You can also follow these steps for students to achieve success in student life .

The importance of the internet in education to the students means that it makes it easier for them to research things, and relearn the content taught in the school. People use it according to their needs and interests.

There are many benefits of the Internet in the field of education . Some of these are:

1. Cost-Effective and Affordable Education

One of the largest barriers to education is high cost . The Internet improves the quality of education , which is one of the pillars of the sustainable development of a nation. It provides education through Videos (like YouTube tutorial videos) and web tutorials which are affordable to everyone and cost-effective.

2. Student-teacher and Peer Interaction

The internet has allowed students to be in constant touch with their teachers or with other classmates with the help of social media, messaging apps, and chat forums.

Parents can interact as well as communicate with teachers and school authorities about their kid’s performance in the school. Interaction with like-minded people on forums can help students to explore new ideas and enrich their knowledge.

3. Effective Teaching and Learning Tools

The Internet has become a major tool for effective teaching as well as a learning tool. Teachers can use it as a teaching tool by posting their teaching materials (notes and videos) on the school website or forum.

The learning process becomes interesting and diverse with the use of tutorial videos and notes. Teachers can teach with the use of animation, PowerPoint slides, and images to capture the students’ attention.

4. Easy Access to Quality Education

Students can easily access quality education materials like tutorial videos on YouTube for free or pay fees online f or more quality study materials.

Teachers can also make use of the internet by providing the students with extra study material and resources such as interactive lessons, educational quiz as well, and tutorials. Teachers can record their lectures and provide them to the students for revisions which is better than reading from notes.

5. Interaction with Digital Media

Regular use of digital media is one of the most basic parts of our lives. Digital bulletin boards save paper and allow the displaying of videos and audio to attract the attention of students. Nowadays, there are many paid sites that provide education resources that are rich in quality and easily understandable to the masses.

6. Keeping you updated with Latest Information

Information is the biggest advantage that the Internet is offering. There is a huge amount of information available for every subject. It keeps us up to date with the latest information regarding the subjects in which we are interested.

7. Learning with Multimedia

It helps the students with the learning process as it helps to simplify the knowledge. Also, it helps to visualize what is being taught by the teachers in school. If you want to prepare for final exams , you can access Video Tutorials and other resources online through the Internet.

The Internet is a boon to the people, which is used all over the world. Hence, it should be used for good purposes. It has had a great impact on imparting education to the children. If this is used in appropriate ways that meet children’s development level, they can benefit and learn from the Internet.

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Essay on Importance of Internet

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

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100 Words Essay on Importance of Internet

Introduction.

The Internet is a powerful tool that has transformed our lives. It is a network of computers that allows us to access information, communicate, and perform various tasks.

Access to Information

The Internet provides a vast amount of information on every subject imaginable. It helps students in their studies and keeps us updated with the world.

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From shopping to banking, the Internet offers numerous services. It saves time and makes our lives convenient.

In a nutshell, the Internet plays a crucial role in our lives. It’s essential for education, communication, and services.

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Paragraph on Importance of Internet

250 Words Essay on Importance of Internet

The lifeline of modern society: the internet.

The internet, often referred to as the “network of networks,” has become an integral part of our lives. Its significance cannot be overstated as it has revolutionized communication, education, business, and entertainment.

Communication and Information Access

The internet has transformed the way we communicate. Emails, social media, and video conferencing have made it possible to connect with anyone, anywhere, at any time. It has also made information access easier than ever. The vast ocean of data available online has made the internet a primary source of information, research, and news.

Education and Learning

The internet has significantly impacted education. With the advent of online courses, learning has become more accessible. It has broken the barriers of geography, allowing students to learn from the best educators worldwide. Moreover, the internet acts as an enormous library, offering countless resources for academic research and knowledge expansion.

Business and Commerce

The internet has also revolutionized business operations. It has facilitated global trade, enabling businesses to expand their reach beyond geographical boundaries. E-commerce platforms have made buying and selling goods globally a simple process. Furthermore, digital marketing strategies have allowed businesses to target their audience more effectively.

Entertainment and Leisure

Lastly, the internet has transformed the entertainment industry. Streaming platforms have made movies, music, and games readily available. Social media platforms provide a space for sharing creative content and personal experiences.

In conclusion, the internet has significantly shaped our world, influencing various aspects of our lives. Its importance is undeniable, and its potential for future advancements is limitless.

500 Words Essay on Importance of Internet

The advent of the internet.

The internet, a global network connecting millions of computers, has revolutionized the world, transforming every facet of our lives. It’s not just a technology; it’s a phenomenon that has reshaped our societies, economies, and cultures.

The Internet as a Source of Knowledge

The internet has democratized access to knowledge. No longer do we need to physically visit a library to access books or research materials. A vast repository of information is just a click away, enabling us to learn about virtually any topic. Websites like Wikipedia, academic databases, and online libraries have made it possible for anyone with internet access to become a self-learner.

Facilitating Communication and Collaboration

The internet has also transformed the way we communicate. Email, social media, and instant messaging have made communication faster and more efficient. The internet has made it possible to connect with people across the globe instantaneously, breaking down geographical barriers. This has also fostered global collaboration, allowing people from different parts of the world to work together on projects or ideas.

Impact on Economy and Commerce

The internet has had a profound impact on the economy. It has given rise to a new form of commerce – e-commerce, enabling businesses to reach a global audience. Companies like Amazon and Alibaba have revolutionized retail, while platforms like Airbnb and Uber have disrupted traditional industries. The internet has also created new job opportunities, from digital marketing to web development.

Entertainment and Media

The internet has reshaped the entertainment industry. Streaming platforms like Netflix and Spotify have changed the way we consume media, offering a vast selection of movies, series, and music on demand. Social media platforms like YouTube have given rise to a new kind of celebrity – the influencer, who can reach millions of followers with a single post.

The Internet and Social Change

The internet has also been a catalyst for social change. It has given a voice to those who were previously unheard, enabling them to share their stories and mobilize for change. Social media platforms have played a key role in movements like the Arab Spring and Black Lives Matter, demonstrating the power of the internet to drive social change.

The importance of the internet cannot be overstated. It has transformed our world, reshaping the way we learn, communicate, do business, and engage with our society. As we move further into the digital age, the internet will continue to play a pivotal role in shaping our future. However, as with any powerful tool, it is important that we use the internet responsibly, ensuring it is a force for good in our world.

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

Stella timotheou.

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

Ourania Miliou

Yiannis dimitriadis.

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

Sara Villagrá Sobrino

Nikoleta giannoutsou, romina cachia.

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

Alejandra Martínez Monés

Andri ioannou, associated data.

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

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

Introduction

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

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

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

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

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

Methodology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Impacts of digital technologies on equality, inclusion and social integration

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

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

Impacts of digital technologies on teachers’ professional and teaching practices

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

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

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

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

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

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

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

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

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

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

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

Factors that affect the integration of digital technologies

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

Digital competencies

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

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

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

Teachers’ personal characteristics, training approaches, and professional development

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

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

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

School leadership and management

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

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

Connectivity, infrastructure, and government and other support

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

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

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

Administration and digital data management

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

Students’ socioeconomic background and family support

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

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

Schools’ socioeconomic context and emergency situations

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

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

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

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Factors that affect the impact of ICTs on education

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

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

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

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

Conclusions

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

Study limitations and future directions

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

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

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

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

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

Acknowledgements

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

Data availability statement

Declarations.

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Essay On Internet for Students and Children

500+ words essay on internet.

We live in the age of the internet. Also, it has become an important part of our life that we can’t live without it. Besides, the internet is an invention of high-end science and modern technology . Apart from that, we are connected to internet 24×7. Also, we can send big and small messages and information faster than ever. In this essay on the Internet, we are going to discuss various things related to the internet.

Reach of Internet

It is very difficult to estimate the area that the internet cover. Also, every second million people remain connected to it with any problem or issue. Apart from that, just like all the things the internet also has some good and bad effect on the life of people. So the first thing which we have to do is learn about the good and bad effect of the internet.

Good effects of the internet mean all those things that the internet make possible. Also, these things make our life easier and safer.

Bad effects of the internet mean all those things that we can no longer do because of the internet. Also, these things cause trouble for oneself and others too.

You can access in any corner of the world. Also, it is very easy to use and manage. In today’s world, we cannot imagine our life without it.

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Uses Of Internet

From the time it first came into existence until now the internet has completed a long journey. Also, during this journey, the internet has adopted many things and became more user-friendly and interactive. Besides, every big and small things are available on internet and article or material that you require can be obtainable from internet.

Tim Berners-Lee can be called one of the main father of internet as he invented/discovered the WWW (World Wide Web) which is used on every website. Also, there are millions of pages and website on the internet that it will take you years to go through all of them.

The Internet can be used to do different things like you can learn, teach, research, write, share, receive, e-mail , explore, and surf the internet.

Read Essay on Technology here

Convenience Due To Internet

Because of internet, our lives have become more convenient as compared to the times when we don’t have internet. Earlier, we have to stand in queues to send mails (letters), for withdrawing or depositing money, to book tickets, etc. but after the dawn of the internet, all these things become quite easy. Also, we do not have to waste our precious time standing in queues.

Also, the internet has contributed a lot to the environment as much of the offices (government and private), school and colleges have become digital that saves countless paper.

Although, there is no doubt that the internet had made our life easier and convenient but we can’t leave the fact that it has caused many bigger problems in the past. And with the speed, we are becoming addict to it a day in will come when it will become our basic necessity.

{ “@context”: “https://schema.org”, “@type”: “FAQPage”, “mainEntity”: [ { “@type”: “Question”, “name”: “What are the limitation of internet?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Although internet can help you with anything but there are certain limitation to it. First of it does not have a physical appearance. Secondly, it does not have emotions and thirdly, it can’t send you to a place where you can’t go (physically).” } }, { “@type”: “Question”, “name”: “What is the ideal age for using internet?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Nowadays everybody from small kids to adult is internet addicts. So it is difficult to decide an ideal age for using internet. However, according to researches using internet from an early age can cause problems in the child so internet usage of small children should be controlled or banned.” } } ] }

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