use of digital technology essay in english

Essay on Digital Technology

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

Let’s take a look…

100 Words Essay on Digital Technology

What is digital technology.

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

Benefits of Digital Technology

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

Challenges of Digital Technology

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

The Future of Digital Technology

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

250 Words Essay on Digital Technology

Introduction, the evolution of digital technology.

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

Impact on Society

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

Future Prospects

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

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

500 Words Essay on Digital Technology

Introduction to digital technology.

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

Understanding Digital Technology

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

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

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

Conclusion: A Balanced Perspective on Digital Technology

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

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Karunaratne, Indika & Atukorale, Ajantha & Perera, Hemamali. (2011). Surveillance of human- computer interactions: A way forward to detection of users' Psychological Distress. 2011 IEEE Colloquium on Humanities, Science and Engineering, CHUSER 2011. 10.1109/CHUSER.2011.6163779.

June 9, 2023 / 1 comment / Reading Time: ~ 12 minutes

The Digital Revolution: How Technology is Changing the Way We Communicate and Interact

This article examines the impact of technology on human interaction and explores the ever-evolving landscape of communication. With the rapid advancement of technology, the methods and modes of communication have undergone a significant transformation. This article investigates both the positive and negative implications of this digitalization. Technological innovations, such as smartphones, social media, and instant messaging apps, have provided unprecedented accessibility and convenience, allowing people to connect effortlessly across distances. However, concerns have arisen regarding the quality and authenticity of these interactions. The article explores the benefits of technology, including improved connectivity, enhanced information sharing, and expanded opportunities for collaboration. It also discusses potential negative effects including a decline in in-person interactions, a loss of empathy, and an increase in online anxiety. This article tries to expand our comprehension of the changing nature of communication in the digital age by exposing the many ways that technology has an impact on interpersonal interactions. It emphasizes the necessity of intentional and thoughtful communication techniques to preserve meaningful connections in a society that is becoming more and more reliant on technology.

Introduction:

Technology has significantly transformed our modes of communication and interaction, revolutionizing the way we connect with one another over the past few decades. However, the COVID-19 pandemic has acted as a catalyst, expediting this transformative process, and necessitating our exclusive reliance on digital tools for socializing, working, and learning. Platforms like social media and video conferencing have emerged in recent years, expanding our options for virtual communication. The impact of these changes on our lives cannot be ignored. In this article, we will delve into the ways in which technology has altered our communication and interaction patterns and explore the consequences of these changes for our relationships, mental well-being, and society.

To gain a deeper understanding of this topic, I have conducted interviews and surveys, allowing us to gather firsthand insights from individuals of various backgrounds. Additionally, we will compare this firsthand information with the perspectives shared by experts in the field. By drawing on both personal experiences and expert opinions, we seek to provide a comprehensive analysis of how technology influences our interpersonal connections. Through this research, we hope to get a deeper comprehension of the complex interactions between technology and people, enabling us to move mindfully and purposefully through the rapidly changing digital environment.

The Evolution of Communication: From Face-to-Face to Digital Connections:

In the realm of communication, we have various mediums at our disposal, such as face-to-face interactions, telephone conversations, and internet-based communication. According to Nancy Baym, an expert in the field of technology and human connections, face-to-face communication is often regarded as the most personal and intimate, while the phone provides a more personal touch than the internet. She explains this in her book Personal Connections in the Digital Age by stating, “Face-to-face is much more personal; phone is personal as well, but not as intimate as face-to-face… Internet would definitely be the least personal, followed by the phone (which at least has the vocal satisfaction) and the most personal would be face-to-face” (Baym 2015).  These distinctions suggest that different communication mediums are perceived to have varying levels of effectiveness in conveying emotion and building relationships. This distinction raises thought-provoking questions about the impact of technology on our ability to forge meaningful connections. While the internet offers unparalleled convenience and connectivity, it is essential to recognize its limitations in reproducing the depth of personal interaction found in face-to-face encounters. These limitations may be attributed to the absence of nonverbal cues, such as facial expressions, body language, and tone of voice, which are vital elements in understanding and interpreting emotions accurately.

Traditionally, face-to-face interactions held a prominent role as the primary means of communication, facilitating personal and intimate connections. However, the rise of technology has brought about significant changes, making communication more convenient but potentially less personal. The rise of phones, instant messaging, and social media platforms has revolutionized how we connect with others. While these digital tools offer instant connectivity and enable us to bridge geographical distances, they introduce a layer of blockage that may impact the depth and quality of our interactions. It is worth noting that different communication mediums have their strengths and limitations. Phone conversations, for instance, retain a certain level of personal connection through vocal interactions, allowing for the conveyance of emotions and tones that text-based communication may lack. However, even with this advantage, phone conversations still fall short of the depth and richness found in face-to-face interactions, as they lack visual cues and physical presence.

Internet-based communication, on the other hand, is considered the least personal medium. Online interactions often rely on text-based exchanges, which may not fully capture the nuances of expression, tone, and body language. While the internet offers the ability to connect with a vast network of individuals and share information on a global scale, it may not facilitate the same depth and authenticity that in-person or phone conversations can provide. As a result, establishing meaningful connections and building genuine relationships in an online setting can be challenging. Research and observations support these ideas. Figure 1. titled “Social Interaction after Electronic Media Use,” shows the potential impact of electronic media on social interaction (source: ResearchGate). This research highlights the need to carefully consider the effects of technology on our interpersonal connections. While technology offers convenience and connectivity, it is essential to strike a balance, ensuring that we do not sacrifice the benefits of face-to-face interactions for the sake of digital convenience.

Figure 1:  Increased reliance on electronic media has led to a noticeable decrease in social interaction.

The Limitations and Effects of Digital Communication

In today’s digital age, the limitations and effects of digital communication are becoming increasingly evident. While the phone and internet offer undeniable benefits such as convenience and the ability to connect with people regardless of geographical distance, they fall short in capturing the depth and richness of a face-to-face conversation. The ability to be in the same physical space as the person we’re communicating with, observing their facial expressions, body language, and truly feeling their presence, is something unique and irreplaceable.

Ulrike Schultze, in her thought-provoking TED Talk titled “How Social Media Shapes Identity,” delves further into the impact of digital communication on our lives by stating, “we construct the technology, but the technology also constructs us. We become what technology allows us to become” (Schultze 2015). This concept highlights how our reliance on digital media for interaction has led to a transformation in how we express ourselves and relate to others.

The influence of social media has been profound in shaping our communication patterns and interpersonal dynamics. Research conducted by Kalpathy Subramanian (2017) examined the influence of social media on interpersonal communication, highlighting the changes it brings to the way we interact and express ourselves (Subramanian 2017). The study found that online communication often involves the use of abbreviations, emoticons, and hashtags, which have become embedded in our online discourse. These digital communication shortcuts prioritize speed and efficiency, but they also contribute to a shift away from the physical action of face-to-face conversation, where nonverbal cues and deeper emotional connections can be fostered.

Additionally, the study emphasizes the impact of social media on self-presentation and identity construction. With the rise of platforms like Facebook, Instagram, and Twitter, individuals have a platform to curate and present themselves to the world. This online self-presentation can influence how we perceive ourselves and how others perceive us, potentially shaping our identities in the process. The study further suggests that the emphasis on self-presentation and the pressure to maintain a certain image on social media can lead to increased stress and anxiety among users.

Interviews:

I conducted interviews with individuals from different age groups to gain diverse perspectives on how technology and social media have transformed the way we connect with others. By exploring the experiences of a 21-year-old student and an individual in their 40s, we can better understand the evolving dynamics of interpersonal communication in the digital age. These interviews shed light on the prevalence of digital communication among younger generations, their preference for convenience, and the concerns raised by individuals from older age groups regarding the potential loss of deeper emotional connections.

When I asked the 21-year-old classmate about how technology has changed the way they interact with people in person, they expressed, “To be honest, I spend more time texting, messaging, or posting on social media than actually talking face-to-face with others. It’s just so much more convenient.” This response highlights the prevalence of digital communication among younger generations and their preference for convenience over traditional face-to-face interactions. It suggests that technology has significantly transformed the way young people engage with others, with a greater reliance on virtual interactions rather than in-person conversations. Additionally, the mention of convenience as a driving factor raises questions about the potential trade-offs in terms of depth and quality of interpersonal connections.

To gain insight from an individual in their 40s, I conducted another interview. When asked about their experiences with technology and social media, they shared valuable perspectives. They mentioned that while they appreciate the convenience and accessibility offered by technology, they also expressed concerns about its impact on interpersonal connections. They emphasized the importance of face-to-face interactions in building genuine relationships and expressed reservations about the potential loss of deeper emotional connections in digital communication. Additionally, they discussed the challenges of adapting to rapid technological advancements and the potential generational divide in communication preferences.

Comparing the responses from both interviews, it is evident that there are generational differences in the perception and use of technology for communication. While the 21-year-old classmate emphasized convenience as a primary factor in favor of digital communication, the individual in their 40s highlighted the importance of face-to-face interactions and expressed concerns about the potential loss of meaningful connections in the digital realm. This comparison raises questions about the potential impact of technology on the depth and quality of interpersonal relationships across different age groups. It also invites further exploration into how societal norms and technological advancements shape individuals’ preferences and experiences.

Overall, the interviews revealed a shift towards digital communication among both younger and older individuals, with varying perspectives. While convenience and connectivity are valued, concerns were raised regarding the potential drawbacks, including the pressure to maintain an idealized online presence and the potential loss of genuine connections. It is evident that technology and social media have transformed the way we communicate and interact with others, but the interviews also highlighted the importance of maintaining a balance and recognizing the value of face-to-face interactions in fostering meaningful relationships.

I have recently conducted a survey with my classmates to gather insights on how technology and social media have influenced communication and interaction among students in their daily lives. Although the number of responses is relatively small, the collected data allows us to gain a glimpse into individual experiences and perspectives on this matter.

One of the questions asked in the survey was how often students rely on digital communication methods, such as texting, messaging, or social media, in comparison to engaging in face-to-face conversations. The responses indicated a clear trend towards increased reliance on digital communication, with 85% of participants stating that they frequently use digital platforms as their primary means of communication. This suggests a significant shift away from traditional face-to-face interactions, highlighting the pervasive influence of technology in shaping our communication habits.

Furthermore, the survey explored changes in the quality of interactions and relationships due to the increased use of technology and social media. Interestingly, 63% of respondents reported that they had noticed a decrease in the depth and intimacy of their connections since incorporating more digital communication into their lives. Many participants expressed concerns about the difficulty of conveying emotions effectively through digital channels and the lack of non-verbal cues that are present in face-to-face interactions. It is important to note that while the survey results provide valuable insights into individual experiences, they are not representative of the entire student population. The small sample size limits the generalizability of the findings. However, the data collected does shed light on the potential impact of technology and social media on communication and interaction patterns among students.

Expanding on the topic, I found an insightful figure from Business Insider that sheds light on how people utilize their smartphones (Business Insider). Figure 2. illustrates the average smartphone owner’s daily time spent on various activities. Notably, communication activities such as texting, talking, and social networking account for a significant portion, comprising 59% of phone usage. This data reinforces the impact of digital communication on our daily lives, indicating the substantial role it plays in shaping our interactions with others.  Upon comparing this research with the data, I have gathered, a clear trend emerges, highlighting that an increasing number of individuals primarily utilize their smartphones for communication and interaction purposes.

Figure 2: The breakdown of daily smartphone usage among average users clearly demonstrates that the phone is primarily used for interactions.

The Digital Make Over:

In today’s digital age, the impact of technology on communication and interaction is evident, particularly in educational settings. As a college student, I have witnessed the transformation firsthand, especially with the onset of the COVID-19 pandemic. The convenience of online submissions for assignments has led to a growing trend of students opting to skip physical classes, relying on the ability to submit their work remotely. Unfortunately, this shift has resulted in a decline in face-to-face interactions and communication among classmates and instructors.

The decrease in physical attendance raises concerns about the potential consequences for both learning and social connections within the academic community. Classroom discussions, collaborative projects, and networking opportunities are often fostered through in-person interactions. By limiting these experiences, students may miss out on valuable learning moments, diverse perspectives, and the chance to establish meaningful connections with their peers and instructors.

Simon Lindgren, in his thought-provoking Ted Talk , “Media Are Not Social, but People Are,” delves deeper into the effects of technology and social media on our interactions. Lindgren highlights a significant point by suggesting that while technology may have the potential to make us better individuals, we must also recognize its potential pitfalls. Social media, for instance, can create filter bubbles that limit our exposure to diverse viewpoints, making us less in touch with reality and more narrow-minded. This cautionary reminder emphasizes the need to approach social media thoughtfully, seeking out diverse perspectives and avoiding the pitfalls of echo chambers. Furthermore, it is crucial to strike a balance between utilizing technology for educational purposes and embracing the benefits of in-person interactions. While technology undoubtedly facilitates certain aspects of education, such as online learning platforms and digital resources, we must not overlook the importance of face-to-face communication. In-person interactions allow for nuanced non-verbal cues, deeper emotional connections, and real-time engagement that contribute to a more comprehensive learning experience.

A study conducted by Times Higher Education delved into this topic, providing valuable insights. Figure 3. from the study illustrates a significant drop in attendance levels after the pandemic’s onset. Undeniably, technology played a crucial role in facilitating the transition to online learning. However, it is important to acknowledge that this shift has also led to a decline in face-to-face interactions, which have long been regarded as essential for effective communication and relationship-building. While technology continues to evolve and reshape the educational landscape, it is imperative that we remain mindful of its impact on communication and interaction. Striking a balance between digital tools and in-person engagement can help ensure that we leverage the benefits of technology while preserving the richness of face-to-face interactions. By doing so, we can foster a holistic educational experience that encompasses the best of both worlds and cultivates meaningful connections among students, instructors, and the academic community.

Figure 3:  This graph offers convincing proof that the COVID-19 pandemic and the extensive use of online submission techniques are to blame for the sharp reduction in in-person student attendance.

When asked about the impact of online submissions for assignments on physical attendance in classes, the survey revealed mixed responses. While 73% of participants admitted that the convenience of online submissions has led them to skip classes occasionally, 27% emphasized the importance of in-person attendance for better learning outcomes and social interactions. This finding suggests that while technology offers convenience, it also poses challenges in maintaining regular face-to-face interactions, potentially hindering educational and social development, and especially damaging the way we communicate and interact with one another. Students are doing this from a young age, and it comes into huge effect once they are trying to enter the work force and interact with others. When examining the survey data alongside the findings from Times Higher Education, striking similarities become apparent regarding how students approach attending classes in person with the overall conclusion being a massive decrease in students attending class which hinders the chance for real life interaction and communication. the convenience and instant gratification provided by technology can create a sense of detachment and impatience in interpersonal interactions. Online platforms allow for quick and immediate responses, and individuals can easily disconnect or switch between conversations. This can result in a lack of attentiveness and reduced focus on the person with whom one is communicating, leading to a superficial engagement that may hinder the establishment of genuine connections.

Conclusion:

Ultimately, the digital revolution has profoundly transformed the way we communicate and interact with one another. The COVID-19 pandemic has accelerated this transformation, leading to increased reliance on digital tools for socializing, working, and learning. While technology offers convenience and connectivity, it also introduces limitations and potential drawbacks. The shift towards digital communication raises concerns about the depth and quality of our connections, as well as the potential loss of face-to-face interactions. However, it is essential to strike a balance between digital and in-person engagement, recognizing the unique value of physical presence, non-verbal cues, and deeper emotional connections that face-to-face interactions provide. By navigating the digital landscape with mindfulness and intentionality, we can harness the transformative power of technology while preserving and nurturing the essential elements of human connection.

Moving forward, it is crucial to consider the impact of technology on our relationships, mental well-being, and society. As technology continues to evolve, we must be cautious of its potential pitfalls, such as the emphasis on self-presentation, the potential for increased stress and anxiety, and the risk of forgetting how to interact in person. Striking a balance between digital and face-to-face interactions can help ensure that technology enhances, rather than replaces, genuine human connections. By prioritizing meaningful engagement, valuing personal interactions, and leveraging the benefits of technology without compromising the depth and quality of our relationships, we can navigate the digital revolution in a way that enriches our lives and fosters authentic connections.

References:

Ballve, M. (2013, June 5). How much time do we really spend on our smartphones every day? Business Insider. Retrieved April 27, 2023. https://www.businessinsider.com/how-much-time-do-we-spend-on-smartphones-2013-6

Baym, N. (2015). Personal Connections in the Digital Age (2nd ed.). Polity.

Karunaratne, Indika & Atukorale, Ajantha & Perera, Hemamali. (2011). Surveillance of human-       computer interactions: A way forward to detection of users’ Psychological Distress. 2011 IEEE Colloquium on Humanities, Science and Engineering, CHUSER 2011.             10.1109/CHUSER.2011.6163779.  https://www.researchgate.net/figure/Social-interaction-vs-electronic-media-use-Hours-per-day-of-face-to-face-social_fig1_254056654

Lindgren, S. (2015, May 20). Media are not social, but people are | Simon Lindgren | TEDxUmeå . YouTube. Retrieved April 27, 2023, from https://www.youtube.com/watch?v=nQ5S7VIWE6k

Ross, J., McKie, A., Havergal, C., Lem, P., & Basken, P. (2022, October 24). Class attendance plummets post-Covid . Times Higher Education (THE). Retrieved April 27, 2023, from https://www.timeshighereducation.com/news/class-attendance-plummets-post-covid

Schultze, U. (2015, April 23). How social media shapes identity | Ulrike Schultze | TEDxSMU . YouTube. Retrieved April 27, 2023, from https://www.youtube.com/watch?v=CSpyZor-Byk

Subramanian, Dr. K .R. “Influence of Social Media in Interpersonal Communication – Researchgate.” ResearchGate.Net , www.researchgate.net/profile/Kalpathy-Subramanian/publication/319422885_Influence_of_Social_Media_in_Interpersonal_Communication/links/59a96d950f7e9b2790120fea/Influence-of-Social-Media-in-Interpersonal-Communication.pdf. Accessed 12 May 2023 .

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• The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools

Table of Contents

• Part I: Introduction
• Part II: How Much, and What, do Today’s Middle and High School Students Write?
• Part III: Teachers See Digital Tools Affecting Student Writing in Myriad Ways
• Part IV: Teachers Assess Students on Specific Writing Skills
• Part V: Teaching Writing in the Digital Age

A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies are shaping student writing in myriad ways and have also become helpful tools for teaching writing to middle and high school students.  These teachers see the internet and digital technologies such as social networking sites, cell phones and texting, generally facilitating teens’ personal expression and creativity, broadening the audience for their written material, and encouraging teens to write more often in more formats than may have been the case in prior generations.  At the same time, they describe the unique challenges of teaching writing in the digital age, including the “creep” of informal style into formal writing assignments and the need to better educate students about issues such as plagiarism and fair use.

The AP and NWP teachers surveyed see today’s digital tools having tangible, beneficial impacts on student writing

Overall, these AP and NWP teachers see digital technologies benefitting student writing in several ways:

• 96% agree (including 52% who strongly agree) that digital technologies “allow students to share their work with a wider and more varied audience”
• 79% agree (23% strongly agree) that these tools “encourage greater collaboration among students”
• 78% agree (26% strongly agree) that digital technologies “encourage student creativity and personal expression”

The combined effect of these impacts, according to this group of AP and NWP teachers, is a greater investment among students in what they write and greater engagement in the writing process.

At the same time, they worry that students’ use of digital tools is having some undesirable effects on their writing, including the “creep” of informal language and style into formal writing

In focus groups, these AP and NWP teachers shared some concerns and challenges they face teaching writing in today’s digital environment.  Among them are:

• an increasingly ambiguous line between “formal” and “informal” writing and the tendency of some students to use informal language and style in formal writing assignments
• the increasing need to educate students about writing for different audiences using different “voices” and “registers”
• the general cultural emphasis on truncated forms of expression, which some feel are hindering students willingness and ability to write longer texts and to think critically about complicated topics
• disparate access to and skill with digital tools among their students
• challenging the “digital tool as toy” approach many students develop in their introduction to digital tools as young children

Survey results reflect many of these concerns, though teachers are sometimes divided on the role digital tools play in these trends.  Specifically:

• 68% say that digital tools make students more likely—as opposed to less likely or having no impact—to take shortcuts and not put effort into their writing
• 46% say these tools make students more likely to “write too fast and be careless”
• Yet, while 40% say today’s digital technologies make students more likely to “use poor spelling and grammar” another 38% say they make students LESS likely to do this

Overall, these AP and NWP teachers give their students’ writing skills modest marks, and see areas that need attention

Asked to assess their students’ performance on nine specific writing skills, AP and NWP tended to rate their students “good” or “fair” as opposed to “excellent” or “very good.”  Students were given the best ratings on their ability to “effectively organize and structure writing assignments” with 24% of teachers describing their students as “excellent” or “very good” in this area. Students received similar ratings on their ability to “understand and consider multiple viewpoints on a particular topic or issue.”  But ratings were less positive for synthesizing material into a cohesive piece of work, using appropriate tone and style, and constructing a strong argument.

These AP and NWP teachers gave students the lowest ratings when it comes to “navigating issues of fair use and copyright in composition” and “reading and digesting long or complicated texts.”  On both measures, more than two-thirds of these teachers rated students “fair” or “poor.”

Majorities of these teachers incorporate lessons about fair use, copyright, plagiarism, and citation in their teaching to address students’ deficiencies in these areas

In addition to giving students low ratings on their understanding of fair use and copyright, a majority of AP and NWP teachers also say students are not performing well when it comes to “appropriately citing and/or referencing content” in their work.  This is fairly common concern among the teachers in the study, who note how easy it is for students today to copy and paste others’ work into their own and how difficult it often is to determine the actual source of much of the content they find online.  Reflecting how critical these teachers view these skills:

• 88% (across all subjects) spend class time “discussing with students the concepts of citation and plagiarism”
• 75% (across all subjects) spend class time “discussing with students the concepts of fair use and copyright”

A plurality of AP and NWP teachers across all subjects say digital tools make teaching writing easier

Despite some challenges, 50% of these teachers (across all subjects) say the internet and digital tools make it easier for them to teach writing, while just 18% say digital technologies make teaching writing more difficult.  The remaining 31% see no real impact.

Positive perceptions of the potential for digital tools to aid educators in teaching writing are reflected in practice:

• 52% of AP and NWP teachers say they or their students use interactive whiteboards in their classes
• 40% have students share their work on wikis, websites or blogs
• 36% have students edit or revise their own work and 29% have students edit others’ work using collaborative web-based tools such as GoogleDocs

In focus groups, teachers gave a multitude of examples of the value of these collaborative tools, not only in teaching more technical aspects of writing but also in being able to “see their students thinking” and work alongside students in the writing process.  Moreover, 56% say digital tools make their students more likely to write well because they can revise their work easily.

These middle and high school teachers continue to place tremendous value on “formal writing”

While they see writing forms and styles expanding in the digital world, AP and NWP teachers continue to place tremendous value on “formal writing” and try to use digital tools to impart fundamental writing skills they feel students need.  Nine in ten (92%) describe formal writing assignments as an ��essential” part of the learning process, and 91% say that “writing effectively” is an “essential” skill students need for future success.

More than half (58%) have students write short essays or responses on a weekly basis, and 77% assigned at least one research paper during the 2011-2012 academic year.  In addition, 41% of AP and NWP teachers have students write weekly journal entries, and 78% had their students create a multimedia or mixed media piece in the academic year prior to the survey.

Almost all AP and NWP teachers surveyed (94%) encourage students to do some of their writing by hand

Alongside the use of digital tools to promote better writing, almost all AP and NWP teachers surveyed say they encourage their students to do at least some writing by hand.  Their reasons are varied, but many teachers noted that because students are required to write by hand on standardized tests, it is a critical skill for them to have.  This is particularly true for AP teachers, who must prepare students to take AP exams with pencil and paper.  Other teachers say they feel students do more active thinking, synthesizing, and editing when writing by hand, and writing by hand discourages any temptation to copy and paste others’ work.

About this Study

The basics of the survey.

These are among the main findings of an online survey of a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico and the U.S. Virgin Islands, conducted between March 7 and April 23, 2012.  Some 1,750 of the teachers are drawn from a sample of advanced placement (AP) high school teachers, while the remaining 712 are from a sample of National Writing Project teachers.  Survey findings are complemented by insights from a series of online and in-person focus groups with middle and high school teachers and students in grades 9-12, conducted between November, 2011 and February, 2012.

This particular sample is quite diverse geographically, by subject matter taught, and by school size and community characteristics.  But it skews towards educators who teach some of the most academically successful students in the country. Thus, the findings reported here reflect the realities of their special place in American education, and are not necessarily representative of all teachers in all schools. At the same time, these findings are especially powerful given that these teachers’ observations and judgments emerge from some of the nation’s most advanced classrooms.

In addition to the survey, Pew Internet conducted a series of online and offline focus groups with middle and high school teachers and some of their students and their voices are included in this report.

The study was designed to explore teachers’ views of the ways today’s digital environment is shaping the research and writing habits of middle and high school students, as well as teachers’ own technology use and their efforts to incorporate new digital tools into their classrooms.

About the data collection

Data collection was conducted in two phases.  In phase one, Pew Internet conducted two online and one in-person focus group with middle and high school teachers; focus group participants included Advanced Placement (AP) teachers, teachers who had participated in the National Writing Project’s Summer Institute (NWP), as well as teachers at a College Board school in the Northeast U.S.  Two in-person focus groups were also conducted with students in grades 9-12 from the same College Board school.   The goal of these discussions was to hear teachers and students talk about, in their own words, the different ways they feel digital technologies such as the internet, search engines, social media, and cell phones are shaping students’ research and writing habits and skills.  Teachers were asked to speak in depth about teaching research and writing to middle and high school students today, the challenges they encounter, and how they incorporate digital technologies into their classrooms and assignments.

Focus group discussions were instrumental in developing a 30-minute online survey, which was administered in phase two of the research to a national sample of middle and high school teachers.  The survey results reported here are based on a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico, and the U.S. Virgin Islands.  Of these 2,462 teachers, 2,067 completed the entire survey; all percentages reported are based on those answering each question.  The sample is not a probability sample of all teachers because it was not practical to assemble a sampling frame of this population. Instead, two large lists of teachers were assembled: one included 42,879 AP teachers who had agreed to allow the College Board to contact them (about one-third of all AP teachers), while the other was a list of 5,869 teachers who participated in the National Writing Project’s Summer Institute during 2007-2011 and who were not already part of the AP sample. A stratified random sample of 16,721 AP teachers was drawn from the AP teacher list, based on subject taught, state, and grade level, while all members of the NWP list were included in the final sample.

The online survey was conducted from March 7–April 23, 2012.  More details on how the survey and focus groups were conducted are included in the Methodology section at the end of this report, along with focus group discussion guides and the survey instrument.

There are several important ways the teachers who participated in the survey are unique, which should be considered when interpreting the results reported here.  First, 95% of the teachers who participated in the survey teach in public schools, thus the findings reported here reflect that environment almost exclusively.  In addition, almost one-third of the sample (NWP Summer Institute teachers) has received extensive training in how to effectively teach writing in today’s digital environment.  The National Writing Project’s mission is to provide professional development, resources and support to teachers to improve the teaching of writing in today’s schools.   The NWP teachers included here are what the organization terms “teacher-consultants” who have attended the Summer Institute and provide local leadership to other teachers.  Research has shown significant gains in the writing performance of students who are taught by these teachers. 1

Moreover, the majority of teachers participating in the survey (56%) currently teach AP, honors, and/or accelerated courses, thus the population of middle and high school students they work with skews heavily toward the highest achievers.  These teachers and their students may have resources and support available to them—particularly in terms of specialized training and access to digital tools—that are not available in all educational settings.  Thus, the population of teachers participating in this research might best be considered “leading edge teachers” who are actively involved with the College Board and/or the National Writing Project and are therefore beneficiaries of resources and training not common to all teachers.  It is likely that teachers in this study are developing some of the more innovative pedagogical approaches to teaching research and writing in today’s digital environment, and are incorporating classroom technology in ways that are not typical of the entire population of middle and high school teachers in the U.S.  Survey findings represent the attitudes and behaviors of this particular group of teachers only, and are not representative of the entire population of U.S. middle and high school teachers.

Every effort was made to administer the survey to as broad a group of educators as possible from the sample files being used.  As a group, the 2,462 teachers participating in the survey comprise a wide range of subject areas, experience levels, geographic regions, school type and socioeconomic level, and community type (detailed sample characteristics are available in the Methods section of this report).  The sample includes teachers from all 50 states, Puerto Rico, and the U.S. Virgin Islands.  All teachers who participated in the survey teach in physical schools and classrooms, as opposed to teaching online or virtual courses.

English/language arts teachers make up a significant portion of the sample (36%), reflecting the intentional design of the study, but history, social science, math, science, foreign language, art, and music teachers are also represented.  About one in ten teachers participating in the survey are middle school teachers, while 91% currently teach grades 9-12.  There is wide distribution across school size and students’ socioeconomic status, though half of the teachers participating in the survey report teaching in a small city or suburb.  There is also a wide distribution in the age and experience levels of participating teachers.  The survey sample is 71% female.

About the Pew Research Center’s Internet & American Life Project

The Pew Research Center’s Internet & American Life Project is one of seven projects that make up the Pew Research Center, a nonpartisan, nonprofit “fact tank” that provides information on the issues, attitudes and trends shaping America and the world. The Project produces reports exploring the impact of the internet on families, communities, work and home, daily life, education, health care, and civic and political life. The Pew Internet Project takes no positions on policy issues related to the internet or other communications technologies. It does not endorse technologies, industry sectors, companies, nonprofit organizations, or individuals. While we thank our research partners for their helpful guidance, the Pew Internet Project had full control over the design, implementation, analysis and writing of this survey and report.

About the National Writing Project

The National Writing Project (NWP) is a nationwide network of educators working together to improve the teaching of writing in the nation’s schools and in other settings. NWP provides high-quality professional development programs to teachers in a variety of disciplines and at all levels, from early childhood through university. Through its nearly 200 university-based sites serving all 50 states, the District of Columbia, Puerto Rico and the U.S. Virgin Islands, NWP develops the leadership, programs and research needed for teachers to help students become successful writers and learners. For more information, visit www.nwp.org .

• More specific information on this population of teachers, the training they receive, and the outcomes of their students are available at the National Writing Project website at www.nwp.org . ↩

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• Technology Essay

Essay on Technology

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

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

The Advancement of Technology:

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

Technology is Our Part of Life:

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

Benefits of Technology in All Fields: 

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

Technology in Communication:

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

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

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

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

Technology in the Office or Workplace:

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

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

Technology in Education:

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

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

Technology in Banking:

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

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

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

Manufacturing and Production Industry Automation:

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

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

Technology in the Healthcare Industry:

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

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

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

Technology in Agriculture:

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

Disadvantages of Technology:

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

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

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

FAQs on Technology Essay

1. What is technology?

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

2. How has technology changed the face of banking?

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

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

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

4. Are we dependent on technology?

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

Home — Essay Samples — Information Science and Technology — Impact of Technology — How Technology Has Changed Our Lives

How Technology Has Changed Our Lives

• Categories: Impact of Technology

About this sample

Words: 1130 |

Updated: 9 November, 2023

Words: 1130 | Pages: 2 | 6 min read

Table of contents

Hook examples for technology essay, technology essay example.

• A Digital Revolution: Enter the era of smartphones, AI, and the Internet of Things, where technology is the driving force. Join me as we explore how technology has transformed our lives and the profound impact it has on society.
• An Intriguing Quote: Arthur C. Clarke once said, "Any sufficiently advanced technology is indistinguishable from magic." Let's delve into the magical world of modern technology and how it shapes our daily existence.
• The Paradox of Connectivity: Technology promises to connect us, yet it can also lead to isolation. Explore with me the paradox of our hyperconnected world and how it affects our relationships, both online and offline.
• The Impact on Work and Leisure: Discover how technology has revolutionized our work environments, blurring the lines between office and home. Together, we'll examine the changing landscape of leisure and entertainment in the digital age.
• Looking Ahead: As technology continues to advance, what lies on the horizon? Join me in discussing the future implications of emerging technologies and how they will further reshape our world in the years to come.

The Dark Side of Technological Advancement

• Increased Bullying
• Lack of Privacy
• Constant Distraction

Balancing Technology in Our Lives

Works cited.

• Anderson, M. (2018). The Effects of Technology on Teenagers. Verywell Family.
• Brown, B. W., & Bobkowski, P. S. (2011). Older and newer media: Patterns of use and effects on adolescents’ health and well-being. Journal of Research on Adolescence, 21(1), 95-113.
• Calvillo, D. P., & Downey, R. G. (2010). Mobile phones and interruption in college classrooms: Instructors’ attitudes, beliefs, and practices. Computers in Human Behavior, 26(2), 223-231.
• Clarke-Pearson, K., & O'Keeffe, G. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804.
• Livingstone, S., & Smith, P. K. (2014). Annual research review: Harms experienced by child users of online and mobile technologies: The nature, prevalence and management of sexual and aggressive risks in the digital age. Journal of Child Psychology and Psychiatry, 55(6), 635-654.
• Oulasvirta, A., Rattenbury, T., Ma, L., & Raita, E. (2012). Habits make smartphone use more pervasive. Personal and Ubiquitous Computing, 16(1), 105-114.
• Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the goldilocks hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents. Psychological Science, 28(2), 204-215.
• Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2011). An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning. Psicologia Educativa, 17(2), 163-177.
• Schulte, B. (2018). The human costs of bringing smartphones to every student. The Atlantic.
• Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among US adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6(1), 3-17.

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Digital Technology – The Use of the Internet Autobiography Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

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

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

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

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

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

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

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

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

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

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

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

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

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18.7 Spotlight on . . . Technology

Learning outcomes.

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

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

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

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

Digital Deserts

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

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

Enhancing Usability and Accessibility

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

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

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

Provide Informative Titles and Headings

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

Use Headings and Subheads to Convey Meaning and Structure

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

Make Link Text Meaningful

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

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

Write Meaningful Text Alternatives for Graphics

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

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

Create Transcripts and Captions for Media

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

Publishing Your Work

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

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

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

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

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Technology-based language learning: investigation of digital technology and digital literacy.

1. Introduction

1.1. fourth industrial revolution and language education, 1.2. english language and technology, 2. the current study, 2.1. research questions.

• What is the use of digital technologies for learning and teaching English language purposes?
• What is the level of digital literacy among EFL teachers and students?
• Is there a significant difference between teachers’ and students’ use of digital technologies for teaching and learning purposes?

2.2. Hypotheses of the Study

3. materials and methods, 3.1. research design, 3.2. sample and sampling, 3.3. data collection, 3.4. data analyses, 4.1. students’ use of digital technologies, 4.1.1. digital technologies for general learning purposes, 4.1.2. digital technologies for learning listening, 4.1.3. digital technologies for learning speaking, 4.1.4. digital technologies for learning writing, 4.1.5. digital technologies for learning vocabularies, 4.1.6. digital technologies for learning reading, 4.2. teachers’ use of digital technologies, 4.2.1. digital technologies for general teaching practices skills, 4.2.2. digital technologies for teaching listening skills, 4.2.3. digital technologies for teaching speaking skills, 4.2.4. digital technologies for teaching writing skills, 4.2.5. digital technologies for teaching vocabularies, 4.2.6. digital technologies for teaching reading, 4.3. comparison of teachers’ and students’ use of digital technologies, 4.4. digital literacy, 4.4.1. students’ basic digital literacy, 4.4.2. students’ didactic digital literacy, 4.4.3. teachers’ basic digital literacy, 4.4.4. teachers’ didactic digital literacy, 4.4.5. comparison of students’ and teachers’ digital literacy, 4.5. hypotheses testing, 4.5.1. digital technology usage, 4.5.2. digital literacy, 5. discussion, 6. concluding remarks, author contributions, institutional review board statement, informed consent statement, conflicts of interest.

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Share and Cite

Alakrash, H.M.; Abdul Razak, N. Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. Sustainability 2021 , 13 , 12304. https://doi.org/10.3390/su132112304

Alakrash HM, Abdul Razak N. Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. Sustainability . 2021; 13(21):12304. https://doi.org/10.3390/su132112304

Alakrash, Hussien Mohamad, and Norizan Abdul Razak. 2021. "Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy" Sustainability 13, no. 21: 12304. https://doi.org/10.3390/su132112304

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Essay on Technology

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

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

Topics covered in this article.

Essay on Technology in 150-250 words

• Essay on Technology in 300-400 words

Essay on Technology in 500-1000 words

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

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

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

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

Essay on Technology in 300-450 words

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

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

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

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

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

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

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

Title: Technology – The Evolution and Impact on Society

Introduction :

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

Evolution of Technology

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

The Impact of Technology on Communication

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

Impact on Education

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

Impact on Healthcare

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

Challenges and Concerns

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

Conclusion :

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

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• Essay On Technology

Essay on Technology

500+ words essay on technology.

The word technology comes from the two Greek words, ‘techne’ and ‘logos’. Techne means art, skills, or craft, and Logos means a word, saying, or expression that expresses inward thought. Thus, technology means the skill to convey an idea to reach a goal. But nowadays, the term technology mainly signifies the knowledge of tools, machines, techniques, crafts, systems, and organisation methods to solve a problem. Today, technological advancement has provided the human race with the ability to control and adapt to their natural environment. In this Essay on Technology, students will know the importance of technology, its advantages and disadvantages and the future of technology.

How Has Technology Changed Our Lives?

Various innovations and development took place in the field of technology which has made a significant impact on our lives in different ways. With the invention of technology, we become more powerful. We have the ability to transform the environment, extend our lifetime, create big and interconnected societies and even explore various new things about the universe. Today, we use technology from morning to evening, from the simplest nail cutter to television and personal laptop. Technology has touched all aspects of our lives, whether it is mobile phones, kettles, kitchen microwaves, electric cookers, television, water heaters, remote control, fridge, and other larger communication systems such as internet facilities, railways, air routes, and so on. Thus, technology plays an extremely crucial role in the lives of human beings.

Advantages of Technology

The advancement in technology has made our lives easier, more comfortable and enjoyable. It has reduced the effort and time required to complete a task, thus enhancing the quality and efficiency of work. Technology has become a part of our life and benefited us in many ways. Today, we can communicate with people living in any city or country. Communication has become much faster and easier as we are just a click away from people. In education, technology has played a vital role, especially during the COVID-19 breakdown period. It has brought virtual and online classes for students and teachers across the globe to share knowledge, ideas and resources online. Moreover, technology has made it easier for students to understand complex concepts with the help of virtualisation, graphics, 3D animation and diagrams.

Technology is considered to be the driving force behind improvements in the medical and healthcare field. Modern machines have helped doctors to perform operations successfully. Due to technology, the lifespan of the common person has increased. There are many more sectors, such as banking, automation, automobile, and various industries, where technology is making significant changes and helping us.

Disadvantages of Technology

Although we have so many advantages of technology, there are also disadvantages. Robots and machines have taken over the job of many people. Instead of bringing people together, technology has made them socially isolated. People now spend most of their time on smartphones or computers rather than interacting with other people. Technology in education has reduced the intellectual and analytical ability of students. It is like spoon-feeding to students as they don’t have the reasoning and aptitude skills to think differently. Technology has raised the issue of internet privacy. So, one has to be very careful while using banking passwords to make online transactions.

Future of Technology

The future of technology seems to be exciting but also scary. Futuristic predictions in technology can dish out some exciting or scary visions for the future of machines and science. Technology will either enhance or replace the products and activities that are near and dear to us. The answer to our technological dilemma about what will be the upcoming technological innovation in the future is not surprising. In the past, technology was mainly focused on retaining more information and efficient processing, but in the future, it will be based on industrial robots, artificial intelligence, machine learning, etc.

Technology alone cannot help in building a better world. The collateral collaboration of machines and human effort is required for the progress and prosperity of the nation. We need to develop a more robust management system for the efficient functioning of technology.

Practise CBSE Essays on more topics to improve the writing section. Students can get the latest updates on CBSE/ICSE/State Board/Competitive Exams at BYJU’S website. They can also download the BYJU’S App for interactive study videos.

Frequently Asked Questions on Technology Essay

What is the simple definition of technology.

The real-time application of science and knowledge is how technology can be defined in simple terms.

Which country is ranked first in technological advancement?

Finland ranks top in technological advancement ahead of the USA according to the UNDP.

Why is the development of technology important?

Technology has now become an important part of our lives and thus technical and technological advancements are essential to take us forward in all aspects.

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

Stella timotheou.

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

Ourania Miliou

Yiannis dimitriadis.

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

Sara Villagrá Sobrino

Nikoleta giannoutsou, romina cachia.

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

Alejandra Martínez Monés

Andri ioannou, associated data.

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

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

Introduction

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

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

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

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

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

Methodology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Impacts of digital technologies on equality, inclusion and social integration

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

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

Impacts of digital technologies on teachers’ professional and teaching practices

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

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

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

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

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

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

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

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

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

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

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

Factors that affect the integration of digital technologies

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

Digital competencies

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

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

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

Teachers’ personal characteristics, training approaches, and professional development

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

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

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

School leadership and management

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

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

Connectivity, infrastructure, and government and other support

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

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

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

Administration and digital data management

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

Students’ socioeconomic background and family support

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

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

Schools’ socioeconomic context and emergency situations

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

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

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

Factors that affect the impact of ICTs on education

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

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

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

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

Conclusions

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

Study limitations and future directions

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

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

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

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

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

Acknowledgements

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

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The Impact of Digital Technologies

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

A DIGITAL FUTURE FOR ALL?

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

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

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

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

THE FUTURE OF WORK

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

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

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

THE FUTURE OF DATA

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

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

THE FUTURE OF SOCIAL MEDIA

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

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

THE FUTURE OF CYBERSPACE

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

FOR MORE INFORMATION

The Sustainable Development Goals

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

ILO | Global Commission on the Future of Work

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

Secretary General’s Strategy on New Technology

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Technology Essay | Essay on Technology for Students and Children in English

February 14, 2024 by Prasanna

Technology Essay: Technology essay aims to educate readers about the advent of technology and its current applications. Today, our lives are far more convenient and easy, with everything we need at our fingertips. Though we may take technology for granted, we need to remember that what we have today is the culmination of hundreds of years of scientific progress and breakthrough. Inventions such as the internet and mobile phones have changed the world forever.

The human lifespan, in the 21st century, has greatly increased due to advancements in medical technology and medicine. However, less than 200 years ago, having a fever or a cut can become life-threatening very quickly. Vaccines or treatments for many diseases did not exist as well. On the industrial front, progress was slow and time-consuming. Transportation was rather primitive and prohibitively expensive, ensuring that only the rich and famous could use it. Read on to explore how the advent of technology changes our lives forever.

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Long and Short Essays on Technology for Students and Kids in English

The essays provided here cater to students of all classes. Long essays are suited for students of class 9 and above. Short essays are comparatively easier to understand and are well-suited for students of class 5 and above. The 10-lines essay is suited for students of class 4 and below.

Long Essay on Technology Essay 500 Words in English

A Long Essay on Technology will be helpful for students in classes 7, 8, 9, 10, 11 and 12.

What is Technology Essay?

Technology is all around us, from the smartphones and smartwatches to solar-powered street lights and all-electric cars. So how do we define technology? Are there any criteria that can be used to define the term “technology?” Can fire discovered by a caveman hundreds of thousands of years ago be considered as technology?

Defining Technology

Technology is born with the accomplishment of scientific progress and breakthroughs. However, the exact definition of technology varies according to context.

• Technology can be defined as the application of scientific knowledge to change and manipulate the human environment.
• Technology can also be defined as the branch of knowledge that caters to the creation and use of technical means and their relationship with society and environment, using engineering, applied and pure science.
• The sum of ways in which social groups provide themselves with material objects of their civilization.

History of Technology

The term technology is derived from the ancient Greek words “techne” and “logos”, which translates to “art, craft” and “word, speech” respectively. The term was used for the first time in the 17th century, and it was denoted to mean “a discussion of the applied arts”. However, with the industrial movement beginning in the 20th century, the term “technology” was used to represent a range of processes and techniques, in addition to machinery and tools. Over time, the term was used to associate scientific progress and breakthroughs in various disciplines.

Technological Advancements

The Renaissance, which occurred from the 14th to 17th centuries in Europe, marked a surge of interest in literature, arts and science. Most of today’s fundamental principles and the basis for many inventions were established during that time. For instance, renowned scientists, astronomers and inventors such as Leonardo da Vinci, Nicolaus Copernicus, Rene Descartes, Blaise Pascal, all lived during this time period. These individuals contributed many principles, theories and ideas that would become the basis for all the things we have in our world today.

The next big leap in technological advancement came during the Industrial Revolution, which began in the 1760s. This movement gave birth to many inventions such as the steam engine, the Spinning Jenny, the power loom and the electrical telegraph. When the world plunged into the two world wars, technological progress skyrocketed. This is because if any national had technological superiority, it could mean the difference between life and death. World War II, in particular, spawned countless innovations and inventions. The most significant inventions include the jet engine, synthetic rubber, radar, helicopters and penicillin.

Pros and Cons of Technology

Technology is a boon for many of us by making our lives easier.

• Enable instant communication and interaction
• Improves quality of life
• Helps to ensure safety
• Easy access to information/ products or services

Though technology has changed our lives for the better, there are many negative implications.

• Causes addiction
• Increases pollution
• Create a shortage of jobs
• Natural resources get exhausted

Short Essay about Technology 250 Words in English

A Short Essay on Technology will be helpful for students in classes 1, 2, 3, 4, 5, and 6.

Technology Essay Introduction

Technology, in its most basic sense, refers to the use of scientific knowledge to create, monitor and design tools and pieces of equipment, which are in turn used to make life easier for people.

Is Technology a Double-Edged Sword?

Some people may argue that technology can become detrimental over time. This is supported by the fact that our technology has drastically changed the earth. Most technological wastes do not decompose and end up contaminating the soil or water around them. Other technological inventions, such as diesel engines, coal-powered engines pump out large quantities of greenhouse gases. As a result, the ice caps are melting and the sea levels are rising. However, the inventors did not foresee the catastrophic consequences of their inventions.

Greener Future

We can still make a difference though- by promoting renewable and eco-friendly technology. Electric cars are the future in a world where oil and natural gas is nearly depleted. Solar-powered homes can be sustainable and reduce the burden on the power grid. Nuclear energy is far more feasible, economic and cleaner when compared to coal-powered plants. Such technologies may be the only way our planet does not become irreversibly damaged.

Conclusion on Technology Essay

Technology is one of the greatest tools for mankind, however, it has the potential to be misused. Technology can also cause some jobs to become obsolete, causing unemployment. Moreover, current technology needs to focus on being more eco-friendly and minimize their carbon footprints. This is the only way to ensure that technology does not result in the destruction of our natural resources and eventually, our planet.

10 Lines Essay on Technology 100 Words

• Technology is the use of science and scientific principles for our welfare
• Technology is found all around us
• Mobile phones and airliners are examples of technology
• Technology is important for businesses and industries
• Technology also includes tools and processes
• Technology has changed our world
• Some aspects of the technology may have negative consequences
• Technology can help to make our lives easier
• Video conferencing, which all of us use today, is the result of technology
• Technology has the potential to make our lives better, but it can also ruin it if we are not careful.

FAQ’s on Technology Essay

Question 1. How do you write a Technology essay?

Answer: A good essay on technology must include the definition, history, advantages and disadvantages. The essay must also be able to elaborate in detail and avoid grammatical errors.

Question 2. What is the importance of technology?

Answer: Technology makes our lives easier. Distances are reduced and the human lifespan is greatly increased.

Question 3. How is technology useful to us?

Answer: Technology can save precious time. It can also enable instant communication and interaction with people anywhere in the world. Moreover, technology improves our quality of life. It also ensures that we are safe from all harm. Inventions like the internet enable easy access to information.

Question 4. What is the disadvantage of technology?

Answer: Technologies, such as mobile phones or computers can cause addiction. Technology can also increase pollution and health problems. It can also create a shortage of jobs. Moreover, technology can deplete natural resources.

Question 5. Can technology improve our life?

Answer: Technology can certainly improve our lives if we use it responsibly.

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The use of digital technology in foreign language learning

• Original Paper
• Published: 27 September 2021
• Volume 1 , article number  246 , ( 2021 )

Cite this article

• Senad Bećirović   ORCID: orcid.org/0000-0003-0216-9435 1 ,
• Amna Brdarević-Čeljo 1 &
• Haris Delić 1  

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Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher’s support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' self-directed use of technology for language learning which consists of seven subscales. The results show that the participants’ experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher’s support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students’ gender and grade level but significant differences based on the students’ EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.

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Introduction

Electronic communication devices, such as computers, laptops, mobile phones, the global communication system, the Internet, and other technologies, namely video and audio conferencing, videotelephony, webcasts and chat rooms, have become an integral part of language instruction and their widespread use in education, and likewise in other public domains, has been steadily increasing. Thus, technology-based learning, as the process of learning by means of electronic technology, has emerged and substantially empowered language learning, making it no longer solely constricted to the traditional school learning environment. It has enormous educational potential both within and beyond the classroom milieu as it allows learners to easily access various instructional materials using different educational platforms, it facilitates learners’ exposure to native speakers’ lessons and tutorials and their engagement in diverse online courses. The term technology-based learning encloses some related terms, such as “computer-assisted language learning” (CALL) (Afshari et al. 2013 ), “computer-mediated communication” (CMC) (Sorensen 2013 ), “information, communication and technology” (ICT) (Ghavifekr and Rosdy 2015 ), “technology-enabled active learning” (TEAL) (Tong et al. 2018 ) or “electronic learning” (e-learning) (Liaw et al. 2007 ) and these terms have been used simultaneously and sometimes interchangeably. Still, the term “technology-based learning” or TBL (as employed in Hsu et al. 2012 ) will be maintained as a designation in the current research.

Technology-based learning experience entails the students' use of technology and internet facilities, as well as audio-visual aids and equipment, for doing homework assignments, exercises and expanding their knowledge in the subject matter discussed by instructors within the classroom. If students are carefully guided through the process and directed towards the purposeful use of technology, they are on the way to achieving learner’s autonomy and becoming autonomous and self-regulated learners. Teachers, who with their instructional practices and role modelling, influence students’ intellectual, emotional and social development, play a significant role in that process. They should guide students towards finding their best approach to learning and, creating a positive atmosphere among students while using technology (Yaman and Bećirović 2016 ), help them develop a capacity to effectively exploit the resources they have and eventually lead them to a self-directed use of technology for out-of-school learning (Lai 2015 ).

Literature review

Self-directed learning.

Self-directed learning (SDL), also called self-initiated, self-planned and self-regulated learning, has been defined as the “process in which individuals take the initiative, with or without the help from others, in diagnosing their learning needs, formulating goals, identifying human and material resources, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (Knowles 1975 , p. 18, in Lai 2013 , p. 100). Zimmerman ( 2000 ), defines it as “a process by which learners direct and coordinate their efforts, thoughts, and feelings in order to achieve their learning goals” (p. 15) or stated in the simplest terms, it is learning beyond a formal institutional setting. The concept of self-directed learning, regarded as one of the most critical personal skills for the twenty-first Century (Eroglu and Ozbek 2018 ), represents any personal development and increase in knowledge or skill. Even though it is widely used in contemporary research sources, the idea of SDL has its roots in Socrates’ emphasis on independent learning and relentless pursuit of the best learning approach (Delić and Bećirović 2016 ). Socrates, as Beavers ( 2009 ) points out, “illustrates concisely the concepts of self-directed learning in his discussion with Meno by allowing him to determine the topic of interest (The Great Dialogues of Plato)” (p. 27).

Whenever the concept of self-directed learning or students’ individual learning is discussed, the question of the teacher’s role is raised. Self-directed learning, even though it supposes a teacher-free environment, is not meant to exclude teachers. On the contrary, self-directed learning as such, should be led and supported by teachers and the teacher’s role is to lead students towards developing independent critical thinking and learning skills. Such a teacher-supported concept of self-directed learning is also explained in Sert and Boynuegri’s research ( 2017 ) stating that “it is clear that self-directed learning requires classroom context in which learner autonomy is promoted by the teacher” (p. 26). Garrison ( 1997 ) names a self-directed way of learning as “a collaborative constructivist perspective”, explaining that an individual takes responsibility for constructing meaning, while others confirm its worthwhileness, and he states that “the challenge for teachers is to create the educational conditions that will facilitate self-direction” (p. 30).

Technology and self-directed learning

Technology-based instruction is a subject that has evinced an intense and lively research interest (Clark et al. 2009 ; Ghavifekr and Rosdy 2015 ; Paris 2004 ; Sert and Boynuegri 2017 ). One of the reasons why technology has become an integral part of today’s language learning environment is its ability to provide personalized language instruction and materials enabling learners to select the lesson and adapt it to their needs. Likewise, technology advances access to information and offers more communication possibilities. Using technology devices, such as TV, radio, movies or the Internet in general for the purpose of achieving self-directed learning serves a variety of functions in shaping positive learner identity, maintaining motivation for learning (Lamb 2007 ), providing learners with a supportive learning community, offering learners a place for self-expression, and enhancing their self-perception (Gao 2009 ; Teo et al. 2010 ). It also allows the process of “online informal learning of language” (Toffoli and Sockett 2013 , p. 2) to happen.

According to Gokcearslan ( 2017 ), the level of self-directed learning is a predictor of the integration of technology. To motivate students to self-directedly use technology for learning, teachers need to use different types of support, such as behavior support (enhancing confidence in their abilities to engage in out-of-class learning activities), capacity support (helping learners to develop the capacity to use the resources effectively), or pedagogical or metacognitive guidance. Lai ( 2015 ), reporting the results of the research conducted among 160 university students, states that “affection support predicted self-directed technology use through strengthened perceptions of the usefulness of technological resources for language learning, whereas capacity support and behavior support predicted self-directed technology use through enhanced perceptions of facilitating conditions and self-efficacy in using technological resources for language learning” (p. 81) and then concludes that, in order to successfully lead students towards these goals, teachers need to be skilled in explaining broad pedagogical content of technology that goes far beyond the knowledge of using it.

Hence, the use of technology requires a level of self-direction. An individual has to take the initiative and responsibility for what and how he/she uses technology outside the formal educational milieu. Geng et al. ( 2019 ) found out that students who are self-directed and share positive attitudes toward technology-based learning are consequently more motivated in adopting online learning strategies and achieving their learning goals (p. 21). Moreover, when using technology to learn, students are more active and autonomous (Demir and Yurdugül 2013 ; Tawafak et al. 2018 ). Rashid and Asghar ( 2016 ) also found out that technology use predicts self-directed learning and that technology use indirectly impacts academic performance through self-directed learning (p. 609).

However, technology integration per se is not sufficient. According to Yilmaz ( 2018 ), there are technical and pedagogical implications in this type of language learning. The former include students’ skills in their self-directed use of technology, their effort, and devices, and the latter include instructional design. In other words, there is a need for teachers who are able to organize and maintain this type of lesson flow and who also possess “pedagogical knowledge” (Okojie et al. 2006 , p. 67) that needs to be incorporated into such instruction.

Among the factors that lead students towards self-directed learning through the use of technology are their perceptions of its usefulness and benefits for their success. Thus, it has been shown that perceived usefulness (belief in enhanced performance through technological behavior) and attitude to technology use (affective appraisal of the technological behavior) (Clark et al. 2009 ; Lai et al. 2012 ) are powerful predictors of the individual’s intention to use technology. Hence, Lai and Gu ( 2011 ) found out that the usefulness of technology in the process of language learning and the compatibility of its use predicted the frequency of learners’ usage of technology to self-moderate their language learning.

Still, attitudes towards technology use and its implementation into the learning processes in schools are both positive and negative. Ghavifekr and Rosdy ( 2015 ) state that the benefits of information, communication, and technology (ICT) programs are the development of confidence, better communication, creativity and imagination and they also indicate that “ICT helps students to possess all four skills in learning when they are able to acquire necessary information and knowledge” (p. 188). Though research in this field clearly shows that technology stimulates the learning process and maximizes the abilities of students in active learning (Jorge et al. 2003 ; Young 2003 ), technology-based learning entails that both students and schools are facilitated with computers and internet access, which does not seem to be always the case. Thus, even if technology is affordable and not very expensive, there still exist schools, especially in rural areas, which lack adequate equipment and internet access. Moreover, technical problems and teachers’ lack of experience, and, not rarely, confidence to use technology, impede this way of learning as well (Jamieson-Proctor et al. 2013 ). This leads to teachers’ negative attitudes about technology use and their beliefs that the class cannot be easily controlled when the technology-based instruction is implemented (Ghavifekr and Rosdy 2015 ). The conclusion that can be drawn from the aforementioned is that teachers with negative attitudes towards technology are unlikely to transfer their skills to students and encourage them to use it. Thus, to effectively incorporate technology-based learning into the learning processes, proper equipment needs to be supplied and teachers, schools and students need to have sufficient knowledge to use it as well.

Teachers’ role in technology-based self-directed learning

Teachers have always performed a key role in education (Ahmetović et al. 2020 ). With today’s unlimited information content on the Internet and students’ readiness to access it, teachers, apart from only teaching, should also be mentoring their students in their process of self-directed learning (Hassan and Mirza 2020 ). Liaw et al. ( 2007 ) reported that technology-based learning is “autonomous and rich in multimedia” (p. 1076), and that students expect their teachers to assist them when using an e-learning environment. Since, according to Albirni ( 2006 ), “teachers are the most important agents of change within the classroom arena” (p. 374), the process of effective technology-based education without teachers’ adequate skill and dedication will not be successful even if schools are sufficiently equipped with sophisticated technology. Given the fact that teachers determine what the lesson will look like, and thus how technology will be used and implemented during lessons, studies indicate that the successful application of educational technologies relies largely on the educators’ attitudes. Thus, Kersaint et al. ( 2003 ) reported that teachers who have a positive attitude toward technology use incorporate it into their teaching more comfortably. Similarly, Bullock ( 2004 ) states that the teacher's attitude is a major enabling factor in students’ adoption of technology.

Thus, the teacher’s role in implementing technology into the learning processes is of paramount importance and such support is highly beneficial. According to Sorensen ( 2013 ), “the way a teacher feels about technology, whether consciously or not, is sure to affect their implementation of the curriculum, and those attitudes frequently filter down to their students” (p. 24). Ghavifekr and Rosdy ( 2015 ) found out that teachers who supported technology-led instructions make learning more effective and that students are more active and engaged in the lesson prepared by such teachers. Lai and Li ( 2011 ) also emphasizes the importance of teachers’ conscious effort through various formats, for example, providing information on useful technological aids and resources and guiding students on how to use specific technological resources.

Deepwell and Malik ( 2008 ) also emphasize the role of tutors in informing and guiding students through their study. These authors indicated that 76% of their interviewees reported that they use technology for self-directed learning, but at the same time they did not work on their studies independently and they expected immediate feedback from their tutors, and felt very frustrated when they did not receive it (p. 11). Teaching behavior and teachers’ social relations to their students are, according to Mahini et al. ( 2012 ), some of the most influential factors of the teacher’s performance in classrooms. Jensen et al. ( 2019 ) conclude that the student–teacher social element affects students’ engagement, motivation, and learning outcomes.

The current situation created by past and ongoing worldly pandemic has posed a major challenge to educational institutions at all levels around the world and likewise in Bosnia and Herzegovina. The teaching process has completely shifted from classrooms to students’ homes with the use of different technological devices and online meeting platforms as basic instructional tools. This required a change in methods of teaching as well as in the instructional materials, which needed to be adapted to this new mode. Students were also under pressure to get accustomed to those modes, looking for new ways to do projects, homework assignments, and to increase their class participation. All these circumstances, accompanied by occasional internet connection problems, have led to students’ aiming to become better self-directed learners and search for information, do tasks and exercises on their own. Due to the fact that teachers were also striving to get used to that unexpected situation, their role as a mediating factor in students’ self-directed learning was seen as something of less importance. Therefore, in this study, Bosnian EFL learners’ perceptions of this type of learning as well as of how teacher behavior and support affected their self-directed use of technology for language learning were surveyed.

Methodology

Given the importance of technology-based learning and the teacher’s support in implementing it, this study aims at investigating the Bosnian students’ technology use in learning English as a foreign language and their perceptions of teachers’ support in that respect based on their gender, grade level and EFL GPA. Based on the aim of the study, the following hypotheses have been tested:

There will be a significant difference in teachers' affection, capacity, and behavior support for the technology use in foreign language learning based on students’ gender,

There will be a significant difference in teachers' affection, capacity, and behavior support for the technology use in foreign language learning based on students’ grade level,

There will be a significant difference in students' perceived usefulness, computer self-efficacy, facilitation condition, and technology use in foreign language learning based on gender,

There will be a significant difference in students' perceived usefulness, computer self-efficacy, facilitation condition, and technology use in foreign language learning based on their grade level,

There will be a significant difference in teachers' affection, capacity, and behavior support for the technology use in foreign language learning based on students’ EFL GPA scores,

There will be a significant difference in students' perceived usefulness, computer self-efficacy, facilitation condition, and technology use in foreign language learning based on students’ EFL GPA score.

Participants

The research sample in the current study was composed of 173 Bosnian high school students studying at four different grade levels. The convenience sampling method was employed in the process of participants’ selection. The sample consisted of 100 female students (57.8%) and 73 male students (42.2%). As for the grade level, there were 75 first grade students (43.4%), 36 s grade students (20.8%), 19 third grade students (11%) and 43 fourth grade students (24.9%), with the age range between 15 and 19. The participants also provided information on their grade-point average obtained in the English as a foreign language (EFL) course. The grades ranged between 1 and 5, with 1 being a non-passing grade and 5 being the highest grade. Thus, 76 participants obtained the GPA score 5, 36 participants the GPA score 4, 35 participants the GPA score 3, and 24 participants the GPA score 2, while only 2 participants obtained a non-passing grade 1, and, as such, this group will not be included in the analysis. Table 1 provides all the details related to the participants.

Instruments and procedures

The questionnaire Modeling teachers' influence on learners' self-directed use of technology for language learning employed in this research was developed and validated by Lai ( 2015 ). It contains 30 items with response options ranging from 1 to 5 on a 5-point Likert scale (1 = Strongly agree, 2 = agree, 3 = Neutral, 4 = Disagree, 5 = Strongly disagree). The questionnaire is composed of seven subscales, namely affection support (e.g. My language teacher encourages us to use technology for language learning outside the classroom), capacity support (e.g. My language teacher shares with us useful technological resources/sites/tools for language learning outside the classroom), behavior support (e.g. My language teacher often uses technological resources or tools in her/his classes), technology use (e.g. I use technology to expand opportunities to use the language), perceived usefulness (e.g. technology enhances my language learning outcomes), computer self-efficacy (e.g. I am confident with my abilities in using technologies effectively for language learning) and facilitation condition (e.g. I have the resources necessary to use technologies for language learning). Concerning the data related to the EFL GPA, regular grades assigned by EFL teachers which are based on the students’ evaluation have been utilized. According to the Bosnian grading system, 1 is the lowest (failing) grade and 5 indicates the highest achievement (excellent).

The questionnaire was delivered to the students in an online form following the explanation of the nature and purpose of the study. The students were asked to complete the questionnaire anonymously and without any time limits. Cronbach’s alpha was employed to assess the reliability of the instrument and the coefficient amounted to α  = 0.89 for all the items, which is a good reliability index (Pallant 2007 ). Each subscale was assessed for internal consistency using Cronbach’s alpha. The results showed acceptable consistency and reliability, as displayed in Table 2 .

Data analysis

The collected data were analyzed using the Statistical Package for Social Sciences (SPSS, v. 26). Pearson product correlation coefficients as well as the descriptive analysis including means, standard deviation ( SD ) and frequencies were employed. One-way MANOVA was used to investigate the differences in technology use and teacher’s support based on gender, grade level and GPA groups.

Preliminary analysis

The participants scored quite high on the perceived usefulness of technological resources for foreign language learning ( M  = 2.04, SD  = .60) and are confident about their abilities to use technology in the process of foreign language learning ( M  = 2.25, SD  = .67). Furthermore, the participants stated that they have positive conditions to use technology ( M  = 2.21, SD  = .70) and they scored quite high on computer self-efficacy ( M  = 2.25, SD  = .72) (Table 3 ). The teacher’s support for the use of technology was rated slightly above 2, with affection support being most highly rated ( M  = 2.28, SD  = .91), behavior support closely following ( M  = 2.38, SD  = .87), and capacity support receiving the lowest rating ( M  = 2.53, SD  = 1.05). The participants scored the highest mean on the perceived usefulness ( M  = 2.04, SD  = .60) and facilitation condition subscales ( M  = 2.21, SD  = .70). In terms of the use of technology ( M  = 2.25, SD  = .67) and computer self-efficacy ( M  = 2.25, SD  = .72), the same mean score was measured.

A Pearson product-moment correlation coefficient was computed to assess the relationship between dependent variables. The results showed a significant correlation between affection support and capacity support ( r  = .57, n  = 173, p  < .001), affection support and behavior support ( r  = .60, n  = 173, p  < .001) as well as between behavior support and capacity support ( r  = .62, n  = 173, p  < .001) (Table 3 ). Furthermore, a Pearson product-moment correlation coefficient showed that the use of technology significantly correlated with perceived usefulness r  = .68, n  = 173, p  < .001, computer self-efficacy r  = .54, n  = 173, p  < .001 and facilitation condition r  = .40, n  = 173, p  < .001. A significant correlation was also measured between perceived usefulness and computer self-efficacy r  = .64, n  = 173, p  < .001 as well as between perceived usefulness and facilitation condition r  = .50, n  = 173, p  < .001.

The first hypothesis was related to gender-based differences in the participants’ opinions on the support they receive from teachers in the process of technology-based foreign language learning.

A one-way MANOVA was conducted to determine gender differences on the combined dependent variables of teacher’s support (affection, capacity, and behavior support) in the process of technology-based foreign language learning. The results indicated that gender did not significantly affect the combined dependent variables of teacher's support, Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .826, η 2  = .005. Likewise, there were no significant gender-based differences on the affection support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .560, η 2  = .002, capacity support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .350, η 2  = .005, and behavior support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .474, η 2  = .003. The results are displayed in Table 4 .

The second hypothesis was related to grade-related differences in the participants’ views on teacher’s support in the process of technology-based foreign language learning. A one-way MANOVA revealed a significant influence of grade level on the combined dependent variables of teacher's support, Wilks’s Lambda λ  = 0.904, F (9, 406.585) = 1.923, p  = .047, η 2  = .033, with small effect size. Univariate ANOVA indicated that grade level had a significant influence only on the behavior support subscale, F (3, 3.048) = 4.180, p  = .007, η 2  = .069 with moderate effect size (Table 5 ) while capacity support F (3, 1.881) = 1.728, p  = .163, η 2  = .030 and affection support F (3, 1.683) = 2.059, p  = .108, η 2  = .035 were insignificantly affected by grade level. As for the differences among four grade levels, the first grade reported the highest mean value for each of the three teacher support scales.

A one-way MANOVA was employed to determine the influence of gender on the combined dependent variables related to educational technologies, namely perceived usefulness, computer self-efficacy, facilitation condition, and technology use. The results showed that gender did not significantly affect the combined dependent variables related to educational technologies Wilks’s Lambda λ  = 0.515, F (4, 168.000) = 0.988, p  = .724, η 2  = .012. The analysis of variance on each of the educational technologies subscales showed that there were no significant gender-based differences: the perceived usefulness subscale Wilks’s Lambda λ  = 0.936, F (1, .001) = .002, p  = .966, η 2  = .000, computer self-efficacy subscale Wilks’s Lambda λ  = 0.936, F (1, .058) = .002, p  = .740, η 2  = .001, facilitation condition subscale Wilks’s Lambda λ  = 0.936, F (1, .639) = 1.298, p  = .256, η 2  = .008, and technology use subscale λ  = 0.936, F (1, .042) = .093, p  = .761, η 2  = .001.

As displayed in Table 6 , both male ( M  = 2.05, SD  = .59) and female ( M  = 2.04, SD  = .62) participants achieved the highest score on the perceived usefulness subscale and the results point to a rather low score on the computer self-efficacy subscale achieved by males ( M  = 2.23, SD  = .70) and females ( M  = 2.27, SD  = .74). On the other hand, males achieved a rather high score on the facilitation condition subscale ( M  = 2.14, SD  = .58) while the scores achieved by females were not as high ( M  = 2.26, SD  = .77).

A one-way MANOVA was also conducted to determine the influence of grade level on the combined dependent variables related to educational technologies (namely perceived usefulness, computer self-efficacy, facilitation condition, and technology use). The results revealed that grade level did not have a significant influence on combined variables related to educational technologies Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .518, η 2  = .022. Further research demonstrated that no significant grade level differences were found on the perceived usefulness subscale λ  = 0.936, F (12, 439.485) = 1.923, p  = .878, η 2  = .004, computer self-efficacy subscale λ  = 0.936, F (12, 439.485) = 1.923, p  = .718, η 2  = .008, technology use subscale λ  = 0.936, F (12, 439.485) = 1.923, p  = .193, η 2  = .028 and facilitation condition subscale λ  = 0.936, F (12, 439.485) = 1.923, p  = .450, η 2  = .015.

The perceived usefulness subscale was rated with the highest mean by all grade levels while in other subscales there were variations between grade levels. Thus, the technology use subscale was rated with a high mean score by grade 1 and the mean score decreased in other grades. The computer self-efficacy and facilitation condition subscales were rated almost identically by the students at all grade levels (Table 7 ).

A one-way MANOVA was conducted to determine the teachers’ support for technology use (affection support, capacity support and behavior support) and the differences existing among four EFL GPA groups. The results indicated an insignificant difference among EFL GPA groups on the combined dependent variables of teachers' support, Wilks’s Lambda λ  = 0.933, F (12, 439.486) = .975, p  = .472, η 2  = .023.

Furthermore, there were no significant differences among EFL GPA groups on the affection support subscale Wilks’s Lambda λ  = 0.933, F (12, 439.486) = .975, p  = .063, η 2  = .052, capacity support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .213, η 2  = .034 and behavior support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .162, η 2  = .038.

As can be seen in Table 8 , the highest mean score by each EFL GPA group was reported for the affection support subscale while the lowest mean again by each EFL GPA group was reported for the capacity support subscale. Moreover, the highest mean was reported by the EFL GPA score 2 on two subscales, namely the affection support and behavior support subscales.

A one-way MANOVA was also conducted to determine the influence of the participants’ EFL GPA scores on the combined dependent variables related to educational technologies, namely perceived usefulness, computer self-efficacy, facilitation condition, and technology use. The results indicated significant differences among EFL GPA groups on the combined dependent variables related to educational technologies, Wilks’s Lambda λ  = 0.788, F (16, 504.721) = 2.565, p  = .001, η 2  = .058, with a small effect size (Table 9 ).

Significant EFL GPA-related differences were found in perceived usefulness Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .011, η 2  = .075 with a moderate effect size, computer self-efficacy Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .012, η 2  = .074 also with a moderate effect size and facilitation condition Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .003, η 2  = .091, with a moderate effect size. The differences in technology use among four different EFL GPA groups were insignificant, Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .253, η 2  = .031.

The mean scores for the technology use subscale were similar among all EFL GPA score groups. However, the highest mean score for the three other subscales (perceived usefulness, computer self-efficacy and facilitation condition) was reported by the EFL GPA group 5 and then the mean scores for all these subscales decreased as the EFL GPA scores decreased so that the lowest mean scores were reported by the EFL GPA group 2 (Table 9 ).

The focus of the present study was on analyzing high school students’ perceptions of technology-based language learning and their connection to language achievement and the students’ gender and grade level, as well as the students’ perceptions and attitudes towards teachers’ support in that process. The analysis revealed that the participants shared rather positive perceptions towards the use of technology for the purpose of language learning.

Thus, the first research hypothesis predicting that there will be a significant difference in the teacher’s support of the use of technology based on gender was refuted as the main effects of all dependent variables were insignificant and male and female participants shared rather similar opinions on teacher’s support and its three types. More specifically, the male participants seem to share more positive opinions on all three subscales of teacher’s support than females and the results indicate that the highest mean value was measured on the affection support subscale and the lowest mean value on the capacity support subscale, which is in line with Lai’s research ( 2015 ). The teacher’s support overall was found to be of high importance to the participants, which strengthens the argument that students still rely on traditional teacher-centered approaches. Teachers should guide students towards a proper use of technology in the process of language learning. Furthermore, being able to raise students’ awareness of contemporary language learning processes (Carson and Mynard 2012 ), teachers can provide methodological information on learning resources and strategies and be actively engaged in tracking their progress.

The second hypothesis predicting significant differences in the teacher's support of the use of technology in the classroom based on grade level was supported as the impact of grade level differences on the combined dependent variables of teacher’s support was significant. However, the impact of grade level on individual subscales of teacher’s support varied and the impact of grade level proved to be significant only on the behavior support subscale. The teacher’s support was reported as an important factor in this type of learning, and, as stated in Mahini et al. ( 2012 ), the teacher’s role is to facilitate and monitor and direct the learning process. As demonstrated by Vajzović et al. ( 2019 ), a large number of primary and high school Bosnian teachers (57%) strongly agree that knowledge, skills and competencies acquired through media and information literacy are of high importance in modern times, but there are still some teachers, though a small percentage of them (1.2%), who disagree with that view. Rather interestingly, the participants of the study conducted by Vajzović et al. ( 2019 ) also admitted that they might lack some competencies related to teaching some content in the field of media and information literacy. Therefore, there should be more research studies related to teachers’ readiness to assist and help students in using technology for language learning. This also implies that teachers, especially those who have recently been introduced to technology-based teaching, should include some follow-up development activities in their professional development programs (Albert et al. 2014 ). According to Ahmadi ( 2018 ), teachers’ support of technology-integrated curriculum should increase the actual use of technology in learning.

The third hypothesis was also refuted as no significant differences were found in the students’ perceived usefulness, computer self-efficacy, facilitation condition and technology use based on their gender, which further supports the argument that technology, as an information source, can be used by everyone, regardless of gender differences. The results obtained for gender-related differences in terms of technology-based learning are supported by some previous findings. Thus, Demir and Yurdugül ( 2013 ) as well as Jaleel and Anuroofa ( 2017 ) did not find any significant differences in students’ self-directed technology-based learning in terms of gender. Likewise, Çelik et al. ( 2012 ) found no statistically significant differences regarding male and female participants’ use of ICT for self-regulated learning. The current study is also aligned with Eroglu and Ozbek ( 2018 ), who found out that students’ self-directed technology-based learning and students’ attitude towards e‐learning do not differ in terms of gender (p. 305), as well as with Gokcearslan ( 2017 ), who reported that no meaningful difference was found in the level of self-directed learning with technology in terms of gender. Contrary to current study findings, some research revealed significant gender-related differences in perceptions, motivation, and usefulness of this type of learning (e.g. Chyung 2007 ; Idrizi et al. 2020 ; Sullivan 2001 ). Thus, Idrizi et al. ( 2020 ) found out that male students are more linked to technology use in general while female students achieved a greater academic success in subjects in which technology was employed. Analyzing male and female college students' experience in an online environment, Sullivan ( 2001 ) also reported significant differences between the way male and female students perceived the online learning environment, self-discipline, and self-motivation.

Self-efficacy, as one of the variables examined in the technology use analysis and found to be insignificantly different for male and female participants, was also researched in Chyung ( 2007 ) and the author found out that female students improved their self-efficacy significantly more and scored significantly higher on the final exam than male students. Almost identical conclusions were drawn by Perkowski ( 2012 ), who reported that female students performed better in performance achievement and self-efficacy in online learning environments. In another research on self-efficacy, a significant amount of variance in male students’ achievement was determined by their self-efficacy and task value (Yukselturk and Bulut 2009 ).

Some conflicting findings related to gender differences were also reported when students’ attitudes towards technology-based learning were researched. Hence, Suri and Sharma ( 2013 ) and Paris ( 2004 ) pointed to statistically insignificant gender-related differences, whereas Ong and Lai ( 2006 ) found that gender differences in attitudes towards technology-based learning were significant and that male participants achieved a higher mean on computer self-efficacy, perceived usefulness, perceived ease of use, and behavioral intention than females (p. 823). Moreover, a similar investigation was done by Long ( 2015 ), who found that female students reported a greater knowledge and readiness of technology usage.

The fourth hypothesis was also refuted as no significant differences were found in the students’ perceived usefulness, computer self-efficacy, facilitation condition and technology use based on their grade level. Students’ perceptions or perceived usefulness of technology in language learning is their belief that using a particular tool will enhance their performance (Davis 1989 ). Afshari et al. ( 2013 ) found out that students’ positive perceptions towards technology-based language learning (perceived usefulness) had a direct and significant effect on students’ attitudes towards this learning concept, indicating that the improvement in students’ perceptions of computer attributes causes enhancement in their attitudes (p. 858), which is not corroborated by the current study findings. Similar conclusions can be drawn from Hismanoglu ( 2012 ), who indicated that one of the determinants of students’ acceptance of technology is their perceived usefulness or attitude towards it.

Lai ( 2013 ) points out that educational compatibility and perceived usefulness were the two major factors that mediated most of the relationships that affected technology use (p. 86). Similarly, Yilmaz ( 2018 ) found out that self-directed learning with technology sufficiency has the most important effect on learners’ will to use it. In other words, the more they use it successfully, its usage grows rapidly. Yilmaz ( 2018 ) continues that, in order to increase students’ acceptance of technological tools, it is necessary to increase self-directed learning with technology competencies and academic motivation (p. 97). Dahlstrom ( 2012 ) investigated students’ perceptions of the usefulness of technology too and determined that over half of all the research participants believe they are more actively involved in courses in which technology is used and that technology contributes to them feeling connected to other students, their teachers, and their institutions (p. 10). Thus, direct relations of grade level differences in terms of the technology use conditions were not found in the literature. As a pioneer in this type of research concern, especially in the case of Bosnian high school students, this research can just confirm the previously stated claim that in this rather new concept of learning, the students’ differences do not seem to be a significant factor.

The fifth hypothesis predicted that there will be a statistically significant difference in the teacher’s affection, capacity, and behavior support for technology use in foreign language learning based on the participants’ GPA in English as a foreign language and it was refuted since the students’ GPA in English as a foreign language did not significantly influence the combined dependent variables of teachers’ support or the teacher’s affection, capacity and behavior support for technology use in foreign language learning individually. Such results are in line with Bello’s ( 2014 ) research results which showed no relationship between teachers’ level of technology implementation and student achievement. However, some studies emphasized that the impact of technology on student achievement might be dependent on teachers’ usage and students’ motivation (Norris and Soloway 2010 ). More precisely, Tang and Austin ( 2009 ) maintained that technology and the professors’ effective usage of technology cause an improvement in students’ learning performance or their GPA (p. 1244). Such research findings indicate that students with high GPA favor the use of technology and that professors’ effective use of technology and their gender are effective predictors of their grades.

The last hypothesis stating that there will be a significant difference in the students’ perceived usefulness, computer self-efficacy, facilitation condition and technology use in foreign language learning based on their EFL GPA score was supported as the participants’ EFL GPA score significantly impacts the combined variables of technology use as well as some of them individually, namely the perceived usefulness, computer self-efficacy and facilitation condition. Thus, the students with the highest GPA in English (5 or excellent) achieved the highest mean on all variables and the mean values on all the subscales decreased with a decrease in the students’ EFL GPA. This confirmed the assumptions that the highest achieving EFL students would use technology for the purpose of learning and show greater readiness to use it than lower achieving students, who seem to be using technology much less. This supports the findings of Little-Wiles et al. ( 2014 ), who concluded that the students who visited online learning platforms less frequently obtained lower grades than other students. The current study findings hence are aligned with the findings of several other studies which have confirmed that exposure to technology has a positive impact on students’ achievement (Bello 2014 ; Neill and Mathews 2009 ; Suhr et al. 2010 ), specifically in mathematics and language arts (Neill and Mathews 2009 ). However, the majority of existing literature in the field of technology-based learning does not connect it to students’ learning performance or success. Language proficiency is, according to Domingo ( 2019 ), affected by language exposure, or by lesson study or a research-based approach (Kıncal et al. 2019 ). Al-Bataineh et al. ( 2016 ) state that, even though technology could be an influential factor in students’ academic achievement, it is still not a sole factor when it comes to official tests and measurements (p. 380). Furthermore, investigating students’ access to virtual learning environments (VLE), Chowdhry et al. ( 2014 ) found out that this way of learning did not affect the students’ academic performance (p. 13). Similarly, Rashid and Asghar’s ( 2016 ) research findings reported that, even though the use of technology has a direct positive relationship with students’ engagement and self-directed learning, an insignificant direct effect was found between technology use and students’ academic performance.

Students’ success, or more specifically, their learning performance, seems to be more related to their learning styles (Delić 2018 ; Mašić et al. 2020 ), learning strategies they employ (Akay and Anvarovich 2015 ; Bećirović et al. 2018 ; Delić and Bećirović 2018 ), their personal characteristics or their educational milieu (Bećirović and Brdarević-Čeljo 2018 ; Bećirović et al. 2019 ; Fiossi-Kpadonou 2017 ; Kovačević et al. 2018 ) and less to the mode of teaching. Bartholomew et al. ( 2017 ), for example, found out that, in a middle-school sample study, students’ self-directed learning correlated more closely with the characteristics of students and classroom than with access to technology tools (p. 20). Similarly, Long ( 2015 ) found out that technology-related variables of his investigation were not significant factors impacting students’ final course grades.

The current study has discussed the high school students’ perceptions of technology-based English language learning as well as their perceptions of teacher’s support in that process, with a special focus on the impact of gender, grade level and EFL achievement on both. Some general conclusions can be drawn from the obtained results, namely (1) high school students are very positive about the use of technology and teacher's support in the process of foreign language learning (2) gender has no significant effect on the students’ use of technology and teacher's support in the process (3) the students' grade level significantly impacts their perceptions of teacher's support in the process of technology-based learning, while it does not significantly impact their perceived usefulness of technology (4) on the contrary, students' EFL achievement does not have a significant effect on their perceptions of teacher's support, while it significantly impacts their perceived usefulness of technology.

The current study findings emphasize the need to raise teachers' awareness of the support to be given to students to help them increase their self-directed usage of technology, particularly so outside the official school environment. The education system should follow this development and adequately respond to it and systemic reforms need to be made. This can only be addressed with an adequate, systemic, long-term, feasible and sustainable approach to media and information literacy in the educational system of Bosnia and Herzegovina. Due to the fact that the data for this research were collected at the time when the teaching process was completely online-based and very much affected by the ongoing Covid 19 pandemic and taking into consideration that such a situation will persist at least to some extent, this kind of research displays originality and innovativeness and has a potential to provide some novel perspectives and solutions to the ensuing problems in the social and cultural space of Bosnia and Herzegovina.

Still, there are some limitations in this research which should be properly addressed in any further research in this field. Firstly, the sample of only high school students limits the possibility of making in-depth comparisons with primary and university-level education. Secondly, the focus of the current study is the use of technology and teacher's support in language learning, English language learning in particular, and some of the key factors impacting both might differ across different fields. In some other fields, different types of teacher's support might be more relevant.

Data availability

Raw data that support this study may be available with restrictions. The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Senad Bećirović, Amna Brdarević-Čeljo & Haris Delić

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Bećirović, S., Brdarević-Čeljo, A. & Delić, H. The use of digital technology in foreign language learning. SN Soc Sci 1 , 246 (2021). https://doi.org/10.1007/s43545-021-00254-y

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Received : 28 March 2021

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Published : 27 September 2021

DOI : https://doi.org/10.1007/s43545-021-00254-y

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