homework about technology

How to effectively use technology to maximize homework outcomes

“Teachers’ Use of Technology for School and Homework Assignments: 2018–19 First Look” .  This report was generated in response to the enormous role technology is, and will increasingly be, playing in providing remote learning opportunities for students, whether in supporting part-time “school based” education or temporarily replacing it altogether.  The provides data on the access and availability of computers, smartphones, and the Internet to students at home, the impact that students’ access to technology outside of school has on teachers’ homework assignments, and ways that teachers provide assistance to their students who have limited access to technology and the Internet outside of school.  The following are some of the more important findings.

Teacher Awareness of Home Computer Availability and Use:   Teachers are on the front line of interfacing with students about their access to computers and the Internet at home.  Yet, they often have inexact information in this area.  Teachers reported that they get information by doing surveys of students or parents (51 percent), talking to students or parents individually (84 percent), and developing a sense while working with students.  Yet, among all teachers, a little over one in five reported being very knowledgeable and one in two reported being somewhat knowledgeable about their students’ access to computers and the Internet at home. School Support for Access to Computers and Internet:   Only twenty-six percent of teachers reported that their students have district- or school-provided computers for students to take home on a long-term basis during the school year. Thirty-six percent of teachers reported that the teachers estimated the percentage of their students who have access to a computer at home, including district- or school-provided computers for students who take them home. About two-thirds of teachers estimated that 75 percent or more of their students have access to a computer at home. While computers and Internet service might exist in students’ households, computer availability for homework and the reliability of computer connections to the Internet can vary considerably. About a third (35 percent) of teachers estimated that their students’ home computers were very available for school assignments. Twenty-nine percent of teachers thought it very likely that their students’ home computers had reliable Internet access.

Access to Technology and Homework Assignments:   About half of the teachers reported that their students’ access to technology and the Internet outside of school has a moderate (28 percent) or large (20 percent) influence on the homework they assign to them.  About a fifth (19 percent) of teachers reported that they often assign technology-based homework and an additional 28 percent reported doing so sometimes. The teachers who assign technology-based homework, at least rarely, were asked the extent that their students have difficulty completing this type of homework because they are not familiar with how to use technology. 

Among the 98 percent of teachers whose students are given online or computerized assessments by the state, district, or school, 44 percent reported that their students were very prepared and 39 percent reported students to be somewhat prepared to use the technology required for these assessments.

The overall conclusions of this survey is that, while there have been successes along the way to integrating technology into education, there is a long way to go in terms of data systems, resources, accountability, and ongoing support to meet the new needs for remote learning.

Citation(s):  Gray, L., and Lewis, L. (2020). Teachers’ Use of Technology for School and Homework Assignments: 2018–19 (NCES 2020-048). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020048

Link:  https://nces.ed.gov/pubs2020/2020048.pdf

• ACADEMIC ADVICE
• INFORMATION TECHNOLOGY

How Does Technology Impact Student Learning?

• June 3, 2022

Table of Contents

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

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

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

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

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

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

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

Benefits of Technology in Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Impact of Technology on Student Learning

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

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

✅ Request information on BAU's programs TODAY!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bay Atlantic University

Leave a reply.

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

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

You May Also Like

• 5 minute read

Data Scientist vs. Machine Learning Engineer: Choose the Right Path for Yourself

• January 14, 2021

What Can You Do With a Computer Science Degree?

• June 30, 2023
• 6 minute read

What Is EdD?

• February 4, 2022
• 14 minute read

The Best Laptop for College: Best Types and Budgets (2023)

• November 10, 2021
• 4 minute read

What is the Academic Achievement Gap and How Can It Be Closed?

• July 13, 2020

How to Become a Cyber Security Analyst: Guide for 2023

• March 9, 2021
• 1 share 1 0 0

13 Benefits of Going to College

• April 2, 2024

Auditory Learner: Characteristics & Benefits

• 7 minute read

How Much Do Writers Make?

• April 1, 2024
• POLITICAL SCIENCE

What is a Diplomat and What Do They Really Do?

• March 7, 2024
• 7 shares 5 0 2

Request information on BAU's programs TODAY!

New global data reveal education technology’s impact on learning

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

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

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

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

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

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

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

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

What can we learn from the latest PISA results?

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

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

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

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

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

Finding 1: The type of device matters

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

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

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

Finding 2: Geography matters

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

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

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

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

Finding 4: Intensity of use matters

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Explore a career with us

Related articles.

Safely back to school after coronavirus closures

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

Advertisement

Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities

• Open access
• Published: 19 May 2023

Cite this article

You have full access to this open access article

• Slaviša Radović   ORCID: orcid.org/0000-0001-8840-6053 1  

1434 Accesses

2 Citations

Explore all metrics

Current research on the use of digital technology in education has overgrown. It is becoming clear that technology will not unfold its pedagogical potential outlined in the literature on its own. To harness its full benefits, it is paramount to thoroughly understand the educational context and underlying pedagogical principles. This research reports how an educational technology can support students’ knowledge development from homework mathematics learning practices for 11 to 14 year-old students. The article describes the shift learning goals from producing the correct answer to understanding how to address current and future mathematical challenges as an important interaction between educational technology, teaching practices and student learning activities. The study revealed specific features of technology integration with mathematics teaching and learning practices. The findings highlighted the effectiveness of digital support for homework activities, indicating that there were benefits only when students and teachers used the full range of features and engaged in the process. Finally, the report provides practical tips and ground rules that can contribute to the successful implementation of educational technology for homework activities.

Similar content being viewed by others

Evolution and Revolution in Artificial Intelligence in Education

Ido Roll & Ruth Wylie

AI and education: the importance of teacher and student relations

Alex Guilherme

Teaching with digital technology

Alison Clark-Wilson, Ornella Robutti & Mike Thomas

Avoid common mistakes on your manuscript.

Introduction

From very earliest studies it has been shown that technology-enhanced mathematics education can significantly contribute to various aspects of students’ learning process and their learning outcomes. Current research regarding the use of digital technology has overgrown (e.g., Ball et al., 2018 ; Drijvers, 2019 ; Hillmayr et al., 2020 ). It ranges from: providing quick and reliable feedback (Drijvers, 2019 ); supporting students self-regulation and analysis of their mistakes (Radović et al., 2019 ); creating simulations for exploring mathematical problems (Hillmayr et al., 2020 ); seeing relations between algebraic and geometric representations of objects (Godwin & Sutherland, 2004 ); learning with applets and dynamic images (Ball et al., 2018 ); and enabling students to practice various skills and techniques at the speed and pace that suits them (Metwally et al., 2021 ).

The results of empirical studies have recognized numerous pearls (e.g., Drijvers, 2019 ), perils (e.g., Hillmayr et al., 2020 ), challenges (Bray & Tangney, 2017 ), as well as the opportunities that technology-enhanced learning brings for both students and teachers (e.g., Hillmayr et al., 2020 ). Metwally et al. ( 2021 ) argued in their research that technology has the potential to enhance cognitive potentials of students, support their development of problem-solving and higher thinking skills, and expand students’ knowledge. Moreover, technology in learning is often correlated with increase of students’ motivation during learn (Radović et al., 2019 ). Radović and Passey ( 2016 ) argued that the responsibilities of learning are shifted to students so that they develop their skills of self-management and self-assessment. However, there are many factors with an impact on the outcome of technology integration into mathematics learning (Bray & Tangney, 2017 ). Studies often emphasize technology design, curriculum specificities, teacher practices, and underlaying instructional design (Godwin & Sutherland, 2004 ; Lim & Oakley, 2013 ). To harness its full potential, it is of utmost importance to thoroughly understand the educational context and underlying pedagogical principles (Drijvers, 2019 ; Hillmayr et al., 2020 ). To focus the discussion of previous research on the educational problem that is central to the research outlined in this manuscript, we will concentrate on a specific aspect of technology enhanced learning practice: homework in mathematics.

Researchers have studied various technological approaches developed for homework, including online homework platforms that automatically assign homework, management systems that improve the efficacy of homework organization and control, and anti-plagiarism systems that reduce copying activity and increase engagement during homework (Zhai et al. ( 2023 ). Other researchers have introduced different tools that enhance the process, such as MathAid (Viberg et al., 2023 ) or ASSISTments (Murphy et al., 2020 ). The outcome of these initiatives reviled affirmative characteristics that include providing feedback on answers and analysing mistakes (Ceviker et al., 2022 ), adaptive questions with appropriate levels of knowledge and difficulty (Zhai et al., 2023 ), and personalized study plans based on the collected data targeting each student's individual strengths and weaknesses (Serhan & Almeqdadi, 2020 ).

Moreover, technology for homework has made it possible for students to practice and improve their understanding at their own pace and comfort (Ceviker et al., 2022 ; Diara, 2023 ; Magalhães et al., 2020 ), with automatic feedback immediately available (Diara, 2023 ; Zhai et al., 2023 ). This also enables teachers to shift their focus from grading to adapting their instruction to meet students’ needs (Murphy et al., 2020 ). For instance, teachers can analyse common errors and misconceptions among students and modify their following teaching classes accordingly (Ceviker et al., 2022 ; Diara, 2023 ; Murphy et al., 2020 ).

Nonetheless, integrating technology into mathematics homework comes with several challenges. Viberg et al. ( 2023 ) stressed out the need to shift the teacher's role from being an instructor to that of a facilitator, which requires a planned and structured approach to instructions. In recent research, Murphy et al. ( 2020 ) recognized that the quality of homework is perceived higher by students when the homework process supports their learning and is relevant to what happens in class, including teacher follow-up. Other scholars emphasize the importance of relevant and innovative teaching and learning methods, highlighting the challenge for teachers to design effective learning experiences that incorporate technologies for homework with appropriate pedagogical methods (Magalhães et al., 2020 ; Viberg et al., 2023 ).

It is becoming clear that technology will not unfold its pedagogical potential, outlined in the literature, on its own. Rather, effective and efficient integration of digital technology is about the instructional interplay between educational technology, teaching strategies, and student learning practices (Bray & Tangney, 2017 ; Metwally et al., 2021 ). In order to achieve a comprehensive understanding (Viberg et al., 2023 ), the next section of this paper will establish the theoretical and research foundation for homework activities, examining both the advantages and challenges faced by both students and teachers. “ Research questions for this study ” section will then focus on defining the research questions, exploring how technology can be best utilized to enhance the benefits of homework activities. The subsequent section, “ Research Methods ” section, will introduce the research methodology, including the study's context, as well as the experimental and control learning environments. The following sections will present data analysis and research findings, concluding with a discussions, limitations, and conclusions.

The term “homework” refers to tasks assigned to students that are meant to be completed outside of regular school hours (Cooper et al., 2006 ; Magalhães et al., 2020 ). In Serbia’s education system, homework serves an important pedagogical purpose with several prominent characteristics: it is assigned after each lesson, typically takes students between half an hour to an hour to complete, aims to help students review and reinforce the material learned in class, while also allowing teachers to identify areas where students may be struggling or misunderstanding the concepts being taught. Teachers and educators have long viewed homework as an important way for students to practice and reinforce material taught in class (Ceviker et al., 2022 ). However, the value of homework continues to be debated both in the scientific community and in broader society, particularly in the United States (Gill & Scholssman, 2004 ; Murphy et al. ( 2020 )). Interestingly, historical reports from the late 19th and early twentieth centuries reveal that homework was not always viewed as a critical component of the learning process. Critics referred to it as “mechanical schooling,” with some even suggesting that it could be detrimental to student learning (Heffernan, 2019 , p. 80). Gill and Schlossman ( 2004 ) note that the most negative attitudes toward homework were present in 1901, when California law abolished homework for children under 15 and limited it in public high schools. However, during the space race of the 1960s, homework became more widespread and was mandated at all levels of education, with policies dictating the number of hours students were required to work (Cooper et al., 2006 ).

In current mathematics education and research, data on homework point to both positive and undesirable influences on students’ learning and learning outcomes (Heffernan, 2019 ; Metwally et al., 2021 ; Scheerens et al., 2013 ). Existing literature indicates that traditional, paper-based homework assignments may be viewed by students as a mundane aspect of their education, often leading to negative attitudes towards them (Ceviker et al., 2022 ; Cooper et al., 2006 ; Magalhães et al., 2020 ). This can lead to procrastination, frustration, and burden to complete assignments, which can lead to copycat reactions from students (Magalhães et al., 2020 ). Studies also imply that student interest in homework can often diminish, especially when its characteristics are not balanced (e.g., amount, difficulty, pedagogical value, instructional rationale) (Cooper et al., 2006 ; Corno & Xu, 2004 ).

Despite these perils, homework is still valued by students (Murphy et al., 2020 ). Several literature reviews (Cooper et al., 2006 ; Fan et al., 2017 ; Magalhães et al., 2020 ) recognized several categories of benefits: (1) direct impact on learning and achievement, (2) connecting math learning at home and at school, and (3) increasing teachers’ knowledge of students' thinking and understanding.

Learning outcomes

Numerous research studies comparing students who regularly do homework and those who do not have shown that completing homework has a direct positive impact on learning outcomes (Cooper et al., 2006 ; Fan et al., 2017 ). Homework is highly valued for its potential to develop time management skills, study habits, self-regulation, and lead to better academic performance and higher grades (Corno & Xu, 2004 ; Fan et al., 2017 ). According to Huyen Tham et al. ( 2020 ), students have reported that homework can facilitate the development of a self-study routine, reduce stress levels, and enhance their sense of learning autonomy. A review study by Cooper et al. ( 2006 ) found a positive correlation of approximately 0.60 SD between homework completion and academic achievement. Although a more recent meta-analysis by Baş et al. ( 2017 ) found a smaller average effect of around 0.20, it was still significant. However, the amount of time spent on homework is still a topic of scientific debate. Metwally et al. ( 2021 ) conducted a review that showed a positive relationship between homework time and student achievement, including retention of knowledge, exam and final grades, homework assignments completed, and overall performance. However, as noted by Scheerens et al. ( 2013 ), who reviewed 128 research articles, the results are inconclusive, with 32% of studies showing negative effects, 33% showing no significant effects, and 35% showing positive effects.

Connecting mathematics learning at home and in schools

Homework not only has academic value, but also fosters student responsibility and blurs the line between formal and informal learning contexts, facilitating knowledge acquisition both inside and outside the classroom (Radović & Passey, 2016 ; Radović et al., 2019 ). This is demonstrated in the findings of Murphy et al., ( 2020 ), Diara ( 2023 ), and Ceviker et al. ( 2022 ) research, which identified benefits such as a shift toward self-regulated learning; increased flexibility and autonomy for students; and better connection between home and school activities. Homework breaks down the traditional boundary between home and school learning, allowing classroom materials and educational obligations to be applied to informal learning situations (Fig.  1 ).

An overview of learning settings and learning activities (Radović & Passey, 2016 )

Enhancing teachers’ knowledge of students’ thinking from analyzing their homework

As Cooper and colleagues ( 2006 ) argued, one way to gain insight into students’ knowledge and skills can be done through evaluation of homework. Moreover, it can help teachers not only deepen their understanding of students’ way of thinking and level of understanding of mathematical concepts, but also in planning instructions (Ceviker et al., 2022 ). Such an approach allows teachers to respond in a timely manner to clarify perceived ambiguities, adapt homework assignments and follow-up classroom discussions to students’ needs and to demonstrated misconceptions (poorly formed, fragile or missing concepts) (Murphy et al. ( 2020 )). In addition, analysing students’ homework allows teachers to be aware of individual needs of each student (Cooper et al., 2006 ; Radović et al., 2019 ; Zhai et al., 2023 ). Murphy et al. ( 2020 ) found that the type of intervention or tools used can impact teachers’ ability to target specific problems during their classroom review of homework.

Homework copying between students

Despite the potential benefits of completing homework, students in the traditional learning settings and paper-based homework often resort to copying it (Diara, 2023 ; Zhai et al., 2023 ). Academic dishonesty undermines the student’s integrity and places a burden on teachers who must invest time and effort into preventing it or handling the aftermath when their efforts fail (Emerson & Smith, 2022 ). According to Sweet’s ( 2017 ) report, 80% of surveyed students admitted to copying homework at least once a month. Similarly, Felder's ( 2011 ) study found that 49% of surveyed students engaged in unauthorized collaboration on homework. Students often justify their misconduct as a means to manage their workload given their time and resource constraints (Magalhães et al., 2020 ). Other reasons cited by Palazzo et al. ( 2010 ) include difficult homework problems that require too much time and a lack of interest in the learning that comes with homework. Felder ( 2011 ) suggests that this behavior is more prevalent in academic environments that prioritize students’ academic performance over the quality and quantity of their knowledge acquisition.

When students copy homework, teachers lack accurate information about their work, which can lead to incorrect assumptions about their mathematical abilities and the causes of their errors (Palazzo et al., 2010 ; Radović et al., 2019 ). This creates an ongoing challenge for teachers and researchers to develop more effective approaches to encourage and incentivize students to complete homework regularly, as well as to assist teachers in analyzing homework to better understand students' thought processes and plan their instruction accordingly (Heffernan, 2019 ).

Research questions for this study

Numerous studies examined the empirical relationship between homework and academic achievement, motivation, and self-regulation (Heffernan, 2019 ; Magalhães et al., 2020 ). Studies have also analyzed practices such as copying homework and possible remedies (Felder, 2011 ; Palazzo et al., 2010 ; Radović et al., 2019 ). Another strand of literature considered educational technology as an enabling tool for students’ homework engagement and academic gains (e.g., Cooper et al., 2006 ; Hillmayr et al., 2020 ; Murphy et al., 2020 ; Radović & Passey, 2016 ).

In researching the instructional interplay between educational technology, teaching strategies, and student learning practices, this study operates under two main postulates while acknowledging the potential benefits and drawbacks of homework. The first postulate is that the use of technology in education can brings many benefits, but vary in terms of implementation, student activities, and the teacher’s role. The second postulate is that homework is not necessarily effective, and its success depends on its characteristics and pedagogical implementation. This study was conducted to address a gap in research and evaluate students' learning gains in different learning environments where technology was implemented, and students’ and teachers’ activities were affected by the method of homework technology implementation. The study sought to answer one main research question:

RQ: To what extent do student learning outcomes differ in different learning environments where technology was implemented and students’ and teachers’ activities were affected by the method of homework technology implementation?

Research methods

To evaluate different instructional interplays between technology and homework activities this study employs mix method research design (quantitative and qualitative) with pre and post testing. Three variants of learning environments were designed: (1) Traditional Homework (control group, CON); (2) Technology supported homework with final solutions (experimental group 1, EXP1); and (3) Technology supported homework with explanations (experimental group 2, EXP2). The detailed differences will be explained in the “ Treatment and the context of the study ” Section. Treatment and the context of the study.

The study was conducted during the period of 8 weeks. Multiple data sources were used: PreTest assessment (initial knowledge test), every second weeks’ knowledge test (progress test), and at the end of the study PostTest assessment (assess students' overall knowledge acquired during the intervention time). Additionally, student individual responses to homework tasks were collected, and used in qualitative part of the analysis.

Participants

This study took place in four different elementary schools in Serbia. Participants were 325 students from 12 different classroom cohorts who gave written consent to participle in the study. There were 165 fifth, 103 sixth, 35 seventh and 22 eighth grade students (from 11- to 14-year-old). Classes were randomly assigned to one of three conditions within each school: CON group ( n  = 120), EXP1 group ( n  = 97), and EXP2 group ( n  = 101).

Treatment and the context of the study

The experimental conditions were three variations of the mathematics learning environment. The different interactions between educational technology, teaching practices and students’ learning activities are shown in Table 1 .

In the control condition, students did homework as usual, without using educational technology. At the end of each lesson, the teacher provided students with a list of homework assignments that were the same for all students. In the subsequent lesson, during the introduction (usually lasting a few minutes), the teacher briefly reviewed the students' paper-based solutions, addressed any issues with the tasks, resolved any doubts raised by students, and proceeded with the scheduled lesson material.

Students in the experimental groups (EXP1 and EXP2) completed their homework on the eZbirka web platform, which differed from the control group in several ways. Firstly, the tasks were slightly randomized for each student, making it difficult for them to copy from others. Secondly, the platform provided automatic feedback on students’ submissions, allowing them to self-assess and compare their answers with rubrics. This feature allowed students to practice as many times as they wanted. In contrast, the control group completed homework as usual, with no automatic feedback and no opportunity for redoing their work. Teachers in the experimental groups also had the advantage of checking students’ results before the next lesson, which enabled them to address any issues or concerns before class began. This personalized approach allowed teachers to adjust their teaching plans in advance according to the needs of their students.

The experimental conditions differed in the type of solution submitted by students. In EXP1, students provided short answers, enabling teachers to check if the homework was completed and whether the answers were correct. However, teachers were unable to determine the nature of any errors made by the students (such as calculation errors or misconceptions). In contrast, students in EXP2 not only provided the final answer but also detailed the steps they took to arrive at the solution and the reasoning behind their chosen problem-solving strategy. If they were unable to solve the problem, they also explained the reason for their difficulty. This provided valuable insight to the teachers, who could use it to address any misunderstandings in the next lesson.

Each homework assignment comprised of six tasks intended to aid students in comprehending the material taught after each lesson. The tasks were adjusted to align with the curriculum and encompassed various levels of complexity and mathematics competencies. Using the eZbirka web platform (depicted in Fig.  1 ), students typed in their solutions for each task in the designated answer field. The answers were then saved in the database and promptly available for teachers to review and analyze. Upon submission, students were given feedback and had the option to self-assess their solutions. If the feedback helped them enhance their learning and comprehension, they could attempt another homework assignment with different tasks Fig.  2 .

An example of homework for the teaching unit “Addition and subtraction of fractions with the same denominator” for students in the eighth grade

Analysis of knowledge tests result

Since the data were normally distributed, a parametric test was performed. Analyses of variance (ANOVA) were used to determine whether there was a statistically significant difference between the study groups in terms of knowledge developed. The significant results, adjusted with the correction for multiple testing, were further examined by post hoc tests and pairwise comparisons between groups.

The comparison of the mean values and effect of the different learning environments on students’ learning performance and test results are shown in Table 2 . Although the participants in the Exp 2 group tended to score higher on the PreTest, the ANOVA test showed no statistically significant difference between the groups in terms of students' performance on the PreTest.

Regarding students’ results on the assessment of knowledge during study (knowledge test 1–4), we can observe some significant differences between the groups. As for knowledge test 1, the analysis of the results shows that the students of the three groups achieved relatively similar results (Table 2 and Fig.  3 ). After the first 2 weeks, the results of the experimental groups begin to improve (with several significant statistical differences depending on the research condition). As for the Knowledge Test 2, the ANOVA showed that there was a statistically significant difference in the mean test score between groups ( F (2, 296) = 3.97, p  = 0.02). The post hoc multiple comparisons test showed that the mean value of the test score differed significantly only between the control group and EXP2 ( Mean Diff  = 0.525, p  = 0.02). As for knowledge test 3, analysis of the results showed no statistical difference. For knowledge test 4, however, the ANOVA showed that there was again a statistically significant difference in the mean test score between the groups ( F (2, 111) = 3.8, p  = 0.02). The post hoc multiple comparison test showed that the mean value of the test score was again significantly different only between the control group and EXP2 ( Mean Diff  = 0.878, p  = 0.02).

Comparison of mean scores of Knowledge tests performance by group

Finally, the posttest scores of the three groups of students were compared (Table 2 ). The results of the ANOVA showed a statistically significant difference in the mean test score between the groups with respect to students’ final test knowledge ( F (2, 313) = 4.47, p  = 0.01). The post hoc multiple comparisons test showed that the mean value of the test score was again significantly different only between the control group and EXP2 ( Mean Diff  = 0.574, p  = 0.01). Students in the Technology-assisted homework with explanations (EXP2) group developed significantly more knowledge.

Pearson's rank correlation was performed to determine the relationship between the knowledge test results of students in EXP2. The analysis suggested that students' results were completely correlated (Table 3 ). Increase in knowledge on the knowledge test was correlated with higher results on the final test.

Analysis of student homework task solving description

The purpose of this qualitative part of the study is to analyze and illustrate students’ errors and misconceptions while working on homework tasks (Prakitipong & Nakamura, 2006 ; Trance, 2013 ). To this end, Newman’s Error analysis shame was used to code errors based on four types: (1) Comprehension (errors in understanding the task), (2) Transformation (error in problem transformation), (3) Mathematical processing (errors in process skills), and (4) Encoding errors (errors in writing answers) (Newman, 1977 , 1983 ; Trance, 2013 ). From homework solutions of students in the EXP2 group, we selected characteristic tasks and answers to illustrate the extent to which teachers were able to analyze and classify student errors as a reference for choosing appropriate teaching strategies for the next lesson to reduce and even eliminate student errors and misconceptions. This process could not be replicated with homework solutions from the EXP1 participant group because the students’ thinking process and problem-solving steps were often missing.

Homework task: comprehension errors

With comprehension errors, students have problems with misunderstanding the requirements of the task. They do not understand the meaning of symbols or questions, or they misunderstand mathematical terms. It also includes the inability of students to determine what is known and what is required of the problem (Newman, 1977 , 1983 ). One of the most common ways of making these types of errors was selecting information incorrectly, or not being able to distinguish between relevant and irrelevant information (e.g., using all the information provided in a task or neglecting relevant information), or not being able to recall information that was not provided directly in the task.

The student solved all the previous tasks in the same lesson, where he had to calculate and handle systems of equations. In this case, the student was confused because one of variables was missing. Here an error occurred because student was not able to gather required information that was not directly provided in the task.

This lesson incorporates solving real-world examples of equations that contain fractions. The student demonstrates pure mathematical knowledge of solving equations, but also a degree of misunderstanding of the relationship between the unit of measurement and the measured value.

Homework task: transformation errors

The transformation error is an error when the student incorrectly transforms the problem into a mathematical model such as equation, picture, graph, or table. This type of error is also noted when students try to answer the task without using all the mathematical procedures. It also occurs when students use an incorrect operation or mathematical concept without analyzing whether it is possible.

Student made the proportion correctly, was able to solve it, but did not understand how to answer the authentic and real-world question—learner did not understand the mathematical concept of percentage. The result reported as a solution suggests that the student answered even without analyzing whether the solution was possible.

Homework task: mathematical processing errors

Errors of this type correspond to students’ failure to perform mathematical rules or procedures, or lack of practice in solving mathematical prblem. Process skill error is when student using the correct procedure but making mistakes in calculation or computing. These include errors in solving algebraic expressions, or functions, errors in arithmetic and mathematical interpretation.

The teacher may notice the student’s handling of fractions (three-fifths of 400 does not equal 220), but the lack of understanding of the mathematical requirements (in the second part of the answer “5/8 equals 250” is calculated from the original value noted in the task requirement—400, and not from what is left form calculation).

The learner, in this case, self-defining a problem in knowledge. This error corresponds to students' failure to perform the mathematical process of grouping sums.

Homework task: mathematical encoding errors

Encoding error is the student’s error in writing the answer correctly, unable to show the truth of the answer or validate the mathematical solution in terms of the real-world problem, or not writing the conclusion of the answer. This error is often reflected in student’s impossible or unrealistic answer.

Although the student showed that he understood the requirements of the assignment, his solution suggests that he was unable to correctly apply the mathematical laws to solve the real problem. The solution given by the student cannot be implemented. The characteristic of the diameter is that it passes through the center of the circle, but without knowing where the center is—it is impossible to determine the diameter.

This is an example of the student’s failure to interpret a mathematical answer as a solution that fits into the real-world context of a task. His answer of 5 kg is, within the context of this task, an answer that makes no sense.

The literature by Cooper et al. ( 2006 ), Heffernan ( 2019 ), Bray and Tangney ( 2017 ), Radović et al. ( 2019 ), and others suggest that students and teachers should utilize technology to enhance the homework process. However, to facilitate wider adoption of technology, it is essential to provide teachers with adequate support to develop appropriate teaching strategies and promote effective interactions (Viberg et al., 2023 ). The goal of the present study was to provide empirical evidence on how to optimize learning outcomes for students in both home and school settings (Bray & Tangney, 2017 ; Hillmayr et al., 2020 ) by researching the interaction between educational technology, teaching practices, and student learning activities. The study yielded both qualitative and quantitative findings, which provide several important points of discussion.

The present study found statistically significant differences in students’ grades between the Technology-assisted homework with explanations (EXP2) group and the Traditional homework group. This was demonstrated through two knowledge tests during the study, as well as the final knowledge test, at the end of the experimental period. To some extent, this result is consistent with prior research on assigning and collecting student homework. For instance, Murphy et al. ( 2020 ) noted that information about common wrong answers for each task helped teachers to address students’ cognitive issues and promote better comprehension. In the present study, students who provided explanations for their problem-solving activities (EXP2), enabled teachers to better identify those who struggled with various aspects of the homework and mathematical concepts. As Murphy et al. ( 2020 ) observed in an earlier study, providing more and better explanations may be especially helpful for lower-performing students. One could interpret students’ activities as providing them with more time for self-reflection and awareness of their understanding. By writing down the steps they took to arrive at a solution, as well as the reasoning behind their chosen problem-solving strategy, or explaining the reason for their difficulty, students were able to clarify better their understanding.

However, the present study brings another important result to be discussed. While technology can be advantageous for homework activities, its benefits may not always be statistically significant for students’ learning. Specifically, the present study found no statistically significant differences in learning outcomes between students who used the same technologies for homework but with writing only final solutions (EXP1) and those who completed traditional homework. This outcome suggests that effective practices must be developed through interaction between teachers and students, and as Viberg et al. ( 2023 ) have noted, the development of these practices should be led by teachers. Moreover, according to Zhai et al. ( 2023 ), the effectiveness of technology depends on the role of the teacher and students’ activities. Therefore, for technology integration in education it is essential to have a comprehensive understanding of the educational context, pedagogical principles, and lesson design. This aligns with previous research on the subject, which emphasizes the challenges of effectively integrating digital technology into the mathematics classroom (Bray & Tangney, 2017 ; Hillmayr et al., 2020 ). Later, we will discuss several specific practical features of technology integration in mathematics education during homework based on the study's findings.

The qualitative component of the study showcased how teachers could effectively analyze and comprehend students’ errors and misconceptions while reviewing their work. In the EXP2 group, teachers were able to adjust their instruction to cater to their students’ needs by scrutinizing patterns of misconceptions in homework, which was not feasible for students’ homework in the EXP1 group. Through a systematic process that involves identifying the errors and misunderstandings’ patterns, analysing their causes, adapting lessons to meet students' needs, and implementing corrective action, teachers made significant progress in comprehending and addressing students’ difficulties in learning mathematics (Murphy et al., 2020 ; Viberg et al., 2023 ). This study demonstrated that this pedagogical process of teacher was highly beneficial for student learning.

Limitations

Several limitations of this study must be considered. First, we only measured students’ direct learning outcomes—knowledge development. Studies are needed that use measures other significant variables than grades, and take into account motivation, satisfaction during learning, development of self-regulatory skills, etc. Second, in this study we did not evaluate the teachers’ perspective on the process, which may help to better understand the overall effect of technology integration in education. The third limitation pertains to the implementation of technologies in homework specifically for mathematics courses. Therefore, generalizing the findings of this research to evaluate its effectiveness in other STEAM subjects (such as science, technology, engineering, and the arts) or other learning activities cannot be confirmed. The fourth limitation is the relatively short period of experimentation, which was limited to 8 weeks. To obtain more accurate results, it would be worthwhile to conduct a longitudinal study that spans an entire semester or academic year. It is also essential to recognize the strong possibility of the existence of unobserved confounding variables, including unobserved mediators that may be correlated with targeted homework activities and student achievement, such as homework time, number of tasks completed, homework completion rates, and cognitive load during students’ learning.

In the future research, we will try to apply this research method and expand this work to include larger samples of students and teachers to allow for more comprehensive findings.

Conclusions

In conclusion, this study has contributed to the field in two significant ways. Firstly, we conducted a rigorous experiment that intersected three crucial elements of contemporary education: (a) technology, (b) mathematics homework practices, and (c) teacher-student interactions. The results demonstrate that this overlap provides a promising area for intervention in the ongoing pursuit of enhancing students’ mathematics achievement, as well as the teachers’ activities of identifying patterns of errors and misunderstandings, analysing their causes, adapting lessons to suit students’ needs, and implementing corrective measures. Secondly, we show that technology cannot independently establish effective connections between learning environments and situations. The critical factors are the pedagogical activities that the technology supports, how it is implemented in the learning process, and the teaching approach employed (Bray & Tangney, 2017 ; Drijvers, 2019 ; Radović et al., 2019 ). It is essential to have a comprehensive understanding of the educational context, pedagogical principles, and lesson design.

Taken together, the findings of this study suggest four practical recommendations that can contribute to the successful implementation of technology for homework activities (also presented in Table 1 and Fig.  4 ):

Provide opportunities for students to articulate their problem-solving methods and thought processes. Students should use language that reflects their comprehension of the subject matter and the complexity of the concept or problem they are describing.

Use students’ answers to gain valuable insights into their cognitive processes, identify any misconceptions, and assess their level of understanding. This information can then be used to tailor the teaching approach and provide targeted guidance that addresses student needs.

Provide students with timely feedback on their homework performance or rubric for self-assessment to enhance their learning experience. By receiving immediate feedback, students can identify areas of strengths and weaknesses and take steps to address any gaps in their understanding.

Allocate sufficient time in the next class to briefly summarize the main errors and misconceptions that students exhibited. Adjust teaching approach to address common areas of difficulty and create a classroom culture that values learning from mistakes and encourages students to ask questions and seek clarification.

The schema of successful implementation of technology for homework activities (Radović et al., 2019 )

Data availability

Not applicable.

Code availability

Ball, L., Drijvers, P., Ladel, S., Siller, H. S., Tabach, M., & Vale, C. (2018). Uses of technology in primary and secondary mathematics education: Tools, topics and trends . Cham: Springer.

Book   Google Scholar  

Baş, G., Şentürk, C., & Ciğerci, F. M. (2017). Homework and academic achievement: A meta-analytic review of research. Issues in Educational Research, 27 (1), 31–50.

Google Scholar  

Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research—a systematic review of recent trends. Computers & Education, 114 , 255–273.

Article   Google Scholar  

Ceviker, E., Strycker, J., & Moody, A. (2022). Development and evaluation of an online homework system for high school physics classes. Journal of Learning Spaces, 11 (2), 11–23.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76 (1), 1–62.

Corno, L., & Xu, J. (2004). Homework as the job of childhood. Theory into Practice, 43 (3), 227–233.

Diara, B. (2023). The role of an online homework program in the study of chemistry: student’s performance. XII International scientific and practical conference “Actual issues of the development of science and ensuring the quality of education”, March 28–31, 2023, Florence, Italy

Drijvers, P. (2019). Embodied instrumentation: combining different views on using digital technology in mathematics education. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands

Emerson, D., & Smith, K. (2022). Student use of homework assistance websites. Accounting Education, 31 (3), 273–293.

Fan, H., Xu, J., Cai, Z., He, J., & Fan, X. (2017). Homework and students’ achievement in math and science: A 30 year meta-analysis, 1986–2015. Educational Research Review, 20 , 35–54.

Felder, R. M. (2011). How to stop cheating (or at least slow it down). Chemical Engineering Education, 45 (1), 37–38.

Gill, B., & Schlossman, S. (2004). A sin against childhood: Progressive education and the crusade to abolish homework, 1897–1941. American Journal of Education, 105 (1), 27–66.

Godwin, S., & Sutherland, R. (2004). Whole-class technology for learning mathematics: The case of functions and graphs. Education, Communication & Information, 4 (1), 131–152.

Heffernan, N. (2019). Backtalk: Don’t eliminate homework. Make it more effective. Phi Delta Kappan, 100 (6), 80–80.

Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153 , 103897.

HuyenTham, D., Duong Ha, N., & ThiQuyen, V. (2020). Advantages and disadvantages of online homework software: The case of “life” in Vietnam. TNU Journal of Science and Technology, 225 (11), 3–9.

Lim, C. P. & Oakley, G. (2013). Information and Communication Technologies (ICT) in Primary Education: Opportunities and Supporting Conditions. In L. Y. Tay & C. P. Lim (Eds.), Creating holistic technology-enhanced learning experiences: Tales from a future school in Singapore. Rotterdam, the Netherlands: Sense Publishers.

Magalhães, P., Ferreira, D., Cunha, J., & Rosário, P. (2020). Online vs traditional homework: A systematic review on the benefits to students’ performance. Computers & Education, 152 , 103869.

Metwally, A. H. S., Chang, M., Wang, Y., & Yousef, A. M. F. (2021). Does gamifying homework influence performance and perceived gameful experience? Sustainability, 13 (4829), 1–18.

Murphy, R., Roschelle, J., Feng, M., & Mason, C. A. (2020). Investigating efficacy, moderators and mediators for an online mathematics homework intervention. Journal of Research on Educational Effectiveness, 13 (2), 235–270.

Newman, M. A. (1977). An analysis of sixth-grade pupils’ errors on written mathematical tasks. Victorian Institute for Educational Research Bulletin, 39 , 31–43.

Newman, M. A. (1983). Strategies for diagnosis and remediation . Harcourt Brace Jovanovich.

Palazzo, D. J., Lee, Y.-J., Warnakulasooriya, R., & Pritchard, D. E. (2010). Patterns, correlates, and reduction of homework copying. Physical Review Special Topics - Physics Education Research, 6 (1), 010104.

Prakitipong, N., & Nakamura, S. (2006). Analysis of mathematics performance of grade five students in Thailand using Newman procedure. Journal of International Cooperation in Education, 9 (1), 111–122.

Radović, S., & Passey, D. (2016). Digital resource developments for mathematics education involving homework across formal, non–formal and informal settings. Curriculum Journal, 27 (4), 538–559.

Radović, S., Marić, M., & Passey, D. (2019). Technology enhancing mathematics learning behaviours: Shifting learning goals from “producing the right answer” to “understanding how to address current and future mathematical challenges.” Education and Information Technologies, 24 (1), 103–126.

Scheerens, J., Hendriks, M., Luyten, H., Sleegers, P., and Cees, G. (2013). Productive Time in Education. A Review of the Effectiveness of Teaching Time at School, Homework and Extended Time Outside School Hours . Enschede: University of Twente.

Serhan, D., & Almeqdadi, F. (2020). Students’ perceptions of using MyMathLab and WebAssign in mathematics classroom. International Journal of Technology in Education and Science, 4 (1), 12–17.

Sweet, E. (2017). Epidemic of copying homework catalyzed by technology. https://redwoodbark.org/34740/culture/epidemic-copying-homework-catalyzed-technology/

Trance, N. J. C. (2013). Process inquiry: Analysis of oral problem-solving skills in mathematics of engineering students. Online Submission, 3 (2), 73–82.

Viberg, O., Grönlund, A., & Andersson, A. (2023). Integrating digital technology in mathematics education: A Swedish case study. Interactive Learning Environments, 31 (1), 232–243.

Zhai, X., Zhao, F., & Qiao, A. (2023). Research on the application of an interactive electronic homework system in mathematics curriculum for primary school students. Social Sciences & Humanities Open, 7 (1), 100476.

Download references

Open Access funding enabled and organized by Projekt DEAL. No funding was received for conducting this study.

Author information

Authors and affiliations.

CATALPA Center of Advanced Technology for Assisted Learning and Predictive Analytics, Fern University Hagen, Universitätsstr. 11 – IZ / Building 3, Room 2G 13 (2nd Floor), 58097, Hagen, Germany

Slaviša Radović

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Slaviša Radović .

Ethics declarations

Conflict of interest, ethical statements.

I hereby declare that this manuscript is the result of my independent creation under the reviewers’ comments. Except for the quoted contents, this manuscript does not contain any research achievements that have been published or written by other individuals or groups. I am the only author of this manuscript. The legal responsibility of this statement shall be borne by me.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Radović, S. Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities. J. Comput. Educ. (2023). https://doi.org/10.1007/s40692-023-00277-9

Download citation

Received : 11 March 2023

Revised : 26 April 2023

Accepted : 08 May 2023

Published : 19 May 2023

DOI : https://doi.org/10.1007/s40692-023-00277-9

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Learning misconceptions
• Knowledge of student thinking
• Technology enhanced learning
• Find a journal
• Publish with us
• Track your research

What We’ve Learned About Technology and Learning in the Last 3 Years

• Share article

From research on measuring technology integration to why teachers choose a particular app, studies on educational technology have covered a wide variety of topics and challenges in recent years as the use of technology has expanded in schools all over the world.

That is especially the case in the United States where 52 percent of educators said the quality of research on the use of technology to improve instruction is “good,” “very good,” or “excellent,” according to an EdWeek Research Center survey of 1,058 teachers, principals, and district officials conducted from Jan. 26 through Feb. 1.

Similarly, a majority of educators in the United States (67 percent) said they rely “some” or “a lot” on ed-tech research to inform teaching practices in their classrooms or schools, according to the EdWeek Research Center survey.

To help educators better understand technology’s role in instruction, Education Week is putting the spotlight on four recent and particularly interesting research studies about technology in education published in the last three years:

1. How to clear confusion about what ‘tech integration’ means

“What is ‘technology integration’ and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021"

Study authors: Tessa Consoli, University of Zurich, Switzerland; Juliette Désiron, University of Zurich, Switzerland; and Alberto Cattaneo, Swiss Federal University for Vocational Education and Training

Date Published: Jan. 28, 2023

The term “technology integration” has been thrown around in education for well over a decade, but as it turns out, there isn’t a common understanding of the term, according to this systematic review of 695 studies measuring technology integration published between January 2010 and March 2021. Some researchers use the term as a synonym for technology use, while others use it to refer to the transformation or enhancement of teaching and learning practices through the use of technology.

Besides the lack of a shared definition, the researchers also found that a lot of the research on technology integration so far has focused on measuring it through classroom practices and teachers’ perspectives.

The researchers recommend that future research do a better job explaining what the term “technology integration” means and that new research focus on aspects of technology integration that have so far received little attention, such as student perspectives and ethical aspects.

Because there is no consensus on what technology integration means among researchers, school administrators’ and teachers’ definition of technology integration will likely vary as well, said Natalie Milman, a professor of educational technology at George Washington University, in an email interview with Education Week.

“If teachers are observed or evaluated about their technology integration, it will be important to ensure the stakeholders involved reach consensus as to what technology integration means within their local context,” Milman said.

And teacher professional development around technology integration should also engage stakeholders in developing a shared definition so they have a common understanding of what the term means, she added.

2. How to improve professional development for tech use in education

“Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs”

Study authors: Margaret A. Bowman, Ohio State University; Vanessa W. Vongkulluksn, University of Nevada, Las Vegas; Zilu Jiang, Ohio State University; and Kui Xie, Ohio State University.

Date published: Nov. 24, 2020

Offering professional development to in-service teachers is one way to ensure they use technology effectively in the classroom, but oftentimes, professional development falls flat . To figure out how to improve technology-related professional development for teachers, this research study examined professional-development exposure; teachers’ perceived knowledge or skills for integrating technology and their attitude or belief about technology’s usefulness for the classroom; and teachers’ quality of technology use.

The study found that teachers’ perceived knowledge or skills to integrate technology into regular classroom use are directly affected by exposure to technology-related professional development. The study also found that teachers’ beliefs about technology’s usefulness are important factors for how they use it in the classroom.

While most professional development focuses on skills and abilities, the researchers argued that a focus on teachers’ “value beliefs” is also critical to how well they use technology for teaching and learning. PD programs may be most influential when they intentionally recruit teachers with low value beliefs and try to help these teachers shift toward a more positive value belief for technology integration, the researchers suggested.

“Bowman and colleagues’ work is significant in that it underscores why ed-tech PD should not just be knowledge-focused but must engage with teachers’ beliefs about the value of technology,” said Jeff Carpenter, a professor of education and the director of the Teaching Fellows Program for Elon University, in an email interview with Education Week. “What do teachers see as its affordances and challenges? What do they believe technology can and cannot do for their students? What do they believe are the costs of technology use (e.g., time, effort) to them and their students? Such beliefs play an important role in how PD translates (or fails to translate) into classroom practices.”

“Teachers may therefore benefit from different kinds of PD depending on their beliefs regarding the value of ed tech,” he added.

3. How teachers choose the apps they use in class

“Why this app? How educators choose a good educational app”

Study authors: Armaghan Montazami, Heather Ann Pearson, Adam Kenneth Dubé, Gulsah Kacmaz, Run Wen, and Sabrina Shajeen Alam, McGill University, Canada.

Date published: March 31, 2022

When selecting an educational app, which qualities do educators value more? A research study found that preservice and in-service elementary educators are more likely to select apps that have educational benchmarks over ones that feature buzzwords, such as “personalized,” “interactive,” or “hands-on.”

It also found that educators consider some benchmarks much more important than others: They value apps that feature a development team (child-development experts, educational consultants, and subject-specific experts); they also value apps that provide scaffolding by reinforcing skills or concepts taught in class and align with curriculum standards rather than those based on a learning theory (for example, an app that says it’s based on discovery and experimentation) or provide feedback that guide students toward the right answers.

The researchers recommend that preservice and in-service teachers have training programs about educational apps so that they can make informed decisions while selecting and integrating them into their practice. They also said these training programs would be beneficial for curriculum directors, principals, or other administrators who might preselect apps for schools.

It’s also necessary to have a clear standard for quality apps, researchers said, to ensure that they are picked based on a research-based framework.

While these findings could suggest the need for professional development in this area, Carpenter said, “it also begs the question of whether it should be a responsibility of individual educators to evaluate apps. Given how much teachers already have on their plate, it may benefit teachers to be able to collaboratively, rather than individually, evaluate apps, or to be able to pull from district- or professional-association-curated lists of recommended apps.”

4. Whether blended learning is more effective than instruction that doesn’t integrate technology

“Effectiveness of online and blended learning from schools: A systematic review”

Study authors: Keith J. Topping, University of Dundee, United Kingdom; Walter Douglas, the Kelvin Center in Glasgow, United Kingdom; Derek Robertson, University of Dundee, United Kingdom; and Nancy Ferguson, North Lanarkshire Council, Motherwell, United Kingdom.

Date published: May 10, 2022

During the pandemic, many K-12 schools all over the world struggled with delivering emergency online and blended learning. But they learned some important lessons along the way about what works and what doesn’t.

This systematic review of 89 studies of K-12 education in 70 countries, including the United States, examined research conducted before the pandemic and in the early stages of it.

One of the more useful and interesting conclusions of the review was that blended learning—a mix of face-to-face instruction with a teacher and technology-driven learning often done independently by students inside or outside of school buildings—was more effective than online-only learning or traditional instruction that does not integrate technology, according to a majority of the studies reviewed.

“Post-pandemic, while wholly online learning is probably not relevant for most pupils except those in remote areas, blended learning certainly offers promise,” the study concludes. “A system of accessing learning at home during the morning with activities and discussion relating to that learning at school in the afternoon is certainly one schools might wish to experiment with. This could also help to increase engagement and performance in homework activities.”

The study suggests that teachers should be encouraged to develop the digital aspects of their teaching and need more professional development about instructional technology, said Victoria Lowell, a clinical associate professor of learning design and technology for Purdue University, in an email interview with Education Week.

A version of this article appeared in the April 05, 2023 edition of Education Week as What We’ve Learned About Technology And Learning in the Last Three Years

Sign Up for EdWeek Tech Leader

Edweek top school jobs.

Sign Up & Sign In

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar
• Skip to footer

Don't Miss a Post! Subscribe

• Guest Posts

• Educational AI
• Edtech Tools
• Edtech Apps
• Teacher Resources
• Special Education
• Edtech for Kids
• Buying Guides for Teachers

Educators Technology

Innovative EdTech for teachers, educators, parents, and students

How Technology is Transforming Homework and Classrooms

By Med Kharbach, PhD | Last Update: May 18, 2023

I just came across this beautiful visual on the impact of technology on classroom learning and teaching and wanted to pass along some important stats that stood out to me. Technology is radically transforming  education landscape and the stats below speak volumes to this transformation:

In a 2009 report released by the National Centre for Education  Statistics with the Department of Education:74% of Pre-K to 12th grade teachers said that technology has helped them reinforce and expand content and has also motivated students to learn. 73% of these teachers also reported that technology enables them to respond to a variety of learning styles and allows them to demonstrate things that could not demonstrated otherwise.

Impact of technology on student writing: 

A larger majority of teachers attest to the positive influence of web technologies on students writing. For instance, 96% view that technology helped students share their work with a wider and more varied audience. Another 79% agree that digital technologies encourage wider collaboration among students and boost student creativity and personal expression.

Impact of technology on homework 

Technology has also transformed the way students do their homework. For instance, 31% of students report using  a tablet to do their homework, another category that amounts to 65% say they use laptops for homework while 39% of 11 to 14  years olds use smartphones for homework.

Read on to learn more about how technology impacts education in areas such as flipped classroom, mobile learning and many more. Enjoy

Join our mailing list

Never miss an EdTech beat! Subscribe now for exclusive insights and resources .

Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

Join our email list for exclusive EdTech content.

20 Intriguing Facts for Students: How Technology is Changing Homework and Study Habits

It is evident that technology is transforming our world.

From how we interact to how we perform our everyday tasks, technology has paved the way for a more efficient and easy lifestyle,

It’s difficult to imagine life without these technologies, whether it’s a smartphone that allows us to stay connected with our loved ones wherever we go or a smartwatch that tracks our daily activities.

According to Henrique Bertulino, a brand manager at Studybay, technology is completely redefining the way students learn and study, from virtual tutors and interactive textbooks to mobile apps and various online communities. For example, if you need college homework help for students, an online helper can be the perfect solution.

Students now have access to an infinite number of resources that can make studying more efficient and effective as technology advances. Technology is changing the way students approach their schoolwork, from online tutoring to virtual study groups. In this blog post, we’ll look at 20 fascinating statistics regarding how technology is altering homework and study habits.

The History of Technology in Education

The printing press’s introduction in the 15th century is seen as the beginning of the use of technology in educational settings. Because the printing press simplified and reduced the cost of producing books, a greater number of people gained access to information and education. Several technologies that would have a significant impact on education were developed during the next few centuries. The chalkboard, radio, and television are some examples of these technologies.

Schools and universities began receiving their first computers in the 1960s, allowing students to have digital access to a variety of instructional tools and programs. In the 1970s, the introduction of video cassette recording (VHS) players into classrooms signaled a dramatic shift in how educators provided knowledge to their students.

In the 1990s, the broad use of the Internet and personal computers made previously unattainable data and technologies readily available. During this period, e-learning and online courses grew increasingly popular, providing students with more educational possibilities than ever before.

In the 2000s, the spread of mobile devices such as smartphones and tablets provided students with increased mobility and access to learning materials. Furthermore, as a result of AI and ML developments, adaptive learning technologies, personalized learning experiences, and virtual assistants have arisen.

Today, technology has become an essential part of education, with students and teachers alike leveraging a vast array of tools and resources to enhance the learning experience . The evolution of technology has fundamentally changed the way we learn and teach, and its impact will continue to shape the future of education for generations to come.

Technology in Education Facts

Moving forward, technology is certain to continue to be a leading force in the field of education. Continue reading to learn some of the most surprising facts about how technology is revolutionizing education.

1. Music Increases Focus and Productivity

Let’s start with one fact that may not seem like it has much to do with technology, but is still important to mention nonetheless. Did you know that listening to music while studying can increase your productivity and focus? It’s true! Studies have shown that listening to music can help reduce stress and anxiety, which can ultimately lead to better concentration and learning.

2. AI Can Be Leveraged for Various Purposes

AI-powered tutoring platforms, such as Squirrel AI and Carnegie Learning, are gaining popularity and can provide personalized learning experiences for students based on their unique needs and studying styles.

3. Gamification is Highly Engaging

Gamification is becoming an increasingly popular way to engage students in learning. Games, such as Kahoot and Quizlet, can make homework and revision more interactive and fun .

4. Voice-controlled Assistants are Helpful

Voice-controlled technology, such as Amazon’s Alexa and Google Home, can help students with homework by answering questions, setting reminders, and providing definitions.

5. Online Proctoring Services Can Aid in Examinations

More and more universities and schools are using online proctoring platforms like ProctorU and Examity to keep an eye on students while they take exams remotely.

6. Digital Annotation Skills Make Great Study Buddies

One study found that students who use digital annotation tools, such as highlighting and note-taking features in e-books, retain information better than those who use traditional paper textbooks.

7. Virtual Field Trips are a Great Way to Explore Remotely

Virtual field trips are becoming more popular, allowing students to visit museums, historic sites, and other destinations virtually.

8. Adaptive Learning Technology Provides a Leg Up

Adaptive learning technology, such as DreamBox and Knewton, can adjust the difficulty level of homework and quizzes based on a student’s performance, providing a customized learning experience.

9. Video Tutorials Can Promote Understanding

Students can gain a better understanding of complex topics through video tutorials. Video tutorials allow students to see and hear the concepts explained in a variety of ways, making it easier to grasp the material. Plus, they can pause and rewind as needed to review key points.

10. Mobile Apps Can Increase Focus

Apps like Forest and Stay Focused can help students stay focused and avoid distractions during study time by setting goals and blocking distracting websites and apps.

11. Homework-Helping Apps for Mobile Devices

Students who utilize mobile learning apps to complete assignments and review for tests are 25% more likely to recall the material than those who do not.

12. AI Is Used More Frequently Than You Think

Chatbots, or virtual tutors, have gained popularity as a means of assisting with schoolwork. Sixty per cent of students surveyed said they’ve utilized a chatbot to help them with their assignments.

13. The Prevalence of Online Communities

The use of online study communities like message boards and chat rooms is on the rise. It allows students to make friends and learn from people all over the world.

14. Digital Flashcards are a Thing!

Students are showing a marked preference for digital flashcards. They may be accessed from any location, making last-minute changes a breeze.

15. Interactive Textbooks are Fun and Informative

Videos, quizzes, and animations are just some of the interactive features that have recently been added to textbooks. To put it another way, this makes schooling more interesting and enjoyable.

16. Virtual Reality Isn’t Just for Gaming

There has been a recent uptick in the classroom implementation of VR and AR. Today’s students have access to classrooms that are more like simulations of the actual world.

17. Smartwatches Can Help You Stay Fit and Studying

Smartwatches and fitness trackers can help students track their study and homework time as well as monitor their physical activity to maintain a healthy study-life balance.

18. AI Writing Assistants Ensure Error-Free Work

AI-powered writing assistants, such as Grammarly and Hemingway, can help students improve their writing skills by providing suggestions for grammar, spelling, and style.

19. Remote Learning is on The Rise

With the rise of remote learning, digital whiteboards, such as Microsoft Whiteboard and Google Jamboard, are becoming popular tools for collaborative study sessions and online brainstorming.

20. Mind-Mapping Can Organize Your Brainstorming

Mind-mapping software, such as MindMeister and Coggle, can help students organize their thoughts and ideas when brainstorming for assignments or projects. Embracing Technology in Education

It’s clear that students need to consider adjusting their study and homework routines to keep up with the quick changes brought about by technological advancements. Personalized lessons, online excursions, and chatbots with artificial intelligence are just a few examples of how technology is enhancing education. Students can use these resources to increase their efficiency, concentration, and overall success in the classroom.

However, keep in mind that balance is key and that technology shouldn’t be used as an excuse for putting off work. The secret to academic achievement is making smart, strategic use of technology. Education is poised to become even more dynamic and fascinating in the future as technology continues to improve, giving students a leg up in the workforce and preparing them for a world that will depend more and more on computers.

Leave a Reply

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

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

This page was last modified on August 1, 2023. Suggest an edit

Related 'Technology' Facts

24 absolute facts about apple.

9 Affordable Facts About Amazon

6 Tips for Surviving University Life

Share these facts, there are 1000s of interesting and fun facts to learn about our planet..

Explore our world map to discover some fascinating facts for every country…

Latest Facts

What Happened in 1979?

27 Ultimate Facts About Chess

What Happened in 1975?

12 Important Facts About How to Survive a Hurricane

11 Pernicious Facts About Piranhas

• Fact of the Day
• In This Year
• On This Day

The Hechinger Report

Covering Innovation & Inequality in Education

What students really think about technology in the classroom

Share this:

• Click to share on LinkedIn (Opens in new window)
• Click to share on Pinterest (Opens in new window)
• Click to share on Reddit (Opens in new window)
• Click to share on WhatsApp (Opens in new window)
• Click to email a link to a friend (Opens in new window)

The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our  weekly newsletters  to get stories like this delivered directly to your inbox. Consider supporting our stories and becoming  a member  today.

Get important education news and analysis delivered straight to your inbox

• Weekly Update
• Future of Learning
• Higher Education
• Early Childhood
• Proof Points

The grownups who make and debate education policy disagree about a lot of things, but they often take it as a given that kids love technology. And tapping into that love of gadgetry and games is a way to make students “more engaged” in learning, or so many believe.

Interviews with students in the middle-income, rural district of Quakertown, on the outskirts of Philadelphia’s suburbs, suggest that kids’ relationship with technology in school is more complicated than the adults may have imagined.

Yes, most kids jump at any chance to play educational games, search the Internet to research a project, connect with classmates and others online, and even do their homework digitally.

Zach Werner, 14, loves the freedom he has in his cyber courses at Strayer Middle School in Quakertown. “Instead of being textbook based, it’s a more open world,” he said. “It’s not placed right in front of you.”

But many students also saw drawbacks to the increased use of technology in schools. In particular, students worry about the distractions and temptations of “self-paced learning,” something many advocates of digital education have touted as a way to get away from one-size-fits-all education to a more personalized experience.

Jonathan Wulffleff, 15, an eighth grader in Quakertown, is a fan of the cyber courses he’s taking in addition to his face-to-face classes. “If you have issues, you can watch the video again,” he said. “With a class, you only get it once and you have to remember it.”

Still, he said, “I slipped for a little while and was really upset, because last year I did really well.” The reason? “It was distraction related.”

“I decided I could do all my classes at home and get it done faster,” said Maia Costanzo, 14, an honor roll student at Strayer. “It was pretty good, except I didn’t get a lot of my work done.”

The pluses and minuses of cyber learning prompted a heated debate between two high school students, Cheyenne Knight, 18, and Brian Benes, 17. Both spend part of their day completing cyber lessons in a lab at Quakertown Community High School.

Although Knight enjoys her online classes, she is sometimes concerned that they’re not as rigorous as “live” classes. “You can take tests with your notes right in front of you,” Knight said. “You don’t have to memorize anything.”

“But in the real world, it’s not like somebody’s going to be watching over your shoulder,” Benes said.

“You don’t have that live, face-to-face contact,” she countered. “If you’re in cyber, you’re not learning social interaction.”

“The majority of social interaction in class is negative,” Benes responded. “It’s not necessary, and we’re getting enough because we’re here,” he added, gesturing to the dozen students gathered in the lab.

At that point their teacher, Nicole Roeder, who had been grading work on a computer across the room, joined the debate. “It’s true there may be certain things you don’t get, but there are other things you do,” she said. “I think there’s some give and take.”

Knight conceded the point. “You do know how to handle yourself in a cyber world,” she said. And that, they all agreed, was something they would need to know how to do in their future careers.

“It’s good we’re learning those skills,” Knight said.

Find out more about how technology is changing schools .

Related articles

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Sarah Garland

Sarah... More by Sarah Garland

Letters to the Editor

At The Hechinger Report, we publish thoughtful letters from readers that contribute to the ongoing discussion about the education topics we cover. Please read our guidelines for more information. We will not consider letters that do not contain a full name and valid email address. You may submit news tips or ideas here without a full name, but not letters.

By submitting your name, you grant us permission to publish it with your letter. We will never publish your email address. You must fill out all fields to submit a letter.

It’s great to have these choices for students with different learning styles. I agree with these students. For some the cyber classroom is a better way for some very self-directed students. This gives students more freedom and might keep them from becoming bored with a classroom setting as different learning styles keep educators on a topic longer than the faster learning student may prefer. On the flip side, students who learn through discussion may find the cyber classes daunting.

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

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

Sign me up for the newsletter!

Submit a letter

• Education Technology

What Students Think About Technology In The Classroom

Danielle Leboff

Today’s Gen Z students are changing—they are digital natives who have grown up with technology woven throughout their lives. Today’s classrooms are changing too. Technology is a basic skill today’s students need in higher education and in the workplace: but technology in the classroom isn’t just about students’ personal devices in class. It applies to anything that facilitates engagement between instructors and students.

While academics have expressed concern that classroom engagement is at an all-time low and technology in the classroom is the culprit, David Goodrum, Director of Academic Technology and Information Services at Oregon State University, disagrees: “A 21st-century view of learner success requires students to not only be thoughtful consumers of digital content, but effective and collaborative creators of digital media.”

Committed and talented students feel that technology in the classroom helps their learning. We talked to several—here’s what they have to say.

How technology in the classroom has changed learning

According to Pew Internet and American Life Project , nearly every college student (95 percent) has a laptop or smartphone. While there can be a learning curve, adopting a new tech tool or platform, students are often quick to adapt to new interfaces and means of communication. “I was surprised by how seamlessly I was able to adopt [the platform] into my notetaking in class,” said Rachel, a junior biology student. “It made what I was already doing during class time far more efficient.”

Technology in the classroom can also help ensure full participation. Online polling and instantaneous assessment tools help students engage in classroom discussion, including shier students who wouldn’t normally raise their hand in class. Student response systems help foster participation and engagement in the classroom and give students an opportunity to engage in class and get rewarded for it at the same time. “Being able to digitally participate in class has definitely changed my learning,” says Grace, a junior art history student. “It can be really intimidating to participate in class in a 400-person lecture hall, but being able to answer a professor’s question through an online in-class discussion forum has made it way more approachable.”

Technology’s practical implications

On a more practical level, tech in the classroom drives positive results. Consistent class attendance strongly correlates with academic performance. Attendance tracking software allows instructors to accurately verify whether a student is physically present in class. Professors can easily track class attendance by prompting students to sign in on their devices using a unique code, and auto-assign grades for attendance. “It can be really tempting to skip class when its really early in the morning or really cold outside,” says Marissa, a senior psychology student. “But having a portion of my final grade assigned for just showing up to class is definitely worth it.”

Technology in the classroom also creates space for a more collaborative learning environment between students, to ask questions, discuss course content and interact with one another in group projects and activities. Educational technology enables students to engage in an ongoing cycle of learning: before, during and after class. Student response systems such as clickers can also help students apply their understanding of concepts covered in class and can indicate areas that need to be reviewed. “I’ve learned so much from interacting with my classmates from solving homework questions together, to sending each other research paper sources,” says Lauren, a freshman medical student.

The future of technology in the classroom

Students are hopeful about the future of tech in the classroom. The presence of digital learning tools and platforms on college campuses is increasing and they are proving to have significant benefits. “I hope more of my professors use technology in the classroom, it feels like more of a partnership in learning that way,” says Ari, a freshman law student. It feels like a natural transition for students today to include it as part of their studies and engages students actively in the process of their own learning.

Collaboration, active learning and increased attendance levels can all be enhanced through the use of digital platforms and teaching strategies. Top Hat features a suite of tools for effectively engaging students in active learning with quality course materials and textbooks.

Learn more about what Top Hat can do for your course here.

Recommended Readings

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

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

Subscribe to the top hat blog.

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

• NAEYC Login
• Member Profile
• Hello Community
• Accreditation Portal
• Online Learning
• Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

Using Technology to Enhance Children’s Learning at Home and at School: Building Relationships is Key

You are here

In the spring of 2020, when many schools and early care centers abruptly closed because of the COVID-19 pandemic, teachers were expected to quickly ramp up distance learning and family supports for the young children in their classes, using their school’s existing technology tools. 

Schools that already had strong relationships with families and digital communication systems in place were at an advantage. Other programs had to quickly learn new tools and develop strategies. In all subject areas, teachers needed family support to help children learn, and they had to consider what strategies and technologies that could strengthen participation and partnership. 

This blog post features four educators (pre-K, kindergarten, ESL, migrant education) in culturally diverse programs who focused their intentional teaching with guidance from the NAEYC & Fred Rogers Center Position Statement on Technology and Interactive Media (2012) . The approaches that these four educators used this spring can help other teachers who are continuing virtual teaching this fall, this time with children and families who are new to their classrooms. Here are some steps teachers can take to get to know children and families, and ensure that children are put first:

• Make sure that caring relationships take precedence over technologies. 
• Carefully select learning activities, tools, and technologies that promote children’s critical thinking, collaboration, creativity, and communication skills.
• Provide learning experiences in the context of scaffolded and supported exploration.
• Ask families about their availability to support at-home learning. Inquire about how many devices they have at home and the state of their home’s internet connectivity. Adjust plans accordingly.

Meeting Families Where They Are: Ensuring Equitable Access

As the pandemic forced educators to shift to virtual classes, the teachers’ first priority was connecting with families. In keeping with the NAEYC Advancing Equity In Early Childhood Education position statement , teachers asked themselves, “What are we doing to ensure all families are included during this time of distance learning?” 

Juana, a Migrant Education Regional Coordinator, first asks teachers, “Are we meeting families where they are? Are we partnering with families in ways that will actually work for them?” Providing support and building relationships with families is important—not just handing out tech equipment and resources, but truly creating a partnership. 

Teachers provided meaningful support for families to learn to use technologies as tools to explore and learn at home with their child. A virtual meeting with families was held in March to help identify challenges to participation and brainstorm solutions

Click to watch Juana explain Access Issues for ALL families 

Meaningful Learning with Materials at Home

Before the pandemic, teachers never expected families to take on so much of the teaching and support of children’s learning. To effectively partner with families, teachers had to determine:

• what non-digital materials families already had that could be used as learning tools (e.g., nature; loose items such as beans, dice, blocks; writing and drawing tools; books or magazines);
• what internet access and digital tools, such as devices, websites, apps, were available to families;
• and what supports were needed for families to learn tools and apps to engage with both digital and non-digital tools to support their children’s learning.

Noelle, a pre-K teacher, introduced Story Stones as a way for students and families to enjoy storytelling together using materials that families could readily access at home. Story Stones, or Story Circles, can be made from various materials, including stones, cardboard or paper circles, or plastic lids, and decorated with paint, glitter, and crayons. As a simple and practical guidance for families, Noelle shared a video of herself demonstrating how to create and use the Story Stones. 

Children could use paint or any writing instrument to illustrate their own characters, settings, and other objects on their stones. Families used their phones, tablets, or laptops to record videos of children’s stories and then uploaded the videos to SeeSaw (an online sharing platform). This learning experience provided children the opportunity to express themselves creatively and narrate their own unique stories while also using tactile, moveable pieces.

Click to watch Noelle explain the directions for making Story Stones and see some of the children’s creative projects 

 A Kindergarten Teacher’s Letter Introduces a Storytelling Activity

To maintain strong relationships with her kindergarten students, Kelsey mailed a letter containing a Bitmoji - created “ Flat Teacher ” of herself with an invitation to her students to “take me around to all the places; take a picture of me with you; just let me see your faces.” (The activity was inspired by a book they read — Flat Stanley . )  Over the spring and into the summer, the children used Seesaw to post many photos of activities they shared with “Flat Teacher Ms. MacLeod,” including planting seeds, jumping with family, and watching movies.

 Click to watch Kelsey share the children’s experiences with Flat Teacher 

Invite and Scaffold Learning

According to a report by Sesame Street Workshop , connecting formal school learning to informal experiences at home and in the community supports and enriches children’s learning. In an effort to make these same type of connections during distance learning, teachers developed strategies to introduce literacy activities that children would have done at school to projects that could be done at home, both on and off digital devices.

Katie, a kindergarten English-as-a-second-language teacher, asked students to use their tablets to practice language domains in Blended Learning lessons (a mix of face-to-face instruction with technology-mediated activities). Students completed creative tasks, such as one titled “Dream Yard.” In Seesaw, Katie provided step-by-step written directions in English and Spanish, as well as English audio-recorded instructions with learning expectations.

Children first viewed a model Dream Yard that Katie created. Students were then asked to use the camera on their tablet to take pictures of their yards. To create their own Dream Yards, they used the drawing tools to add features such as play equipment, trees, and animals. Some even added swimming pools. Students then added an audio recording describing the yard of their dreams and shared their final products with the class through SeeSaw .

     Click to view some of the children’s Dream Yards  

Although the pandemic poses many challenges, it also presents many opportunities, such as partnering with families to strengthen learning opportunities for children. Through interactive technologies, teachers can provide direct instructional support and continue rich conversations with children and their families.

Kelsey, Juana, Noelle, and Katie shared these stories and more in the May 2020 webinar,  “ Children and Families as Digital Creators and Storytellers: Lessons Learned” presented by the NAEYC Technology and Young Children Interest Forum (funded by a NAEYC mini-grant). Links to this webinar and another, along with additional mini-grant activities and related resources, can be found in the “Children and Families as Digital Creators and Storytellers” Wakelet collection at https://wke.lt/w/s/7ELzSR . 

We invite you to continue this discussion on the NAEYC HELLO Community: During this time of distance learning, what strategies have you found work well to build relationships with all families and ensure all children can participate?

This blog is authored by member's of the  NAEYC Tech and Young Children Interest Forum.

Kelly Dalsemer, MEd is a Early Childhood Instructional Resource Teacher at  Orange County Public Schools, Orlando, FL; Adjunct Professor, University of Central Florida.

Bonnie Blagojevic works as an early childhood education consultant at Morningtown Consulting, in Maine.

Lynn Hartle, PhD is a Professor of Education at the Pennsylvania State University, Brandywine.

Noelle Chung works as a Title I Pre-K teacher at Knollwood Elementary in Salisbury, NC

Katie Gardner works as a Kindergarten ESL teacher at Knollwood Elementary in Salisbury, NC

Kelsey MacLeod works as a Kindergarten teacher at Whispering Oak Elementary in Winter Garden, FL

Juana Rodriguez-Vazquez works as Migrant Education Services Director for Mano en Mano in Milbridge, ME

View the discussion thread.

You are using an outdated browser. Please upgrade your browser to improve your experience.

Health & Nursing

Courses and certificates.

• Bachelor's Degrees
• View all Business Bachelor's Degrees
• Business Management – B.S. Business Administration
• Healthcare Administration – B.S.
• Human Resource Management – B.S. Business Administration
• Information Technology Management – B.S. Business Administration
• Marketing – B.S. Business Administration
• Accounting – B.S. Business Administration
• Finance – B.S.
• Supply Chain and Operations Management – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree (from the School of Technology)
• Health Information Management – B.S. (from the Leavitt School of Health)

Master's Degrees

• View all Business Master's Degrees
• Master of Business Administration (MBA)
• MBA Information Technology Management
• MBA Healthcare Management
• Management and Leadership – M.S.
• Accounting – M.S.
• Marketing – M.S.
• Human Resource Management – M.S.
• Master of Healthcare Administration (from the Leavitt School of Health)
• Data Analytics – M.S. (from the School of Technology)
• Information Technology Management – M.S. (from the School of Technology)
• Education Technology and Instructional Design – M.Ed. (from the School of Education)

Certificates

• View all Business Degrees

Bachelor's Preparing For Licensure

• View all Education Bachelor's Degrees
• Elementary Education – B.A.
• Special Education and Elementary Education (Dual Licensure) – B.A.
• Special Education (Mild-to-Moderate) – B.A.
• Mathematics Education (Middle Grades) – B.S.
• Mathematics Education (Secondary)– B.S.
• Science Education (Middle Grades) – B.S.
• Science Education (Secondary Chemistry) – B.S.
• Science Education (Secondary Physics) – B.S.
• Science Education (Secondary Biological Sciences) – B.S.
• Science Education (Secondary Earth Science)– B.S.
• View all Education Degrees

Bachelor of Arts in Education Degrees

• Educational Studies – B.A.

Master of Science in Education Degrees

• View all Education Master's Degrees
• Curriculum and Instruction – M.S.
• Educational Leadership – M.S.
• Education Technology and Instructional Design – M.Ed.

Master's Preparing for Licensure

• Teaching, Elementary Education – M.A.
• Teaching, English Education (Secondary) – M.A.
• Teaching, Mathematics Education (Middle Grades) – M.A.
• Teaching, Mathematics Education (Secondary) – M.A.
• Teaching, Science Education (Secondary) – M.A.
• Teaching, Special Education (K-12) – M.A.

Licensure Information

• State Teaching Licensure Information

Master's Degrees for Teachers

• Mathematics Education (K-6) – M.A.
• Mathematics Education (Middle Grade) – M.A.
• Mathematics Education (Secondary) – M.A.
• English Language Learning (PreK-12) – M.A.
• Endorsement Preparation Program, English Language Learning (PreK-12)
• Science Education (Middle Grades) – M.A.
• Science Education (Secondary Chemistry) – M.A.
• Science Education (Secondary Physics) – M.A.
• Science Education (Secondary Biological Sciences) – M.A.
• Science Education (Secondary Earth Science)– M.A.
• View all Technology Bachelor's Degrees
• Cloud Computing – B.S.
• Computer Science – B.S.
• Cybersecurity and Information Assurance – B.S.
• Data Analytics – B.S.
• Information Technology – B.S.
• Network Engineering and Security – B.S.
• Software Engineering – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree
• Information Technology Management – B.S. Business Administration (from the School of Business)
• View all Technology Master's Degrees
• Cybersecurity and Information Assurance – M.S.
• Data Analytics – M.S.
• Information Technology Management – M.S.
• MBA Information Technology Management (from the School of Business)
• Full Stack Engineering
• Web Application Deployment and Support
• Front End Web Development
• Back End Web Development

3rd Party Certifications

• IT Certifications Included in WGU Degrees
• View all Technology Degrees
• View all Health & Nursing Bachelor's Degrees
• Nursing (RN-to-BSN online) – B.S.
• Nursing (Prelicensure) – B.S. (Available in select states)
• Health Information Management – B.S.
• Health and Human Services – B.S.
• Psychology – B.S.
• Health Science – B.S.
• Healthcare Administration – B.S. (from the School of Business)
• View all Nursing Post-Master's Certificates
• Nursing Education—Post-Master's Certificate
• Nursing Leadership and Management—Post-Master's Certificate
• Family Nurse Practitioner—Post-Master's Certificate
• Psychiatric Mental Health Nurse Practitioner —Post-Master's Certificate
• View all Health & Nursing Degrees
• View all Nursing & Health Master's Degrees
• Nursing – Education (BSN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (BSN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (BSN-to-MSN Program) – M.S.
• Nursing – Family Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Psychiatric Mental Health Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Education (RN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (RN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (RN-to-MSN Program) – M.S.
• Master of Healthcare Administration
• MBA Healthcare Management (from the School of Business)
• Business Leadership (with the School of Business)
• Supply Chain (with the School of Business)
• Back End Web Development (with the School of Technology)
• Front End Web Development (with the School of Technology)
• Web Application Deployment and Support (with the School of Technology)
• Full Stack Engineering (with the School of Technology)
• Single Courses
• Course Bundles

Apply for Admission

Admission requirements.

• New Students
• WGU Returning Graduates
• WGU Readmission
• Enrollment Checklist
• Accessibility
• Accommodation Request
• School of Education Admission Requirements
• School of Business Admission Requirements
• School of Technology Admission Requirements
• Leavitt School of Health Admission Requirements

Additional Requirements

• Computer Requirements
• No Standardized Testing
• Clinical and Student Teaching Information

Transferring

• FAQs about Transferring
• Transfer to WGU
• Transferrable Certifications
• Request WGU Transcripts
• International Transfer Credit
• Tuition and Fees
• Financial Aid
• Scholarships

Other Ways to Pay for School

• Tuition—School of Business
• Tuition—School of Education
• Tuition—School of Technology
• Tuition—Leavitt School of Health
• Your Financial Obligations
• Tuition Comparison
• Applying for Financial Aid
• State Grants
• Consumer Information Guide
• Responsible Borrowing Initiative
• Higher Education Relief Fund

FAFSA Support

• Net Price Calculator
• FAFSA Simplification
• See All Scholarships
• Military Scholarships
• State Scholarships
• Scholarship FAQs

Payment Options

• Payment Plans
• Corporate Reimbursement
• Current Student Hardship Assistance
• Military Tuition Assistance

WGU Experience

• How You'll Learn
• Scheduling/Assessments
• Accreditation
• Student Support/Faculty
• Military Students
• Part-Time Options
• Virtual Military Education Resource Center
• Student Outcomes
• Return on Investment
• Students and Gradutes
• Career Growth
• Student Resources
• Communities
• Testimonials
• Career Guides
• Skills Guides
• Online Degrees
• All Degrees
• Explore Your Options

Admissions & Transfers

• Admissions Overview

Tuition & Financial Aid

Student Success

• Prospective Students
• Current Students
• Military and Veterans
• Commencement
• Careers at WGU
• Advancement & Giving
• Partnering with WGU

Impact of Technology on Kids Today and Tomorrow.

• Information Technology
• See More Tags

Hand a smartphone or tablet to a toddler, chances are they’ll figure out how to open it and make some in-app purchases in a matter of seconds. The technological boom means that children are becoming computer experts at a very young age. Elementary school kids have classes on computers, and many of them have been using their computers and tablets at home well before they started school. As kids are learning from a very young age about technology, they’re making huge strides as they grow in being prepared for schooling, future careers, innovation, and more. Your kids may even be able to help you with your online coursework at WGU!

However, with all this constant immersion in technology, there are some very real concerns about how this tech impacts childhood development. We are wandering into unknown territory as generations past have never had this same kind of constant technological immersion. But experts are starting to see what technology at this level can do to children and their future. Many of our WGU students are parents, and we want to help you

Children and technology: benefits and drawbacks.

Kids have access to screens all around them. Many homes have multiple television sets, computers, tablets, and phones for children to find and play with. And some children even have access to their own tablet and phone, starting at a young age. Research shows that the average 8- to 10-year-old spends almost 8 hours a day with a variety of media, and older children and teenagers spend around 11 hours per day with media. That time adds up, and young people are spending more time with technology than they do in school. 

Children and teenagers around the country aren’t cutting down their media consumption either. Some teenagers say they send thousands of text messages each month, stay up until 2 AM scrolling social media, and spend hours each day playing video games. And this has continued to get more intense over time, as more apps and options arise to distract kids.

While many people see the negative impact of such technology usage, there also pros. The real question is what can parents and teachers do to harness technology in useful ways, without letting kids become slaves to it and the negative effects it can have on their lives.

Negative effects.

Learn about the negative effects of technology on young children and teenagers.

Lower attention span. Teachers, parents, and students themselves find that technology can have a direct impact on attention spans. The immediacy of technological interactions make waiting harder for children. With technology, they aren’t forced to wait. They can have their TV show immediately, they don’t get bored because they always have something to entertain them. Technology moves fast, instant responses and instant gratification are impacting attention spans for young children and teenagers alike.

Increased risk and lack of privacy. Teenagers and children have grown up in a technological world, and the idea of privacy is somewhat foreign to them. Cybersecurity is a huge element of tech today, but it isn’t always perfect. Hackers and criminals can utilize technology to steal identities and harass children. Technology has created an increase of theft, privacy issues, harassment, and more. The IT industry is in need of cybersecurity professionals who can help make technology more safe for children, so consider getting started on your degree today.

Risk of depression. Teenagers and children who report more time using media are more likely to also report mental health issues . Depression is a key issue that is correlated with more media use. This has increased suicide rates and has lead to more youth needing mental health interventions like medicine and counseling. Experts believe time spent on social media or using technology can directly be tied to increased depression.

Obesity. Children who spend more time inside on their phones or tablets don’t spend as much time running and playing outside. They establish habits of technology use that doesn’t involve exercise. This can lead to increased obesity rates in children and young adults.

Falling grades. Many students today can see their grades take a hit when they spend more time with technology. Increasing technology usage means less time spent on homework, and the kind of developmental changes technology can bring can make students struggle with homework like reading and writing. 

Bullying. As technology flourishes, so does bullying. Children and teens are using technology and social media to bully other kids, without having to face them. Often called cyberbullying, this trend is increasing and getting more popular with even younger students. 

Social interaction issues. With more time spent on technology, younger children are having issues with face-to-face social interactions. Many seem to prefer to text or talk on social media as opposed to talking to each other in-person. Even when children spend time together, they may spend more time texting or on their phones than actually being together. 

Positive impacts.

While there are many negative impacts that can be connected to technology use, there are many positive impacts as well. 

Helping them learn . There are many educational elements of technology that can help children learn. From TV programming to apps on a smartphone or tablet, there are many things that children can be exposed to that can help develop their mind and teach them new things.

Classroom tool. Many teachers have started using technology in classrooms to help students learn. Technology helps teachers reach different kinds of learners, reinforce and expand on concepts, and motivate students in new ways. As more teachers embrace technology, new kinds of learning can take place in classrooms, and more students can be reached in ways that they relate with. 

Preparing for future tech careers. As technology continues to grow and flourish, there will be more demand for professionals ready to take on technology careers. When children start getting excited about technology and the potential it offers them from a young age, they’re more prepared for their future and the possibilities it offers. Children can start getting technological skills early that they’ll need in the future. If you’re a young student who has the technological background you need for an IT career, consider an IT degree to build your credentials and get you started on the path. 

Improved multitasking. Studies show that using technology helps young children learn how to multitask more effectively. While multitasking never allows you to fully focus on one area, students can learn how to listen and type to take notes, or other multitasking activities that can help them succeed in their future. 

Improved visual-spatial development. Spatial development can be greatly improved when technology like video games is used to help train young students and children. Practicing visual-spatial skills with video games can be a great way to improve abilities. Visual spatial skills are needed in a variety of things, like map reading, puzzles, and more.

Improved problem solving and decision making. Technology often presents children with problems , and helps them learn how to make decisions and solve those problems. Games and apps on tablets or smartphones can help give children the practice they need to find success down the road. When students wisely use technology they can reap huge rewards.

How adults can help.

Parents and adults can help children get the benefits of technology with less of the negative effects. Parents can start by ensuring children under two don’t use screens. They can also play along with children to include face-to-face interactions with technology, and make sure that tech doesn’t interfere for opportunities to play. Parents should also work to set appropriate boundaries including time limits, and model good smartphone use. Cybersecurity software and systems can help ensure that kids stay safe while using technology.

Parents and teachers can watch for quality apps that promote vocabulary, math, literacy, and science. Adults can help make sure kids learn about computer science and IT as part of technology use to give them opportunities for a bright tech future. 

Ready to Start Your Journey?

HEALTH & NURSING

Recommended Articles

Take a look at other articles from WGU. Our articles feature information on a wide variety of subjects, written with the help of subject matter experts and researchers who are well-versed in their industries. This allows us to provide articles with interesting, relevant, and accurate information. 

{{item.date}}

{{item.preTitleTag}}

{{item.title}}

The university, for students.

• Student Portal
• Alumni Services

Most Visited Links

• Business Programs
• Student Experience
• Diversity, Equity, and Inclusion
• Student Communities

Technology skills

• Internet Vocabulary

Vocabulary - basic computer technology

LESSON OVERVIEW

In this lesson, students learn and practise some basic technology vocabulary , watch a short video and play a game . They also practise speaking. 

A2 / Pre‐Intermediate 60 min Standard Lesson Free / Premium Plan student's version teacher's version Unlock the e-lesson plan with the Premium subscription

TECHNOLOGY VOCABULARY

In the warm-up task students list some skills and devices and say why they are important to them. Then, they read a text about technology for the first time and find some words presented in the pictures (e.g. Wi-Fi, browser, website ). They also read the text for the second time and complete the gaps in it with some verbs ( connect, enter, restart, update, etc.) After that, students look at the technology vocabulary from the text and add some more collocations to the verbs (e.g. type on the keyboard, type a word ). Then, they answer some questions . For example, they talk about the websites they often visit and about sending emails. The task allows them to use the technology vocabulary from the previous task. 

VIDEO & SPEAKING

Before watching the video, students read some information and make a prediction . They watch the video and check their ideas. During the second viewing, students answer some comprehension questions . After the video, students look at some statements about video games and choose options that they think are true. They need to explain their choices. Finally, students play a speaking game in which they need to solve different technological problems by describing what they do step by step. During the game, students use the technology vocabulary from the first part of the lesson. There are four scenarios in the game . Students can use some or all of them. 

HOMEWORK/REVISION

This lesson also includes an additional task that you can use as homework or revision. In the task, students practise the technology vocabulary from the lesson. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.

Unlock the e-lesson plan with the Premium subscription

Leave a Reply Cancel reply

You must be logged in to post a comment.

Amazing Lesson!!

I like this lesson! thanks!

We’re glad to hear that:) We hope your students enjoyed it!

Great lesson but I followed the following steps to add an animated timer to slide 29: Creating a Timer Using Animations Insert a Shape: Go to the slide where you want the timer. Click on “Insert” > “Shapes” and select a rectangle or any shape you prefer. This shape will serve as the visual for the timer.

Add Text to Shape: Right-click the shape, select “Edit Text,” and type “3:00” to indicate a three-minute timer. You can adjust the font size and alignment as needed.

Animate the Shape: Click on the shape to select it. Go to “Animations” and select “Wipe.” In the “Effect Options,” choose “From Left.” This animation makes the shape appear to decrease in size from right to left, acting as a visual countdown.

Set Animation Timing: Click on the “Animation Pane” to open the animation settings. Right-click on the animation, select “Timing,” and set the duration to “180 seconds” for three minutes. Ensure the start is set to “On Click” or “With Previous,” depending on when you want the timer to start.

Testing: Start the slideshow and trigger the timer to ensure it runs for three minutes.

Thanks John for sharing this tip! Quick note for anyone who wants to do that: the instructions work for Powerpoint and not Google Slides. I guess Google Slides can’t do such magic 🙂

Thank you very much, well-designed amazing lesson

Thrilled to hear that, thanks!

Browse other materials recommended for you

Teaching kids about tech

Let students explore the topic of childhood and technology in this engaging lesson: recall the past, describe pictures, watch a video with tips, and share opinions. Parents or not, everyone will have something to say.

Facts and myths about technology

This ESL lesson focuses on facts and myths about technology. Students learn some tech vocabulary, watch a video, discuss myths related to gadgets and do a quiz. 

What a cool gadget! (phrases for agreeing and disagreeing)

In this lesson students practise phrases for agreeing and disagreeing, watch a video and talk about gadgets. 

How apps work

In this lesson students explain how apps work, watch a video about the Uber app, and learn vocabulary to talk about applications. 

Just ask it a question!

In this lesson, students learn and practise to use verbs with prepositions, as well as verbs without prepositions. They also read texts about virtual assistants and discuss the topic in depth using the new language.

Your smartphone is a library and Google is a librarian (verb-noun collocations)

In this lesson students learn verb-noun collocations related to searching and sharing information online, compare how information exchange is different now than it was 20 year ago, and watch a video about libraries. 

It will never catch on! (will for predictions)

In this lesson on predictions, students learn and practice the use of the Future Simple tense to predict what will happen, and discuss how life will be different in the future. 

Better. Faster. Stronger (comparative and superlative adjectives)

In this lesson based on a video about technology then and now, students learn and practise comparative and superlative adjectives while discussing how their favourite gadgets have changed over time. 

Is there a minimum subscription period if I choose a monthly subscription?

No, there’s no minimum required number of subscription months. You can cancel any time you want. Basically, you can sign up and then cancel your subscription the next day, which will mean you have access for 1 month and won’t be charged again.

What currencies can I pay in for my subscription?

Our default currency is USD (American dollar), but you can also pay in EUR (euro), GBP (British pound sterling) or PLN (Polish zloty). You can change the currency you want to pay in at the Pricing page before selecting a subscription plan.

How can I edit an e-lesson plan?

You can get your own editable copy of an e-lesson plan and make changes to it. To do so, either (1) make a copy of it on your Google Drive (preferable method) or (2) download it in a Powerpoint format (but formatting might be a bit off so we can’t guarantee that it will work well).

Username or Email Address

Remember Me

Talk to our experts

1800-120-456-456

• 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.

Image credit: Kristina Closs

Technology might be making education worse

Listen to the essay, as read by Antero Garcia, associate professor in the Graduate School of Education.

As a professor of education and a former public school teacher, I’ve seen digital tools change lives in schools.

I’ve documented the ways mobile technology like phones can transform student engagement in my own classroom.

I’ve explored how digital tools might network powerful civic learning and dialogue for classrooms across the country – elements of education that are crucial for sustaining our democracy today.

And, like everyone, I’ve witnessed digital technologies make schooling safer in the midst of a global pandemic. Zoom and Google Classroom, for instance, allowed many students to attend classrooms virtually during a period when it was not feasible to meet in person.

So I want to tell you that I think technologies are changing education for the better and that we need to invest more in them – but I just can’t.

Given the substantial amount of scholarly time I’ve invested in documenting the life-changing possibilities of digital technologies, it gives me no pleasure to suggest that these tools might be slowly poisoning us. Despite their purported and transformational value, I’ve been wondering if our investment in educational technology might in fact be making our schools worse.

Let me explain.

When I was a classroom teacher, I loved relying on the latest tools to create impressive and immersive experiences for my students. We would utilize technology to create class films, produce social media profiles for the Janie Crawfords, the Holden Caulfields, and other literary characters we studied, and find playful ways to digitally share our understanding of the ideas we studied in our classrooms.

As a teacher, technology was a way to build on students’ interests in pop culture and the world around them. This was exciting to me.

But I’ve continued to understand that the aspects of technology I loved weren’t actually about technology at all – they were about creating authentic learning experiences with young people. At the heart of these digital explorations were my relationships with students and the trust we built together.

“Part of why I’ve grown so skeptical about this current digital revolution is because of how these tools reshape students’ bodies and their relation to the world around them.”

I do see promise in the suite of digital tools that are available in classrooms today. But my research focus on platforms – digital spaces like Amazon, Netflix, and Google that reshape how users interact in online environments – suggests that when we focus on the trees of individual tools, we ignore the larger forest of social and cognitive challenges.

Most people encounter platforms every day in their online social lives. From the few online retail stores where we buy groceries to the small handful of sites that stream our favorite shows and media content, platforms have narrowed how we use the internet today to a small collection of Silicon Valley behemoths. Our social media activities, too, are limited to one or two sites where we check on the updates, photos, and looped videos of friends and loved ones.

These platforms restrict our online and offline lives to a relatively small number of companies and spaces – we communicate with a finite set of tools and consume a set of media that is often algorithmically suggested. This centralization of internet – a trend decades in the making – makes me very uneasy.

From willfully hiding the negative effects of social media use for vulnerable populations to creating tools that reinforce racial bias, today’s platforms are causing harm and sowing disinformation for young people and adults alike. The deluge of difficult ethical and pedagogical questions around these tools are not being broached in any meaningful way in schools – even adults aren’t sure how to manage their online lives.

You might ask, “What does this have to do with education?” Platforms are also a large part of how modern schools operate. From classroom management software to attendance tracking to the online tools that allowed students to meet safely during the pandemic, platforms guide nearly every student interaction in schools today. But districts are utilizing these tools without considering the wider spectrum of changes that they have incurred alongside them.

Antero Garcia, associate professor of education (Image credit: Courtesy Antero Garcia)

For example, it might seem helpful for a school to use a management tool like Classroom Dojo (a digital platform that can offer parents ways to interact with and receive updates from their family’s teacher) or software that tracks student reading and development like Accelerated Reader for day-to-day needs. However, these tools limit what assessment looks like and penalize students based on flawed interpretations of learning.

Another problem with platforms is that they, by necessity, amass large swaths of data. Myriad forms of educational technology exist – from virtual reality headsets to e-readers to the small sensors on student ID cards that can track when students enter schools. And all of this student data is being funneled out of schools and into the virtual black boxes of company databases.

Part of why I’ve grown so skeptical about this current digital revolution is because of how these tools reshape students’ bodies and their relation to the world around them. Young people are not viewed as complete human beings but as boxes checked for attendance, for meeting academic progress metrics, or for confirming their location within a school building. Nearly every action that students perform in schools – whether it’s logging onto devices, accessing buildings, or sharing content through their private online lives – is noticed and recorded. Children in schools have become disembodied from their minds and their hearts. Thus, one of the greatest and implicit lessons that kids learn in schools today is that they must sacrifice their privacy in order to participate in conventional, civic society.

The pandemic has only made the situation worse. At its beginnings, some schools relied on software to track students’ eye movements, ostensibly ensuring that kids were paying attention to the tasks at hand. Similarly, many schools required students to keep their cameras on during class time for similar purposes. These might be seen as in the best interests of students and their academic growth, but such practices are part of a larger (and usually more invisible) process of normalizing surveillance in the lives of youth today.

I am not suggesting that we completely reject all of the tools at our disposal – but I am urging for more caution. Even the seemingly benign resources we might use in our classrooms today come with tradeoffs. Every Wi-Fi-connected, “smart” device utilized in schools is an investment in time, money, and expertise in technology over teachers and the teaching profession.

Our focus on fixing or saving schools via digital tools assumes that the benefits and convenience that these invisible platforms offer are worth it.

But my ongoing exploration of how platforms reduce students to quantifiable data suggests that we are removing the innovation and imagination of students and teachers in the process.

Antero Garcia is associate professor of education in the Graduate School of Education .

In Their Own Words is a collaboration between the Stanford Public Humanities Initiative  and Stanford University Communications.

If you’re a Stanford faculty member (in any discipline or school) who is interested in writing an essay for this series, please reach out to Natalie Jabbar at [email protected] .

HOW TECHNOLOGY IMPACTS STUDENT ACHIEVEMENT IN THE CLASSROOM

The integration of technology in classrooms has become increasingly prevalent, presenting both opportunities and challenges for educators. This study examines the impact of technology on student performance and behavior, particularly in seventh and eighth-grade classrooms. The COVID-19 pandemic accelerated the shift to online learning, raising concerns about learning loss and disparities in access to technology. Using a needs-based assessment survey, this research investigates teachers' perceptions of technology's effects on student engagement, academic achievement, and retention of curriculum content. The study explores the positive and negative implications of technology use, as well as non-technological strategies employed by teachers to support student learning. Findings reveal that while technology offers benefits such as student-centered education and immediate feedback, it also poses challenges such as distractions and decreased engagement. The study underscores the importance of understanding how technology impacts student learning and behavior and provides insights for developing effective intervention strategies. By considering the perspectives of educators, this research contributes to the ongoing dialogue on technology integration in education and informs evidence-based practices for promoting student success in technology-rich classrooms.

Degree Type

• Master of Science
• Educational Studies

Campus location

Advisor/supervisor/committee chair, advisor/supervisor/committee co-chair, additional committee member 2, usage metrics.

• Secondary education

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

• Publications
• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

About 1 in 5 U.S. teens who’ve heard of ChatGPT have used it for schoolwork

Roughly one-in-five teenagers who have heard of ChatGPT say they have used it to help them do their schoolwork, according to a new Pew Research Center survey of U.S. teens ages 13 to 17. With a majority of teens having heard of ChatGPT, that amounts to 13% of all U.S. teens who have used the generative artificial intelligence (AI) chatbot in their schoolwork.

Teens in higher grade levels are particularly likely to have used the chatbot to help them with schoolwork. About one-quarter of 11th and 12th graders who have heard of ChatGPT say they have done this. This share drops to 17% among 9th and 10th graders and 12% among 7th and 8th graders.

There is no significant difference between teen boys and girls who have used ChatGPT in this way.

The introduction of ChatGPT last year has led to much discussion about its role in schools , especially whether schools should integrate the new technology into the classroom or ban it .

Pew Research Center conducted this analysis to understand American teens’ use and understanding of ChatGPT in the school setting.

The Center conducted an online survey of 1,453 U.S. teens from Sept. 26 to Oct. 23, 2023, via Ipsos. Ipsos recruited the teens via their parents, who were part of its KnowledgePanel . The KnowledgePanel is a probability-based web panel recruited primarily through national, random sampling of residential addresses. The survey was weighted to be representative of U.S. teens ages 13 to 17 who live with their parents by age, gender, race and ethnicity, household income, and other categories.

This research was reviewed and approved by an external institutional review board (IRB), Advarra, an independent committee of experts specializing in helping to protect the rights of research participants.

Here are the  questions used for this analysis , along with responses, and its  methodology .

Teens’ awareness of ChatGPT

Overall, two-thirds of U.S. teens say they have heard of ChatGPT, including 23% who have heard a lot about it. But awareness varies by race and ethnicity, as well as by household income:

• 72% of White teens say they’ve heard at least a little about ChatGPT, compared with 63% of Hispanic teens and 56% of Black teens.
• 75% of teens living in households that make $75,000 or more annually have heard of ChatGPT. Much smaller shares in households with incomes between $30,000 and $74,999 (58%) and less than $30,000 (41%) say the same.

Teens who are more aware of ChatGPT are more likely to use it for schoolwork. Roughly a third of teens who have heard a lot about ChatGPT (36%) have used it for schoolwork, far higher than the 10% among those who have heard a little about it.

When do teens think it’s OK for students to use ChatGPT?

For teens, whether it is – or is not – acceptable for students to use ChatGPT depends on what it is being used for.

There is a fair amount of support for using the chatbot to explore a topic. Roughly seven-in-ten teens who have heard of ChatGPT say it’s acceptable to use when they are researching something new, while 13% say it is not acceptable.

However, there is much less support for using ChatGPT to do the work itself. Just one-in-five teens who have heard of ChatGPT say it’s acceptable to use it to write essays, while 57% say it is not acceptable. And 39% say it’s acceptable to use ChatGPT to solve math problems, while a similar share of teens (36%) say it’s not acceptable.

Some teens are uncertain about whether it’s acceptable to use ChatGPT for these tasks. Between 18% and 24% say they aren’t sure whether these are acceptable use cases for ChatGPT.

Those who have heard a lot about ChatGPT are more likely than those who have only heard a little about it to say it’s acceptable to use the chatbot to research topics, solve math problems and write essays. For instance, 54% of teens who have heard a lot about ChatGPT say it’s acceptable to use it to solve math problems, compared with 32% among those who have heard a little about it.

Note: Here are the  questions used for this analysis , along with responses, and its  methodology .

• Artificial Intelligence
• Technology Adoption
• Teens & Tech

Many Americans think generative AI programs should credit the sources they rely on

Americans’ use of chatgpt is ticking up, but few trust its election information, q&a: how we used large language models to identify guests on popular podcasts, striking findings from 2023, what the data says about americans’ views of artificial intelligence, most popular.

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Age & Generations
• Coronavirus (COVID-19)
• Economy & Work
• Family & Relationships
• Gender & LGBTQ
• Immigration & Migration
• International Affairs
• Internet & Technology
• Methodological Research
• News Habits & Media
• Non-U.S. Governments
• Other Topics
• Politics & Policy
• Race & Ethnicity
• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

Copyright 2024 Pew Research Center

Terms & Conditions

Privacy Policy

Cookie Settings

Reprints, Permissions & Use Policy

Published April 17, 2024

Tisch Interactive Media Arts: Everything You Need to Know

Kathryn Lee

Class of 2025

• The Interactive Media Arts (IMA) major is an interdisciplinary undergraduate program within NYU’s Tisch School of the Arts.
• The major blends technology and creativity, with a lot of fun and unexpected opportunities in and out of the classroom.
• As an IMA major, you have a range of exciting career options.

Choosing a major is a big decision, so it is important to know all your options. At NYU’s Tisch School of the Arts , the Interactive Media Arts (IMA) program, which explores digital interactivity, is quickly growing in popularity.

When I was in high school applying to colleges, I had a hard time choosing my potential major. Nothing felt like the right program for me, whether I was considering Computer Science, Mechanical Engineering, or another similar major. However, NYU’s IMA program got me excited about the possibility of pursuing a major that aligns with my interests.

Let’s break down everything about the IMA major to learn if the program could be the right fit for you too!

Interactive Media Arts 101

Wait, i’m still not sure what this program is.

Interactive Media Arts highlights computation as a key skill to creativity in our digital world. The IMA program combines NYU’s liberal arts core with the ability to code, create physical and digital interactions, and explore new media.

The IMA curriculum emphasizes proficiency across many different areas of technology and creativity. This exploration starts in your first semester at NYU with two core classes that all IMA students take. First, Creative Computing taught me about the basics of technology and programming. Second, Communications Lab helped me improve my artistic abilities by teaching me to create different forms of media, such as short films and animations.

IMA classes fall into six categories to broaden students’ skill sets:

• Programming and data
• Physical computing
• Design and fabrication
• Tech and society
• Project development and research

The major offers a high degree of flexibility, allowing me to choose courses that interest me. Liberal arts and sciences courses and general electives complete the rest of the Bachelor of Fine Arts degree. Additionally, there is enough space to double-major or minor in other disciplines. To learn more about the IMA program structure and view an example of a four-year plan, check out the IMA undergraduate curriculum .

That’s Really a College Class?

Yes, it is ima has some of the coolest classes you can find at nyu..

All my favorite NYU classes are from the Interactive Media Arts program! Since most IMA classes are project-based, I get to create projects instead of taking tests (which I prefer).

For example, I took an IMA course called Introduction to Digital Fabrication, which is one of the most popular courses offered. There, I learned various fabrication techniques and how to operate 3D printers, laser cutters, and computer numerical control machines. Our building in Downtown Brooklyn has a fabrication shop with high-end machines. In addition, we have access to the NYU Tandon School of Engineering MakerSpace across the street. Both places have all the resources you need to bring your ideas to life.

Last semester I took a course called Topics in Media Art: Typography and Technology. We learned about the history of type and had the opportunity to design our own fonts. For a field trip, we visited a printshop in Williamsburg and printed our work on a Risograph. These special printers mix screen printing and photocopying for posters, zines, graphic novels, and more.

One of my favorite classes was Useless Machines, where we explored the concept of “uselessness” and its application in the machines we come across every day. At the end of the semester, my class had the opportunity to showcase our work at a local gallery show!

What Does the Future Hold?

What can i do with an ima degree.

Pretty much anything you want! The Interactive Media Arts program is versatile and can be applied to various fields and jobs after graduation. Today, my friends are pursuing jobs in user experience design, software engineering, gallery spaces, project management, graphic design, and more.

This program can be whatever you want to make of it, and the skills you learn can prepare you to succeed in whichever career you choose. IMA professors are pioneers in their chosen fields. As a result, they’re a valuable resource for learning and motivation. The department staff includes individuals with diverse experiences, including a YouTuber with millions of subscribers, a game studio owner based in Brooklyn, and a curator of art exhibitions.

In addition, IMA’s location in the heart of New York City allows us to connect with professionals in our field and take advantage of the amazing events and opportunities available. When I started this program, I never imagined the projects I would work on or the opportunities that would come my way. In short, I am so grateful for the experience and excited about what the future holds.

Have Any Lingering Questions About IMA? Find Your Answers Here!

Where is the main IMA building located? 

While some Tisch buildings are located at NYU’s Washington Square campus, the main academic building for IMA is located at NYU’s Downtown Brooklyn campus on the 4th floor of 370 Jay Street. The Downtown Brooklyn campus houses some other Tisch programs as well as the entirety of the Tandon School of Engineering . As an IMA student at NYU’s campus in New York City, you will take classes in both locations.

Where do you live, Brooklyn or Manhattan?

If you choose to live on campus during your first year at NYU as an IMA major, you will live in one of the Manhattan residence halls. After your first year, if you decide to continue living in an NYU residence hall, you can choose to live in any available residence hall across both campuses.

What is the difference between IMA (at the Tisch School of the Arts) and Integrated Design and Media (at the Tandon School of Engineering)? Why choose one over the other?

IMA and Integrated Design and Media (IDM) are similar programs, but there are some key differences. IMA students earn a Bachelor of Fine Arts degree, while IDM students earn a Bachelor of Science degree. This is because the IMA major includes a liberal arts core, while the IDM major emphasizes an engineering core. As a result, each major requires different courses. However, the two programs collaborate often, and students can take classes in both programs to fulfill their degree requirements.

Why does NYU require a creative portfolio during the application process? 

The IMA department wants to get a sense of you as an individual and understand what kind of experience you can bring to the program! But don’t worry; there is no right or wrong portfolio. The best advice I can give is to be yourself. This portfolio can be very different from the traditional art portfolio, so don’t be afraid to add any fun projects that show off your creative side.

Katy (she/her) is a junior studying Interactive Media Arts at the Tisch School of the Arts and minoring in Technology, Management, and Design at the Tandon School of Engineering. In addition to working as an Admission Ambassador, Katy works with NYU Residential Life as a Residential Assistant on the Brooklyn Campus, as a Technical Assistant at the NYU MakerSpace, and leads the Events Team of Tech@NYU. Born and raised in the Bay Area, California, you can find her exploring NYC, playing board games, reading, and ice skating in her free time.

More from :

Integrated Design and Media at NYU: Be a Creative Engineer

As an NYU Tandon student, NYU Ambassador Katrina combined an interest in STEM with a passion for the arts through the Integrated Design and Media Program.

At Tisch Discover the Art of Creative Research

The Tisch Initiative for Creative Research encourages students across the arts to think of themselves as researchers.

The Program on Creativity + Innovation at NYU Shanghai

NYU Shanghai’s Program on Creativity + Innovation (PCI) celebrates and supports every student’s creative spirit.