electronic devices used in education

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• Devices in the Classroom

Digital devices, such as laptops, tablets, and smartphones, are ubiquitous in society, across college campuses, and in college classrooms. A vast majority of college students bring and/or use a laptop in the classroom ( Patterson and Patterson, 2017 ; Elliot-Dorans, 2018 ). In many ways, the ubiquity of these devices has been a boon to higher education—students can now respond instantaneously to online polls, collaborate in real time on written work, and engage with a range of media more flexibly than ever before. Using digital devices to teach remotely for a year and a half helped further demonstrate some of the ways they might be used in-person to promote learning.

Given this tension, how do you create a classroom and course where technology is used to engage, rather than distract, students? Looking at the research and our experiences using technology both in-person and remotely, we’ve found that using technology well involves being intentional, flexible, and transparent. Below you’ll find some advice about how you might use technology to support your learning objectives, supplemented by research on how to prevent technology from becoming a distraction.

Distraction, not the device, is the problem

Let's be clear: the presence of electronic devices in the classroom is not, in and of itself, the problem. Rather, it's the way we incorporate electronic devices into situations in which we are already inclined to pay attention to too many things. Broadly, we are not wired to multitask well (e.g. Mayer and Moreno, 2003 ), which is precisely the temptation that many students report experiencing when they are in the classroom. Let’s take a moment to look at what the research on in-class device usage tells us about multitasking; or, you may wish to jump directly to our recommendations below.

Studies of individual class sessions

A growing number of studies have found that off-topic device usage—whether on a phone or on a laptop—impedes academic performance (e.g. Glass and Kang, 2019 ; Felisoni and Godoi, 2018 ; Bjornsen and Archer, 2015 ; Demirbilek and Talan, 2018 ). Several studies have compared students who texted during a lecture versus those who did not. Those who texted typically took lower quality notes, retained less information, and did worse on tests about the material (e.g. Kuznekoff and Titsworth, 2013 , and Rosen et al, 2011 ; Lee et al, 2017 ). Students themselves are aware that in-class multitasking does not promote learning; in one survey, 80% of students agreed that multitasking in class decreases their ability to pay attention ( Sana et al, 2013 ).

Studies of semester-long courses

Much of the above data comes from simulated class situations, correlational studies, or studies of a single class session. What happens when students are not allowed to use computers in class for an entire semester? Two studies comparing actual college classrooms in which students were or were not allowed to use computers over the course of the semester found that students who bring a laptop to class earned lower grades than those who do not ( Patterson and Patterson, 2017 ; Carter et al, 2017 ).

However, the evidence is not uniformly against laptops. Elliot-Dorans compared different sections of the same course that either banned or allowed laptops, and found that banning laptops led to lower quality of written work, lower attendance, and lower exam scores ( Elliot-Dorans, 2018 ). The author surmised that students’ note taking was worse without a laptop, which impeded their learning.

Our recommendations

Maintaining focus.

Boredom is one of the main reasons that students report using a digital device during class ( McCoy, 2016 ). By keeping your students engaged, thinking, and doing activities during class, they are less likely to be tempted by digital distractions. Two studies, one that asked students to use clickers to report lapses in attention ( Bunce et al, 2010 ) and one that tracked students’ eye gaze patterns during lectures ( Rosengrant et al, 2012 , summarized here ), found that students’ attention is highest during and immediately after a change in pedagogy or behavior of the instructor. Some examples of changes that can help students maintain focus include:

Variety in pedagogical activities. If you want students to pay attention to you, then you have to offer them something more interesting than your slides (which they’re perfectly capable of reading for themselves). Look for opportunities to change up the interaction in the classroom. If you're lecturing, why not ask your students to provide examples of the concept you’re describing? If you are leading a discussion seminar, why not design activities for students to talk to each other in small groups instead of just answering your questions for the duration of the class? For example, prompt students turn and talk to each other about a question or challenge you’ve posed. Technology can help promote engagement and collaboration during an activity like this; students could write and respond to each other in a shared Google Doc.

Proximity to the instructor. You are not a prisoner of the podium, or the front of the table, or however your classroom is set up. Of course, you can't be proximate to each student all the time—so move around! You can use your position in the classroom to change the flow of the conversation and the way that students direct their attention.

Humor. You probably already knew that students typically pay attention to jokes. But there's a lot more behind that surface observation: laughter in the classroom can make students more comfortable, lower their affective filter , encourage intellectual risk-taking, decrease anxiety, and establish a more productive student-teacher relationship.

Using technology for learning and engagement

Furthermore, students may prefer taking notes on their computer rather than by hand. In one survey of college students, 70% of students report that having a laptop in class is helpful for their academic performance, with note-taking cited as the most important benefit ( Kay and Lauricella, 2014 ). Additional reported benefits include engagement with in-class academic activities, and communication and collaboration with peers ( Kay and Lauricella, 2014 ; Fried, 2008 ).

Technology as a technology of inclusion

While for many students banning devices from the classroom may seem like a minor inconvenience, students with dyslexia, ADHD, or visual impairments use computers to take notes and to access cloud-based assistive technologies. People with invisible disabilities are enrolling in higher education settings in increasing numbers, and require access to technologies that assist with their learning. Allowing all students access to a device in class avoids singling out students who have important reasons for using one.

To allow or not allow devices?

Faculty are often hesitant to allow students to use devices in the classroom due to the potential for distraction. However, we note that the challenge with digital devices is not the device per se, but off-topic usage. We can decrease the temptation by ensuring that the class itself is interactive and engaging, and that any use of technology is relevant.

We recommend being intentional, transparent, and flexible about use of digital devices in the classroom.

Start by thinking carefully about your learning objectives , and identify activities that align with your objectives and enhance learning. Sometimes the most appropriate activity might not involve technology, but instead might include students talking to a neighbor, drawing a diagram on paper, or solving a problem on a white board. In other cases, you might see an ideal use case for electronic devices. For example, you might incorporate online tools that provide insight into student understanding (such as polls) or that allow collaborative work.

During some portions of a class, you might encourage students not to use their devices, but to instead maintain their attention on the conversation, for example. (You may wish to apply these directions flexibility, with the understanding that some students rely on digital tools for learning.)

Communicate clearly—and frequently—about when and why to use a device, as well as why not to use a device. Share the research about how off-topic device usage impedes learning.

Include a technology policy on your syllabus. In addition to letting students know what they can and cannot use, it is important to let them know why.

Share advice about good practices for using digital devices. Guidance about turning off extraneous applications and notifications, and closing the device when an activity is completed, will help students not only in your class, but also in their future work environments.

For more information...

Beth McMurtrie, " Should You Allow Cellphones in Class? "  The Chronicle of Higher Education  (20 October 2022).

James M. Lang, Distracted: Why Students Can't Focus and What You Can Do about It  (Hachette, 2020).

J. Weinberg, " Why To Discourage Laptops In Class (With Slides You Can Show Your Students) ," Daily Nous (15 August 2018). [These slides provide an overview of research surrounding using laptops in class; additionally, the comments provide some nuance as to why a ban can be problematic.]

Zhu, E., Kaplan, M., Dershimer, R. C., & Bergom, I. (2011). Use of laptops in the classroom: Research and best practices . CRLT Occasional Papers, 30(6).

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The Evolution of Technology in the Classroom

Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels. In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.

A History of Classroom Technology: The Primitive Classroom

In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses. Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8,000 lantern slides were circulating through the Chicago public school system. By the time the Chalkboard came around in 1890, followed by the pencil in 1900, it was clear that students were hungry for more advanced educational tools.

• Radio in the 1920s sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range.
• Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950.
• Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction.
• The Skinner Teaching Machine produced a combined system of teaching and testing, providing reinforcement for correct answers so that the student can move on to the next lesson.
• The photocopier (1959) and handheld calculator (1972) entered the classrooms next, allowing for mass production of material on the fly and quick mathematical calculations.
• The Scantron system of testing, introduced by Michael Sokolski n 1972, allowed educators to grade tests more quickly and efficiently.

The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard. The U.S. Department of Education reports that high school enrollment was only 10% in 1900, but by 1992 had expanded to 95%. The number of students in college in 1930 was around 1 million, but by 2012 had grown to a record 21.6 million. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

The Entrance and Significance of Personal Computers

Although the first computers were developed in the ‘30s, everyday-use computers were introduced in the ‘80s. The first portable computer, in 1981, weighed 24 pounds and cost $1,795. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness. Time magazine named The Computer its “ Man of the Year ” in 1982, and aptly so: the foundation of immediate learning capabilities had been laid. Time declared, “it is the end result of a technological revolution that has been in the making for four decades and is now, quite literally, hitting home.”

• Toshiba released its first mass-market consumer laptop in 1985 (the T1100), and Apple’s infamous Mac (which later evolved into the Powerbook) was available starting in 1984.
• In 1990, The World Wide Web was given life when a British researcher developed Hyper Text Markup Language, or HTML, and when the National Science Foundation (NSF) removed restrictions on the commercial use of the Internet in 1993, the world exploded into a frenzy of newfound research and communication methods.
• The first Personal Digital Assistants (PDAs) were released by Apple Computer Inc. in 1993, and with that, computers were a part of every day, if not every moment. By 2009, 97% of classrooms had one or more computers , and 93% of classroom computers had Internet access. For every 5 students, there was one computer. Instructors stated that 40% of students used computers often in their educational methods, in addition to interactive whiteboards and digital cameras. College students nowadays are rarely without some form of computer technology: 83% own a laptop, and over 50% have a Smartphone.

The Future of Technology in the Classroom

It seems like years since MySpace, first introduced in 2003, Facebook (2004) and Twitter (2007) have changed both the communication and business worlds. Instant connectivity has branched out from merely a tool of personal communication, to a platform for educational instruction and outreach. Social media is now being recognized as an accepted form of instruction in some instances, and groups such as Scholastic Teachers provide excellent support and tips for instructors. Many instructors use social media to communicate directly with their students, or to form forum-style groups for students to communicate with each other, and the method seems to be proving valuable in providing one-on-one attention to student’s questions and concerns.

With the classroom having already evolved into a hotbed of technological advances such as learning robotics , what can the future possibly hold that could further educational proficiencies even more?

• Biometrics, a technology that recognizes people based on certain physical or behavioral traits, is on the technological horizon. The science will be used to recognize the physical and emotional disposition of students in the classroom, altering course material to tailor to each individual’s needs based on biometric signals.
• A second up-and-coming technology is Augmented Reality (AR) glasses , rumored to be on Google’s release list, and this technology could be a whole new world for education. AR Glasses (or even contact lenses) will layer data on top of what we naturally see, to allow for a real-world learning experience. For example, a student wearing AR Glasses could potentially sit at his desk and have a conversation with Thomas Edison about invention. It was Edison, after all, who said that “Books will soon be obsolete in schools. Scholars will soon be instructed through the eye.”
• Multi-touch surfaces are commonly used through equipment such as the iPhone, but the technology could become more relevant to education through entirely multi-touch surfaces, such as desks or workstations. This could allow students to collaborate with other students, even those around the world, and videos and other virtual tools could be streamed directly to the surface.

Educators and the Evolution of Technology in the Classroom

With the evolution of technology, educational capabilities are growing and changing every day. The Internet is a vast electronic library of information, and both research and instruction can be achieved through a click of the mouse. With these advances come new responsibilities to the instructor and therefore increase the value of a Master of Science in Education in Learning Design and Technology. As technology advances, an educator’s abilities will grow by leaps and bounds, and without the knowledge of these changes and capabilities, an instructor has a good chance of being left behind.

A career in education requires hard work and dedication, but, for the diligent educator, can prove very rewarding. For those who are serious about success in the education field, staying well-informed of current and changing technologies is imperative. As the world of technology evolves, the learning environment, both on-campus and online, will equally progress, and the need for teachers who are educated in technology and design will continue to grow.

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

Technology and Digital Media in the Classroom: A Guide for Educators

By andy minshew.

• January 23, 2020

Technology has done more to change school curriculum and practices than nearly anything else—and in such a short amount of time! While it can be hard to keep up with every trend in educational technology, the mindset you have when it comes to classroom tech matters just as much as which ones you use. By learning to view it as a means of enhancing your lessons and resources, you can provide your students with tools and opportunities they may not otherwise access.

So, why and how should you use technology in your classroom? Read on to discover the impact of technology in education and how to get the most from its unique benefits.

What Is the Proper Role of Technology in the Classroom?

If you struggle to use technology in your classroom, you’re not alone. Many educators aren’t motivated to use digital resources in class, often because they’re unsure how to use them effectively or are unaware of the benefits.[1] In such cases, it’s easy to question not only how to make technology useful, but also whether technology should be used in schools at all.

Even with the latest and best digital technology, classrooms will not benefit unless the students and faculty understand how to use it.[15] In fact, educational technology should never be viewed as a perfect resource to teach your students everything they need to know to succeed. Instead, view it as a tool that can inform and supplement lessons, and even then, only if teachers and administrators are well trained in its use.

While technology can be an excellent resource in a classroom, it’s important to set limitations. Technology—no matter how good—should never be a substitute for face-to-face interaction with a teacher or classmates.[4] Technology is best used to augment non-digital lessons rather than the other way around. The goal when using technology should be to enhance your teaching rather than replace it.[6]

Benefits of Using Tech and Digital Media in Education

With the help of technology, you can introduce your classroom to opportunities and resources they may not otherwise be able to access.[5] In fact, this is one of the greatest ways technology has changed education. You may not be able to take your students to one of NASA’s space centers to witness a rocket launch, for example, but you can teach them all about rockets using resources on NASA’s website . Video clips, educational games, and virtual simulations are just a few examples of technology resources you can use to engage and educate in the classroom.

Plus, the vast majority of today’s careers require at least some digital skills (which include anything from complex skills like coding to simpler ones like composing and sending emails). Using tech in class can prepare students to successfully enter the workforce after graduation.[4] Even though the technology is likely to change from their early school years to the time they start their first career, teaching digital literacy in elementary school is a great way to get students started.

Why else is understanding how to use technology in the classroom important? Using technology alongside non-digital lessons can have many academic and behavioral benefits for your students, including:[2,7,11,12]

• Longer attention span
• Increased intrinsic motivation to learn
• Higher classroom participation and student engagement
• Greater academic achievement
• Stronger digital literacy

And finally, the benefits of classroom technology can expand far beyond the classroom and right into your students’ homes.[4] Rather than handing out paper worksheets, you can send your students online lessons or activities to complete at their own convenience. This practice provides better flexibility, plus the opportunity for you to provide audio or video clips alongside homework assignments. Additionally, if you have under-resourced students in your classroom, you may be able to supplement the resources available to their families by providing take-home technology.

How to Get the Most from Technology in Schools

One of the major concerns parents and educators have with classroom technology is how to limit excessive screen time. The American Association of Pediatrics suggests the following screen time recommendations by age. Keep these guidelines in mind when you teach lessons that involve screen time in your classroom:[17]

• 2–5 years old : No more than one hour of high-quality digital activities or programming
• 6 or older : Consistent limits to prevent screen time getting in the way of sleep, physical activity, or other healthy behaviors

Whenever possible, prioritize active digital screen time over passive.[16] Active screen time, like playing an educational game or learning a new digital skill, engages a student’s mind or body in a way that involves more than observation. Passive screen time—think watching a video or listening to an online lecture—involves limited interaction or engagement with the technology. Active digital activities are more likely to help your students experience new concepts, and they encourage your class to work together during the lesson.

Although teachers at under-resourced and rural schools are less likely to use technology, any tech you have available can greatly add to the opportunities you provide your students.[13, 18] Technology can remove some of the physical or financial barriers to educational resources and experiences.[17] If you’re unable to go on a field trip, for example, you can access plenty of virtual field trips at no cost.[16] Use the technology you do have to supplement your lessons and provide students with information you may not otherwise be able to access.

And finally, use school technology to teach your students digital citizenship .[14] Broadly defined, digital citizenship is the safe, ethical, informed, and responsible use of technology.[16] It encompasses skills like internet safety, setting healthy screen time habits, and communicating with others online. Lessons that involve digital citizenship can help a student use technology responsibly well beyond their elementary school years.

6 Quick Tips for Using Technology in the Classroom

The benefits of technology in education can revolutionize your classroom, but only when used intentionally. All it takes is a little time and personal training to help you understand the ins and outs of useful classroom tech.

Keep these six strategies and ideas in mind to help you get the most out of your classroom technology:

• Always use technology or learning programs yourself before trying it with your students so you can troubleshoot any issues in advance.[9]
• Most of today’s students are digital natives and have grown up around technology for their entire life. Listen to what your students know about technology and ask them for tip. They may just teach you something new![8]
• Use digital resources (like apps, texts, or social media groups) to keep parents informed about class activities and upcoming assignments.[5]
• Prioritize active digital activities, like online learning games or interactive lessons, over passive activities (like watching a video).
• If you’re an administrator, schedule a faculty training session on how to use your school’s technology and answer any questions.[10]
• Focus your technology-based lessons on teaching your students digital citizenship , or skills that will help them thoughtfully and effectively navigate digital media.[14]
• Groff, J., and Mouza, C. A Framework for Addressing Challenges to Classroom Technology Use. AACE Journal, January 2008, 16(1), pp. 21-46.
• Levy, L.A. 7 Reasons Why Digital Literacy is Important for Teachers. Retrieved from usc.edu: https://www.rossieronline.usc.edu/blog/teacher-digital-literacy/.
• Van Dusen, L.M., and Worthen, B.R. Can Integrated Instructional Technology Transform the Classroom? Educational Leadership, October 1995, 53(2), pp. 28-33.
• Rosenberg, J. Technology in the classroom: Friend or Foe? Retrieved from huffpost.com: hhttps://www.huffpost.com/entry/technology-in-the-classro_2_b_2018558..
• Venezky, R.L. Technology in the classroom: steps toward a new vision. Education, Communication & Information, 2004, 4(1), pp. 3-21.
• Buckenmeyer, J.A. Beyond Computers In The Classroom: Factors Related To Technology Adoption To Enhance Teaching And Learning. Contemporary Issues in Education Research. April 2010, 3(4), pp. 27-36.
• Bester, G., and Brand, L. The effect of technology on learner attention and achievement in the classroom. South African Journal of Education, 2013, 33(2), pp. 1-15.
• Reissman, H. 7 smart ways to use technology in classrooms. Retrieved from ted.com: https://ideas.ted.com/7-smart-ways-to-use-technology-in-classrooms/.
• Edutopia Staff. How to Integrate Technology. Retrieved from edutopia.org: https://www.edutopia.org/technology-integration-guide-implementation. Winters-Robinson, E. How Tech Can Engage Students, Simplify the School Day and Save Time for Teachers. Retrieved from edsurge.com: https://www.edsurge.com/news/2019-10-15-how-tech-can-engage-students-simplify-the-school-day-and-save-time-for-teachers.
• Couse, L.J., and Chen, D.W. A Tablet Computer for Young Children? Exploring its Viability for Early Childhood Education. Journal of Research on Technology in Education, 2010, 43(1), pp. 75-96.
• Filer, D. Everyone’s Answering: Using Technology to Increase Classroom Participation. Nursing Education Perspectives, 2010, 31(4), pp. 247-250.
• Friedman, S. How Teachers Use Technology in the Classroom. Retrieved from thejournal.com: https://thejournal.com/articles/2019/04/15/how-teachers-use-technology-in-the-classroom.aspx.
• Mace, N. 8 Strategies to Manage the 21st Century Classroom . Retrieved from education.cu-portland.edu: https://education.cu-portland.edu/blog/classroom-resources/using-classroom-technology/.
• Keswani, B., Patni, P., and Banerjee, D. Role Of Technology In Education: A 21st Century Approach. Journal of Commerce and Instructional Technology, 2008, 8, pp.54-59.
• The Office of Educational Technology. Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update . Retrieved from tech.ed.gov: tech.ed.gov/files/2017/01/NETP17.pdf.
• Courville, K. Technology and its use in Education: Present Roles and Future Prospects. 2011 Recovery School District Technology Summit, 2011, pp. 1-19.
• Klopfer, E., Osterweil, S., Groff, J., and Haas, J. Using the technology of today, in the classroom today: the instructional power of digital games, social networking, simulations, and how teachers can leverage them . The Education Arcade, 2009, pp. 1-20.
• American Academy of Pediatrics. American Academy of Pediatrics Announces New Recommendations for Children’s Media Use. Retrieved from aap.org: https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/American-Academy-of-Pediatrics-Announces-New-Recommendations-for-Childrens-Media-Use.aspx.

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Use of Electronic Devices in the Classroom

In today's rapidly evolving educational landscape, the integration of technology has become a cornerstone of modern pedagogy. Gone are the days of traditional chalkboards and paper textbooks; instead, classrooms are embracing a diverse array of electronic devices to enrich the learning experience. At Inventive Classroom, we recognize the transformative power of technology in education and are committed to exploring its myriad benefits. Join us as we delve into the world of electronic devices in the classroom and discover how they are revolutionizing teaching and learning.

The Rise of EdTech:

Educational Technology, or EdTech, has emerged as a catalyst for innovation in the classroom. By harnessing the capabilities of electronic devices, educators can augment traditional teaching approaches, catering to diverse learning styles and fostering personalized learning experiences. From interactive whiteboards to tablets and laptops, electronic devices offer a wealth of opportunities to engage students and enhance learning outcomes.

Empowering Learning Through Innovation:

Electronic devices, ranging from interactive whiteboards to tablets and laptops, are revolutionizing the way educators deliver instruction and students engage with content. These tools facilitate dynamic and interactive learning experiences, allowing teachers to cater to diverse learning styles and foster creativity and critical thinking skills.

Interactive Whiteboards: Bridging the Gap Between Analog and Digital:

Interactive whiteboards serve as a focal point in modern classrooms, seamlessly merging analog and digital learning experiences. With touch-screen capabilities and multimedia integration, teachers can create engaging presentations, annotate content in real time, and facilitate collaborative activities. Students benefit from interactive lessons that cater to visual and kinesthetic learners, enhancing comprehension and retention.

Tablets and Laptops: Portable Learning Hubs

Tablets and laptops have emerged as indispensable tools in today's educational landscape, offering unparalleled flexibility and accessibility. Equipped with educational apps, e-books, and multimedia resources, these devices empower students to explore subjects at their own pace and delve deeper into topics of interest. Additionally, cloud-based collaboration tools facilitate seamless communication and teamwork, preparing students for the digital workplace of the future.

Digital Document Cameras: Bringing Learning to Life

Digital document cameras provide educators with a powerful tool for capturing and sharing real-world artifacts, documents, and experiments. By displaying high-resolution images and videos directly to the classroom display, teachers can enhance visual learning experiences and stimulate curiosity and inquiry. Whether dissecting a frog or examining historical artifacts, digital document cameras bring learning to life in ways that traditional methods cannot match.

Assistive Technology: Fostering Inclusivity

For students with diverse learning needs, assistive technology plays a pivotal role in leveling the playing field and fostering inclusivity. Screen readers, speech-to-text software, and adaptive keyboards are just a few examples of tools that empower students with disabilities to fully participate in classroom activities and access educational content. By embracing assistive technology, educators create learning environments that celebrate diversity and accommodate the unique needs of every learner.

Digital Learning Platforms:

In addition to hardware devices, digital learning platforms play a pivotal role in transforming classroom dynamics. Learning Management Systems (LMS) such as Google Classroom, Moodle, and Canvas provide centralized hubs for course materials, assignments, and communication channels, streamlining administrative tasks and fostering seamless collaboration between educators and students. Moreover, these platforms facilitate asynchronous learning, allowing students to engage with course content at their own pace and revisit materials as needed, promoting self-directed learning and autonomy.

Benefits of Using Electronic Devices in the Classroom

1. enhanced engagement and interactivity:.

One of the most significant advantages of incorporating electronic devices into the classroom is the ability to enhance student engagement and interactivity. Interactive whiteboards, tablets, and laptops enable educators to deliver dynamic multimedia presentations, interactive quizzes, and collaborative projects that cater to diverse learning styles and preferences. By leveraging interactive tools and educational apps, teachers can create immersive learning experiences that captivate students' attention and foster active participation.

2. Personalized Learning Opportunities:

Electronic devices also open the door to personalized learning opportunities, allowing educators to tailor instruction to individual student needs and interests. Adaptive learning platforms and educational software utilize artificial intelligence algorithms to analyze student performance data and deliver customized learning pathways and resources. This personalized approach empowers students to learn at their own pace, receive targeted support, and explore topics that align with their unique learning goals and aspirations.

3. Access to Rich Learning Resources:

The internet serves as a vast repository of knowledge and resources, and electronic devices provide students with instant access to a wealth of educational content, including e-books, online articles, videos, and simulations. Through online research and multimedia exploration, students can deepen their understanding of academic concepts, explore real-world applications, and cultivate critical thinking and information literacy skills. Moreover, digital libraries and educational platforms offer a diverse array of curated learning materials that cater to various subjects, grade levels, and learning objectives, enriching the educational experience for students and teachers alike.

4. Mitigating Technological Challenges and Distractions:

While electronic devices offer numerous benefits, they also present certain challenges and concerns that must be addressed. Technological issues such as connectivity issues, software glitches, and hardware malfunctions can disrupt instructional delivery and impede learning progress. Additionally, the proliferation of electronic devices in the classroom raises concerns about potential distractions and misuse, such as unauthorized internet browsing, social media engagement, and gaming. To mitigate these challenges, educators must establish clear guidelines and expectations regarding device usage, implement robust digital citizenship and responsible technology use curriculum, and leverage classroom management strategies to promote focused and productive learning environments.

5. Promoting Digital Citizenship and Responsible Technology Use:

As digital natives grow up in an increasingly interconnected and technology-driven world, it is essential to instill in them the values of digital citizenship and responsible technology use. Educators play a crucial role in educating students about online safety, privacy protection, digital etiquette, and cyberbullying prevention. By integrating digital citizenship education into the curriculum and modeling positive online behaviors, educators empower students to become responsible digital citizens who harness the power of technology for learning, collaboration, and social good.

6. Fostering Student Engagement and Participation:

One of the key advantages of incorporating electronic devices into the classroom is their ability to captivate and engage students. Interactive learning platforms like Nearpod and SMART Board enable real-time feedback and assessment, allowing educators to gauge student comprehension and adapt instruction accordingly. Through gamification and multimedia-rich content, electronic devices stimulate curiosity and creativity, motivating students to actively participate in the learning process.

Conclusion:

As we navigate the complexities of the 21st-century classroom, the integration of electronic devices represents a paradigm shift in education. From interactive whiteboards to tablets and assistive technology, these tools empower educators to create dynamic and inclusive learning environments that prepare students for success in an increasingly digital world. At Inventive Classroom, we remain committed to harnessing the transformative power of technology to enhance education and inspire lifelong learning.

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6 Essential Educational Technology Equipment for Classrooms

Aida Elbanna Classroom Management Technologies , EdTech , Skolera LMS Comments Off on 6 Essential Educational Technology Equipment for Classrooms 18,262 Views

Today’s schools have started to take on different shapes and educational trends than schools 20 years ago. The integration of technology has become indispensable to classroom teaching as well as learning beyond the classroom. Educational technology equipment is the use of computers, tablets, and mobile phones in the process of learning. 

Teachers prefer incorporating technology in education to gain access to a wider variety of learning materials, improve students’ skills like communication, IT, and self-learning,  allow students to learn in an engaging, fun atmosphere, and introduce new teaching techniques to enhance the learning experience. 

We’ve managed to combine the most needed equipment that classrooms need to effectively implement educational technology today. 

Educational Technology Equipment 

For a school to implement educational technology, smart technology for classrooms is vital. This ranges from hardware and software equipment that can be print, visual, audio, audiovisual, and interactive devices.

According to Grand View for research , the global education technology market in 2019 was estimated at $76.4 billion.

This shows how the market size for Edtech is rapidly increasing as schools and educators have come to acknowledge it as indispensable to learning.  

The above study made by  The Common Sense Census polled a sample of more than 1,200 K–12 teachers to measure the state of education technology in America’s classrooms and explore the growing need for technology in education. As indicated in the findings, digital tools are now more commonly used in the classrooms of today. 

Types of Educational Technology Equipment  

This section discusses several examples of educational technology in the classroom so that schools and academic institutions can fully grasp the scope, usage, and importance of this equipment.

A SMARTboard is an interactive whiteboard that allows you to write and move things around by touching. It is typically connected to a computer and acts as a computer screen mirror to maximise vision for viewers. 

They usually come with special pens to write with so this is convenient for teachers to avoid using several markers at the same time. A SMARTboard can now function simultaneously; in other words, teachers and students can touch it at the same time to work on a question for example.

SMARTboards can boost student engagement in the classroom which allows them to be more alert and participate in active classroom learning.

Teachers can even include game-based learning using SMARTboards to carry out fun group activities that act as additional learning support or play videos while highlighting key lesson elements simultaneously.

Digital textbooks

A digital textbook or an e-textbook is the digital equivalent of physical textbooks that are typically used in either online or hybrid classes. Teachers love incorporating digital textbooks as an alternative to traditional ones as they are more convenient so students do not have to carry heavy books every day to class, they can hold hundreds of other books, and they usually increase student productivity as they become more interactive with the learning material at hand. 

Schools have also started to take interest in digital textbooks to cut down on textbook prices and to facilitate the school’s digital transformation. Schools can significantly spend much less on learning materials as many publishers have the option of renting or buying textbooks. The publishers’ websites also usually feature a demo option to take a quick look at the contents of the book before committing to a purchase. 

Therefore, one of the best decisions to make when buying educational technology equipment is to think of digital textbooks and how they greatly benefit both the school and the teacher.

An overhead projector can be a quite useful purchase for the school’s classrooms. First of all, students will be able to view teachers’ presentations in a magnified and clear manner and they will be able to carry out more efficient class presentations. 

For teachers, projectors can be a great tool for integrating educational technology in the classroom. For example, they will make better use of class time when presentations are prepared before the lesson. They can also start gamifying the lesson as projectors share basically everything coming from a computer screen. 

Projectors are a great way to integrate blended learning into the classroom where technology can be used for different learning techniques like collaborative, game-based, peer or project-based learning. 

15 Free Educational Apps for Students

Laptops and/or tablets

Laptops or computers are definitely one of the most essential purchases a school can make to integrate educational technology into the classrooms. They form the basis of any digital media introduced into the learning class. 

Teachers typically carry out all their academic and logistic class work on school computers. Also, having laptops for the students in the classroom would be a great addition to the class equipment as teachers will be able to communicate with them directly and efficiently.

A laptop can be an essential tool for maintaining a student’s focus and engagement with the learning material. This will also be a great opportunity to teach students important life skills like IT, decision-making, and self-learning. 

The learning capacity is basically infinite with laptops or tablets being incorporated into the classroom; teachers can integrate games, and online group activities, take the students on virtual tours or even use VR lessons.

Headphones can be quite the valuable purchase a school can make to own valuable gadgets. They can be great for listening activities, speaking exercises or simply educational movie watching. 

They will allow students, especially young ones, to focus on the task assigned to them at the moment, and eliminate any chances for non-concentration and daydreaming.

Internet connectivity

Without a doubt, being connected to the internet is what the world thrives on today. The classroom is a no different medium. In fact, being connected to the internet in the classroom has several benefits for both the teacher and student.

Having good internet connectivity throughout the school is an integral part of education nowadays. For example, if the school has a contract with a Learning Management Software provider, the internet would be quite an essential purchase. It would simplify teachers’ academic and administrative tasks within and outside the classroom.

This ranges from creating quizzes and quick assignments to generating reports and analysing students’ data on a monthly basis. 

Read more: Learning Management System : Features and Benefits

The internet can also simplify hybrid learning within the classroom where technology is the essence of students’ understanding and retention. Also, if the teacher assigns group class activities, students can use the internet to do their own research and exchange valuable information. 

The list of ways to use the internet in the classroom is quite endless as the key is to properly plan technology-induced lessons beforehand and make use of teacher resources online for inspiration.

Educational Technology Tools for Classroom Use

Apart from educational technology equipment, teachers in schools can definitely benefit from incorporating educational technology tools as well. These tools can range from apps and websites to useful teaching resources. 

Below are some educational technology tools that will be quite useful if you’re a classroom teacher.

Increase interaction using FlipGrid

Flipgrid is a platform that allows teachers and students to interact effectively in a fun environment. It’s an excellent educational technology tool since it allows users to create short videos on a shared app while discussing a certain topic. Teachers upload “themes” based on class subjects, and students, in turn, create videos in response to the theme. 

One of the advantages of this technique is that it provides students time to respond, removing the burden of needing to respond immediately.

It’s also an exciting tool because it lets users add emojis, stickers, and text to their videos. Thus, this tool can greatly boost class interaction among students and help you build a fun learning environment.

Gamification using Scrabble

For English classes, in particular, scrabble competitions will undoubtedly improve your class’s spelling and vocabulary abilities. You may play scrabble every now and then instead of a standard pop spelling quiz to keep students interested. First, teach them the rules, then divide them into groups and let them handle the rest!

You can find lots of Scrabble apps that will allow you to create groups and play during class. Your students will undoubtedly benefit from the collective learning experience that is fun at the same time!

Flipped classroom using EdPuzzle

A flipped classroom is a kind of learning technique that puts focus on the student as he/she is responsible for practising class content at home and working on it at school. It is basically the opposite of the common teacher-teaching-student technique. 

You can hit two birds with one stone by introducing the concept of the flipped classroom while using educational technology at the same time! EdPuzzle is a great app for this specific purpose; you basically create an engaging class video by adding comments, notes and questions to the video. 

This app will be effective at implementing the flipped classroom experience and will help your students develop critical thinking, communication and presentation skills as students are watching the learning videos.

After all, the integration of educational technology tools and equipment can be intimidating at first, but once you get the hang of it, it will definitely take your teaching experience to a whole new level !

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Educational Technology: 5 ModernTechnological Devices Used in Education

Educational Technology: 5 Modern Technological Devices Used in Education

The latest trends in educational technology, 5 most important technological devices used in education , 1. digital interactive whiteboards, 2. ultra-high-definition television (uhdtv), 3. smart boards - interactive classroom boards, 4. digital projectors, نموذج الاتصال.

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, debating the use of digital devices in the classroom.

While many parents allow children free reign of the internet at home, it’s a common debate in education circles on how —and if —digital devices should be allowed at school.

Supporters of technology in the classroom say that using laptops, tablets, and cellphones in the classroom can keep students engaged. Technology is what they know. Most students today don’t even remember a time without the internet.

But critics say it’s yet another distraction in the classroom. From social media to texting, allowing digital devices could hinder a student’s performance in the classroom.

Read on to discover the main arguments surrounding the global debate on digital devices and their place in our schools.

Pros of digital devices in the classroom

• Peace of mind:  Cellphones and smartphones can offer parents a little more peace of mind when their children are at school. Parents know that in an emergency the student can contact them, or vice versa. In addition, more and more cellphones and smartphones contain GPS devices that can be tracked if necessary.
• Instant answers:  Access to the internet provides instant answers for the curious. This is the search-and-learn environment kids are involved in today. Now, when they want to know “Why do leaves change color,” they are only a search away from an answer. This also gives students the ability to get an answer to a question they may feel uncomfortable asking in class. If a teacher uses a term they don’t understand, they can find the answer discretely, and without interrupting the class.
• Wider access to information:  With internet access, children can be exposed to a world of creative ideas outside of their bubble. They can learn other languages, teach themselves how to draw, knit, or play chess. They have access to an endless array of options available to help them learn, and gain skills they might not otherwise be exposed to. All of this can be accomplished through a  smartphone, which can be a valuable learning tool , if used correctly.
• Access to video:  Electronic devices in the classroom can enhance the learning experience by providing instant video access. Martin Luther King’s “I Have a Dream” speech is not just something to read about. Man’s first step on the moon, early flight, presidential speeches, bridges being built—they all are made more real and easier to digest in the form of instant video availability.
• Wide range of music available:  Sure, you might think of kids listening to their pop, hip-hop, and rap music on digital devices, but remember that all music is available. This gives students access to classical, jazz, big band, and early rock ‘n’ roll. Students could have the opportunity to compare and discuss the differences in these styles in a way that is familiar to them.
• Social learning: Social media can have a negative connotation when you link it to kids. However, there can be an educational aspect. Social learning is a great way for students to share information, thoughts, and ideas on a subject. Properly focused, quieter, and shyer students may blossom in a social learning situation made possible by digital devices.
• Teacher advancement:  Finding ways to effectively utilize digital devices in the classroom provides teachers with an opportunity to advance their skillset and grow with their students. Many teachers are taking their digital literacy to the next level by earning an  master’s degree in education technology .

Cons of digital devices in the classroom

• Harmful effects of digital devices:  There are concerns from the EPA about long-term exposure to wireless devices and computer screens . While there is no direct evidence of harmful effects, the EPA discourages too much exposure for students who have video screens in front of their faces or computers in their laps. If students frequently use these devices at home, additional exposure at school could be viewed as harmful.
• Inappropriate materials:  While schools can limit the availability of websites that can be viewed on their network, students may find links that slipped through the system. There will also be times that students will not be accessing the internet through a monitored network.
• Distraction from schoolwork:  With the temptation of social media and texting in their hands, students may focus solely on their social life instead of the lesson plan.
• Child predators:  Child predators are a problem everywhere. Using digital devices at school creates just that much more exposure and potential danger for students.
• Cyberbulling : This is an increasing issue that’s grown exponentially in recent years. Permitting use of digital devices in the classroom could potentially lead to more of it.
• Provide a disconnect:  While some believe digital devices make for greater connections for students, there are also those who believe too much time with digital devices disconnects students from face-to-face social activities, family communications, and nature. Digital devices in the classroom could lead to an even greater disconnect.
• Could widen the gap : Technology spending varies greatly across the nation. Some schools have the means to address the digital divide so that all of their students have access to technology and can improve their technological skills. Meanwhile, other schools still struggle with their computer-to-student ratio and/or lack the means to provide economically disadvantaged students with loaner iPads and other devices so that they can have access to the same tools and resources that their classmates have at school and at home.

Should schools permit digital devices?

Some school districts have seen great improvements by allowing digital devices in the classroom. One thing is clear: if digital devices are permitted, there should be guidelines and rules in place .

Students need to be taught online safety, the use of judgment in determining good quality sources of information, and restraint from personal use in the classroom. In other words, they need to learn all about digital literacy and  digital citizenship .

There are many resources for teaching these concepts, and a great place to start is the International Society for Technology in Education  (ISTE). Their   comprehensive standards  focus on  the skills and qualities students should have in order to be successful in the digital world. ISTE also teamed up with Google and developed an online digital citizenship game called  Interland . It educates kids about digital citizenship in interactive ways. Students learn how to be good digital citizens as well as how to combat hackers, phishers, oversharers, and bullies.

If a school is going to allow and/or encourage the use of digital devices in the classroom, then teachers also need proper support in terms of training, professional development, and curriculum. They can start with curriculum and PD resources such as those provided by   Common Sense Media , but in order to fully utilize them, teachers need time to plan and collaborate. Digital devices should only be used when there are specific goals in mind, focusing on student safety, digital citizenship, critical thinking, collaboration, advancement, and equity.

You may also like to read

• How to Incorporate Digital Stories in the Classroom
• Teaching Via Tech: Digital Advancements in the Classroom
• Google Docs for Teachers: Classroom and Lesson Plan Management
• Five Skills Online Teachers Need for Classroom Instruction
• 3 Examples of Innovative Educational Technology
• How Assistive Learning Technology has Impacted the Disabled

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10 Benefits and Uses of Electronic Gadgets in Learning

In the age of technology and connectivity, electronic gadgets have graced their way into the learning process of students in the classroom. These gadgets have been used to continually improve and expound methods through which students can learn. The gadgets mostly used by students are tablets, mobile phones and cameras.

Also, the growing demand in terms of requirements from students is assisted by these electronic gadgets. Tasks and collaboration are done easier using technology available for educational purposes.

However, there are debates concerning the advantages and disadvantages of electronic gadgets usage inside the classroom. This blog article focuses on the advantages it can bring students.

So what are the benefits and uses exactly that gadgets contribute to student learning?

Also See: The Desktop Dilemma: Do we even need them and Navigating the Tech Landscape in 2024

1. Improves overall student performance.

According to the study of Behnke, Gilliland, Schneider and Singer in 2005, the usage of gadgets such as tablets in class can contribute to improved student performance, it also can contribute to the decrease in the number of students who perform poorly in class.

Not only that, gadgets also help improve the efficiency of teaching methods and learning capacities of students using tablets in class.

Overall, the usage of electronic gadgets has made activities conducted in classrooms more flexible. The various features and functions of gadgets in class also play a part to efficiently transform teaching and learning methods, because of this, different senses of students are activated through the use of these gadgets.

Also see Transforming Education with Electronic Gadgets: Improving Student Performance and Enhancing Teaching Methods

2. Enables student-centered learning.

Traditionally, learning is dependent on teacher-centered strategies. But with the transformations in the teaching methodologies and the availability of gadgets in the classroom, learning has deviated away from this focus.

According to the study of Nah, Lim, and Yih in 2012 , electronic gadgets help facilitate and expound student-centered learning through providing additional functions that enable students’ active role in the classroom. Their independence and ability to control their learning pace using these gadgets have fostered personalized participation.

Also see Empowering Students through Electronic Gadgets: How Student-Centered Learning is Revolutionizing Education

3. Enhances knowledge-retention.

Retention is one crucial factor in determining whether students are successfully learning in class. Correlatively, the activation of students’ multiple senses while using electronic gadgets in class, may help with their knowledge retention.

For instance, according to the study of Krause, Mogalle, Pohl and Williams in 2015, social gamification can help increase knowledge-retention among students.

Also see The Power of Gamification in Education: Boosting Motivation, Engagement, and Knowledge Retention

4. Enhances presentation and illustration of lectures.

Content is no longer presented through traditional methods such as the usage of boards, hardcopy drawings, and old school black and white projectors, through the usage of gadgets in the classroom, audio-visual and media presentations became not only available but portable for students.

Both students and teachers can also customize the ways through which information can be presented in class using electronic gadgets. These ways usually improve participation inside the classroom.

Also see Revolutionizing Education: The Impact of Gadgets on Multimedia Content in the Classroom

5. Enhances collaboration.

Due to the personalized and multiple functions of gadgets in class, collaboration consequently increases among students especially in terms of classroom participation and engagement.

As mentioned earlier, the usage of gadgets makes learning flexible. In the same way that collaboration becomes more voluntary as opposed to traditional learning methods due to the features and accessibility of gadgets. This is most apparent in virtual classrooms, online discussions and online activities.

Also see: The Power of Technology in Education: The Collaborative Benefits of Gadgets in the Classroom

6. Can be used for research purposes.

This is the most widely known use of using gadgets in the classroom. No longer do students have to physically go to libraries and browse hardcopy books for simple research or homework. Information is within their grasp in matters of seconds.

Also, researching online is not only limited to Google or Google Scholar. Schools often also provide access to paid research scholarly digital database such as Ebsco and Jstor . These database platforms are no longer confined within library computers but can also be accessible through tablets and mobile phones of students.

Also see: The Impact of Gadgets on Student Research Skills and Habits

7. Can be used for easier access to materials and easier storage of information.

No longer do students traditionally take notes but they can store books and notes through pdf or e-book copies or through taking pictures of lecture notes. They can also record audios and videos of lectures and discussions for as long as it is permitted by the lecturer or professor. Also, anytime they need materials, these materials can be accessible through the most portable gadgets such as mobile phones.

Also, according to the study of Behnke, Gilliland, Schneider and Singer in 2005, the usage of gadgets such as tablets create increase in the information received by students.

8. Can be used by students to verify information.

Due to the easier access to information, students can practice initiative to verify among themselves the data presented to them. Hence, improving their information fluency and critical thinking.

Speaking of critical thinking, wondering how you can improve critical thinking in writing? Here are 5 Tips on How to Improve Critical Thinking Skills in Academic Writing

According to the study of Mada in 2017, gadgets can help develop learning skills such as assembling, evaluating and utilizing information.

While according to the study of Thomas, O’Bannon and Bolton in 2013, since students can verify information themselves through the internet, this increases communication, collaboration and cooperative problem solving amongst students and even teachers.

9. Can be used for easier communication.

Students and also teachers no longer have to disseminate information through text messages or emails individually, but with electronic gadgets, platforms for portable and easier sharing of necessary school-related information is possible such as Facebook groups, Google classroom and other learning management systems such as Schoology .

Also, collaboration is easier between students and teachers given the instructional features most gadgets have that can be utilized for learning.

Also See: Revolutionizing Education: How Technology is Enhancing Learning through Collaborative Spaces, Learning Management Systems, and Social Media

10. Can be used for virtual classroom or virtual learning.

A virtual classroom is a platform through which learning is conducted online. Inside the virtual classroom, mechanisms such as video conference, online whiteboard and chat boxes are used by students and teachers.

This is essentially useful for learning flexibility and maximizing the benefits of technology in education. According to the study of McBrien and Jones , virtual classroom is a platform that can increase students’ engagement and participation due to the digital tools and mechanisms that students can use.

Also see: Maximizing the Potential of Virtual Classrooms: Advantages, Research, and Actionable Steps for Institutions

There you go! We have gone through all the 10 benefits and uses of allowing electronic gadgets in classrooms. However, these benefits can only be maximized if there is supervision in the usage of these gadgets. For instance, social media applications should be minimized or banned during discussions unless needed and related to ongoing classroom activities. Other educationally unrelated use of these gadgets should also be minimized. Otherwise, the usage of electronic gadgets in classrooms may cause distraction and hence be counterproductive for students.

Charm Jayme is a Marketing Executive at Inkmypapers   in Singpore. She loves books, coffee and breakfast.

Ellis-Behnke, R., Gilliland, J., Schneider, G. E., & Singer, D. (2003). Educational benefits of a paperless classroom utilizing tablet PCs. Massachusetts Institute of Technology, Cambridge, Massachusetts-USA .

Krause, M., Mogalle, M., Pohl, H., & Williams, J. J. (2015, March). A playful game changer: Fostering student retention in online education with social gamification. In Proceedings of the Second (2015) ACM conference on Learning@ Scale (pp. 95-102).

Mada, A. (2017). The Perception of Students and Lecturers on the Benefits, Opportunities and Challenges of the Use of ICT Gadgets During Lectures. The Fountain: Journal of Interdisciplinary Studies , 1 (1), 108-132.

McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning , 10 (3).

Nah, E. A., Lim, T. H., & Yih, B. (2012). Enhancing student-centered learning through usage of television commercials via wiki. Procedia-Social and Behavioral Sciences , 67 , 144-155.

Thomas, K. M., O’Bannon, B. W., & Bolton, N. (2013). Cell phones in the classroom: Teachers’ perspectives of inclusion, benefits, and barriers. Computers in the Schools , 30 (4), 295-308.

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Center for Teaching

Personal devices in the classroom.

The topic of developing policies around the usage of personal electronic devices in college classrooms has been hotly debated. Some have come out in favor of laptop bans (see Dynarski), citing studies that indicate that some students who use laptops in class retain less information and distract their peers more than students who do not use laptops (see Carter, Greenberg, and Walker). Others have defended the usage of personal electronic devices in the classroom in order to protect the privacy of students who must use them for accessibility reasons and to allow for easier integration of online tools in classes (see Pryal). Still others have called into question whether the debate around banning laptops and other electronic devices distracts from the larger mission of enhancing the learning experience for students (see Lieberman).

For a variety of reasons, banning electronic devices such as laptops can lead to negative outcomes. However, many faculty will want to establish clear, compassionate policies that guide students in using technology well in face-to-face classrooms.

Set clear guidelines upfront by including a statement in your syllabus about the use of personal electronic devices. Here are a few questions to guide you when thinking about what role students’ personal electronic devices will play in your classroom.

Will electronic devices be integrated into your classroom activities?

Electronic devices may make sense in some classes more than others. If your class is largely discussion based, then it may be appropriate to adopt a policy that limits the use of electronic devices in class.

Are course assignments posted electronically for students to access?

If your students will be accessing content and resources for your class via Brightspace or if the class involves using a particular piece of software like Excel or Photoshop, then a stronger case might be made for the inclusion of laptops and other electronic devices in class so that students can access these resources.

Is the class structure consistent from one meeting to the next?

An electronic devices policy does not have to be an all-or-nothing proposition. It may be that such devices are more useful or acceptable during some class meetings than others. In these instances, a hybrid policy might be beneficial.

In what ways will students themselves help to shape a technology policy in my class?

Students have a vested interest in the structure and effectiveness of classroom activities. Involving students in a discussion or even a development of a technology policy reinforces their role as co-creators of the classroom experience. How do students want to engage in class discussions? How do they see technology as necessary for their own learning? What kinds of policies will help them do their best work?

Considering these questions will also help you communicate to students why a policy is in place, potentially resulting in better acceptance of the guidelines.

Developing A Policy

Once you have determined the extent to which you and your students will use electronic devices in class, you will want to develop a supporting policy statement for your syllabus. This could take many forms, and may depend on the nature of your course.

Explain why you have implemented a policy.  It could be that the format of your class relies heavily on discussion or other activities from which electronic devices would distract. This is a great opportunity to explain your teaching philosophy and expectations for student engagement during class.

Definitions

State clearly what devices your policy includes: laptops, cell phones, tablets, etc.

If laptops and other personal electronic devices are allowed in class, how will the use be managed? Some policies simply require students to be conscientious of others in the classroom. Will students be able to connect the laptop to a power outlet or only use battery power? Should students put the lid down on the laptop during class discussion time? What behaviors will you expect from students?  Will students who want simply to take notes be permitted to use the laptop, but not an Internet connection? How about students who benefit from accessibility features on their devices?

Consequences

Clearly state the consequences students will face when they do not adhere to the policy. Make sure the penalties are enforceable and that you are willing to follow through with them. If you have involved students in this policy from the beginning and they have bought into the principles behind the policy, just reminding students of the agreement the class made as a group will help get folks back on track.

Keep in mind any accessibility related reasons a student might have that require a laptop or other electronic device for class. The policy should not be so restrictive that it impedes the rights of those students with special needs or does not make allowance for ADA compliance. For instance, it may be worthwhile to consider if your policy for a certain class would inadvertently single out students with disabilities and/or accessibility needs.

Syllabus Design

It may be useful to keep in mind general best practices for good syllabus design, including co-creating rubrics with students (when applicable), as you define and communicate your policy around the usage of personal electronic devices in the classroom.

Past Vanderbilt University Senior Graduate Teaching Fellows and Graduate Teaching Fellows Jessica Riviere, Danielle Picard, and Richard Coble produced a guide on Syllabus Design . The guide considers what components can be incorporated into a syllabus and how a syllabus is related to course design.

The University of Colorado Boulder developed a teaching resource that explores the process of co-creating rubrics with students. The resource offers some approaches and best practices for this rubric co-creation process, such as focusing on learning outcomes and continuing to draft the rubric as the course progresses.

The Center for Education Innovation & Learning in the Sciences at the University of California Los Angeles has gathered several resources on inclusive syllabus design in a teaching guide here . It highlights how a syllabus can welcome students and promote student growth. Additionally, Professors Tracie Marcella Addy, Derek Dube and Khadijah A. Mitchell wrote about steps that instructors can take to foster an inclusive classroom in an Inside Higher Ed feature. Their suggestions include but are not limited to regularly communicating with students and highlighting diverse practitioners in the field.

Instructional Strategies

In addition to a written policy, there are also techniques you can incorporate into your teaching that will help you manage students’ use of electronic devices in the classroom. One simple technique is to have a screen-up and screen-down time in order to focus student attention. This strategy, as well as others can be found by exploring the links below.

Ellen Granberg and James Witte, assistant professors of sociology at Clemson University, published this book chapter about their experiences with laptops in the classroom. They found that laptops had a great potential to increase student engagement and learning when clear directions and instructions on when to use laptops were given.

The Teaching, Learning, and Technology Group has developed a collection of instructional strategies for teaching with technology based on Chickering and Gamson’s “Seven Principles for Good Practice in Undergraduate Education.” This rich resource contains an assortment of practical ideas you can incorporate into your teaching. This includes using digital tools to publicize your availability and to virtually meet with students when the need arises.

Student Considerations

The decision to allow or restrict use of electronic devices in class can be a complex one. Policies will likely differ among your colleagues and may even differ for yourself among the courses you teach. Don’t hesitate to contact the CFT if you are part of the Vanderbilt instructional community and would like to talk further with one of our consultants about this topic.

• Addy, Tracie Marcella, Derek Dube, and Khadijah A Mitchell. “Fostering an Inclusive Classroom.” Inside Higher Ed. Inside Higher Ed, August 5, 2020. https://www.insidehighered.com/advice/2020/08/05/small-steps-instructors-can-take-build-more-inclusive-classrooms-opinion .
• Carter, Susan Payne, Kyle Greenberg, and Michael S Walker. “The Impact of Computer Usage on Academic Performance: Evidence from a Randomized Trial at the United States Military Academy.” Economics of Education Review 56 (February 2017): 118–32. https://doi.org/https://doi.org/10.1016/j.econedurev.2016.12.005 .
• “Co-Creating Rubrics with Students.” Center for Teaching & Learning. University of Colorado Boulder, March 18, 2021. https://www.colorado.edu/center/teaching-learning/teaching-resources/assessment/assessing-student-learning/rubrics/co-creating-rubrics-students .
• Dynarski, Susan. “Laptops Are Great. But Not during a Lecture or a Meeting.” The New York Times. The New York Times, November 22, 2017. https://www.nytimes.com/2017/11/22/business/laptops-not-during-lecture-or-meeting.html .
• “Inclusive Syllabus Design.” Center for Education Innovation and Learning in the Sciences. University of California, Los Angeles. Accessed October 11, 2021. https://ceils.ucla.edu/resources/teaching-guides/syllabus-design/ .
• Lieberman, Mark. “Enough With the Laptop Ban Debate!” Inside Higher Ed. Inside Higher Ed, November 29, 2017. https://www.insidehighered.com/digital-learning/article/2017/11/29/debate-over-banning-laptops-resurfaces-academics-seek-more .
• Pryal, Katie Rose Guest. “When You Talk about Banning Laptops, You Throw Disabled Students under the Bus.” HuffPost. HuffPost, November 28, 2017. https://www.huffpost.com/entry/when-you-talk-about-banning-laptops-you-throw-disabled_b_5a1ccb4ee4b07bcab2c6997d .
• Riviere, J., Picard, D., & Coble, R. (2014). Syllabus Design. Vanderbilt University Center for Teaching. Retrieved 11 October, 2021. https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design .

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Electronic Devices in Classroom: Help or Hindrance?

By Barbara Gutierrez [email protected] 02-19-2018

University of Miami sophomore Jack Btesh waits for his Pre-calculus class to begin with his MacBook laptop in front of him and his iPhone in hand. The minute class begins, he closes the laptop but he cannot help but keep an eye on his texts.

“Using electronic devices is our lives,” he said one recent morning. “I won’t answer the text during class, but I do check it just in case it is important.”

His instructor Sergio Hernandez, a lecturer in the math department, said that letting the students use electronic devices is something he “tolerates. After all, they are adults.”  

Using modern technology, specifically laptops, tablets and iPhones in the classroom is a dicey issue on many university campuses. At UM each faculty member reserves the right to ban such devices from their classrooms and they often do so, including policy in their syllabus as a condition for participation.

At a time in which recent studies show that young people are addicted to their iPhones and a company called Yondr charges a fee to lock away the device and provide a “device free” hour or two, the use of these devices has come under scrutiny.  

“I only allow cell phones or computers in the classroom if we have a specific in-class activity that requires it,” said Nina Miville, assistant professor in practice in the Industrial Engineering department at the College of Engineering. “Otherwise, they are not allowed to use it.”

The benefits of technology, via laptops and iPhones, is undeniable. Research can be instantaneous, access to online learning platforms such as  Top Hat  can allow professors to administer quizzes to student devices directly, project videos and graphs and conduct polling for collective learning.

Integrated technology can enhance the classroom experience depending on how the instructors use the technology, said Allan Gyorke, associate vice president for Information Technology and assistant provost for Educational Innovation. 

“For example, in a writing course, faculty could have students bring in their laptops to do writing and editing during class time,” Gyorke said. “In an architecture course, students could bring their laptops to work on CAD (Computer Aided Design) drawings or show their 3D rendered scenes to other students. In these cases, technology is an integral part of the creation process and appropriate for that reason.”

But many professors experience the downside of allowing electronic devices, especially in large classes, where many students try to hide their iPhone on their lap or open their laptops to sites that have no tie to the classroom work and create a distraction to themselves and others.

“I have stopped allowing laptops and tables and iPhones in class,” said Sam Terilli, associate professor at the School of Communication. “I insist on my favorite technology for notetaking…papers, pens and pencils.”

Although he has experimented with technology, Terilli noticed that students who took notes on their laptops became stenographers, trying to write every word.

“Instead, I want them listening, thinking and synthesizing ideas and then taking just a few notes,” he said. His method is actually scientifically proven to be beneficial. A 2014 study by professors from Princeton and the University of California, Los Angeles, determined that taking handwritten notes allowed more effective learning than using laptops. The study also revealed that students who multitasked during classes had reduced comprehension of course material.

Aaliyah Weathers, a junior studying journalism and motion pictures, can attest to the study’s results. While in class she is constantly monitoring her emails and other texts.

“I try to multitask because I belong to two organizations and I have two jobs and my attention is getting pulled into many different directions,” she said. “But it is easy to be distracted while doing that. You just have to snap out of it and return to class.”

When she took Terrilli’s class “Freedom of Expression” and was forced to put the electronic devices away and take notes longhand, she found that she retained more information and did not have to spend a lot of time studying before a test.

She also earned an A in the course.

Some professors, like Alberto Cairo in the School of Communication who teaches information graphics and visualization, find that the use of technology can increase a student’s creativity by exposing them through Google searches and other tools to the work of creative people from all over the world.

On the other hand, other professors restrict the use of electronic devices because they have noticed that it can cramp a student’s creativity.

Marilyn Neff, retired dean of Planning, Communications and External Relations at the School of Education and Human Development, who still teaches at the school, banned electronic devices from her “Education and the Arts” class when she noticed that many students – instead of engaging with the art (clay, paints, crayons) – wanted to look at their phones instead.

“My class is hands-on and they have to work with the materials,” said Neff. ”I think often when they are so hooked up on the technology it can restrict their growth, their creativity. I asked them to use green clay to create an object and many of them wanted to look up in Google what others had made with green clay.” 

For those professors who are still pondering whether to use technology or not and whether it can help or hinder teaching, Gyorke has a suggestion: “They can contact me and I’ll set them up with a consultation with an instructional designer who can talk with them about their courses, what they would like to accomplish, and ways to achieve their goals either with or without technology.”

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Digital technology is everywhere. How can it help plan better education systems?

C_ismael_martinez_sanchez-8308_1.jpg.

At its best, digital technologies can help build a more equitable and sustainable future. The 2023 GEM Report on technology and education , launched on 26 July 2023, similarly makes the case that, when used responsibly, digital technologies can help unlock the transformative power of education.

However, the journey has had many twists and turns. Over the years, technology has been seen as a threat, a pedagogical distraction, but also a panacea capable to solve a myriad of educational challenges. Today, the global education community embraces an overall more nuanced and balanced view – digital technology ushers in countless opportunities for new learning models, but also serious challenges that must be addressed to promote greater inclusion and equity.

The presence of technology in education today is unavoidable. In a post-pandemic context, we have learned that students are more likely to learn with technology than without it - especially in vulnerable and emergency contexts. It is also permeating the world of planning and management - the so-called behind-the-scenes of education. It is influencing how education systems are designed and redrawing the parameters for how educational administrations function.

When implemented at a macro level, technology has the capacity to produce significant impacts in education systems, offering tools and solutions that streamline processes and improve the efficiency of institutions.” -Martín Benavides, IIEP-UNESCO Director

3 ways technology can enhance planning

At IIEP, we have been working with countries to include technology in educational planning and management. From improved data collection to better transparency, here’s where we are seeing an impact in and through our work with ministries of education and their partners. 

1. Technology can improve efficiency in the planning and management of education systems, including more equitable use of resources.

In countries worldwide, IIEP’s technical teams are seeing how technology can boost an Education Management Information System – or EMIS  - the most important source of educational data. Technology can support everything from the collection, integration, processing, and maintenance, to the dissemination of data and information to improve decision-making, analysis, and policy formulation. EMIS is also key to monitoring progress toward educational goals and targets, both at the national and international levels.

Technology can also help create projections and modelling to manage the allocation of human and material resources. It can help planners find gaps in access to resources (e.g. teacher gaps in rural contexts) and fill them effectively and can help with time management. Tools such as context-specific school calendars , taking into account environmental and social variables (e.g. rainy seasons and harvest times) help to promote equity.

2. Technology can enhance transparency in the functioning of education.

Technology can provide open access to relevant information about how an education system functions, such as student performance reports. It can help construction open overnment where stakeholders can participate in formulating public policies and monitoring.

3. Technology can boost professional development.

Just like for teachers, technology is also used for the professional development of planners. Online learning platforms and communities of practice can provide resources that support peer-to-peer learning, the acquisition of new skills, and the dissemination of best practices .

These examples illustrate how digital tools in education reach far beyond classrooms. It can help planners do their jobs better and more efficiently, offering new pathways to improving educational quality and equity, now and in the future. 

However, as the GEM report on technology and education explores, clear objectives and principles are needed to ensure that the use of technology avoids harm. To do this, it is crucial to understand some of the key challenges facing the integration of technology and its appropriate use in education today.

The challenge of access

Access is often the first challenge many think of when it comes to technology in education. Despite progress, the lack of equitable access to education in many regions of the world exacerbates educational inequalities, both at the individual and systemic levels.

The GEM report notes that, globally, only 40% of primary schools, 50% of lower secondary, and 65% of upper secondary schools have access to the Internet.

Additionally, learning gaps run the risk of widening as long as education systems exist without access to the necessary infrastructure, e.g., devices or connectivity.

During COVID-19, for example, a paradoxical situation arose: on the one hand, digital technologies helped to mitigate the effects of social isolation and made educational continuity possible. However, in their absence, socio-educational inequalities deepened.

To ensure that technologies do not lead to new inequalities, it is essential to promote and revitalize Internet access policies to ensure inclusion and equality in education, i.e. by placing vulnerable populations at the centre of policies.

The challenge of managing and maintaining technology

Technology is generally a private offering and this can complicate management processes in education. The diversity of suppliers is a factor, as choosing the right technology can be complex, especially when considering cost, quality, interoperability, and adaptability to specific educational needs.

Another frequent blind spot is placing an excessive focus on the procurement of devices and software without adequate consideration of how they align with the goals and needs of the education system, as well as the overarching digital transformation policies of states.

In terms of maintenance, the right infrastructure and technical support need to be in place to ensure that solutions function well, as seemingly prosaic factors, such as insufficient connectivity or lack of maintenance, can hinder their effective use.

To overcome these challenges related to technology management, spaces for dialogue with stakeholders must be fostered so that consensus can be built on the benefits and goals of integrating technology, robust mechanisms for evaluation, monitoring and learning, and committed institutional leadership.

In addition, the creation of specific public-private partnerships can achieve greater transparency in educational technology management processes.

The challenge of developing digital skills

The availability of technology does not necessarily guarantee its use. Just as the integration of digital technologies goes beyond the classroom, the challenge of developing digital competencies goes beyond students and teachers and must extend to all actors involved in the educational environment. Families, managers, and policy-makers must be included in this scheme to ensure that all actors can effectively contribute to the use of technology in the educational context and promote a digital culture in society at large.

What’s next?

Let’s focus on Latin America and the Caribbean, where despite more than two decades of integrating various types of digital policies, a deep learning crisis remains. Drawing on its Regional Forum on Education Policies, IIEP has put forward a number of recommendations to further exploit the use of technology in planning and management - with an equity lens.

First, sufficient resources are critical to finance educational change. To have a robust public education system that can close gaps and give everyone at least a minimum of opportunities to learn, constant investment is needed. But some countries fail to do this, either entirely or partially, often because of a lack of coordination or political will.

Second, it is critical to foster cross-sectoral coordination of education ministries with other government sectors. Many learning problems, especially those linked to conditions of extreme poverty, violence, or marginalization, cannot be solved by education policies alone.

Third, there must be a dialogue between the government and society as a whole. The more distant education policy decisions are from the multiple actors in the system, the less sustainable they will be.

Finally, to avoid having policies become distorted or diluted when they reach schools, there should be better articulation between central-level policy-making and district levels. This will help connect the dots in the transmission chain, making digital technologies a smoother journey for all.

• How civil society uses digital tools to increase accountability in education 30 July 2024
• Community input is key to successful educational planning: Q&A from Samoa 25 July 2024
• New PlanED podcast: Making policies happen: Education leadership in action 19 July 2024
• Enhancing digital technology to transform education

Download the 2023 GEM Report: Technology in education

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Does Technology in the Classroom Help or Harm Students?

New research reveals the drawbacks of electronic devices for learning..

Posted August 13, 2018

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Of the countless emails I received from my students back when I was teaching college courses, one stands out in my memory . The student was following up on a point that had been made in class, and had sent me a related research study. I don't recall the point or the study, but I do remember noticing that she had sent it in the middle of our class discussion.

When I was first teaching, I allowed students to use their laptop computers for taking notes. I took pains at the beginning of each semester to explain that computers were to be used for note taking only, not for email, messaging, solitaire, and so forth. I wanted to protect the classroom from the constant distraction of our electronic devices, and wanted the students to be as fully present as possible.

But inevitably I would find students doing other things on their computers—giggling in the back row as they messaged a friend, checking email, looking at social media . Eventually I made a rule that students could not use computers during class unless they submitted a request for an exception (and of course if they had a documented accommodation). I expected that students would get more out of the class, and the class would get more out of them, if we minimized electronic distractions.

I was gratified to see research at the time that showed the benefits of taking notes by hand rather than on a computer (" The Pen Is Mightier Than the Keyboard "). The investigators found that pen-and-paper note taking led to better understanding of material; the authors suggested that since writing by hand is slower, it forces students to process information more deeply so they can distill the most important information to write down.

I recently returned to the topic of technology in the classroom in my interview with Dr. Raymond J. Pasi, an instructor at The George Washington University and a recently retired high school principal of 29 years. In his view, tools like PowerPoint have been overused, and don't necessarily promote engagement. (Full disclosure: I definitely relied excessively on PowerPoint slides when I was teaching.)

I know from having taking courses with him that Dr. Pasi was masterful at engaging students. He emphasized in our discussion how important it is to capture students' curiosity, and to draw them into collaborative exploration of a problem. As he noted, electronic slides aren't incompatible with that kind of engagement, but they can make it easier to zone out and simply copy bullet points.

A new study in Educational Psychology has revealed striking effects of electronic devices in the classroom. The experimenters permitted students to use their cell phones for some class sessions but not for others; analyses showed that students who used electronics in class did worse on midterm and final exams than students who did not.

The more surprising finding was that for class sessions in which electronics were allowed, students did worse on their subsequent exams even if they had not checked their devices in class . Simply having more screens in use had a detrimental effect on everyone. In explaining this finding, the authors note that learning tends to be most effective when it involves social interaction (the joint exploration that Dr. Pasi encouraged). They suggest that the use of electronic devices "changed the social character of the class from an occasion for joint attention to more like a group of individuals in a waiting room occasionally looking up."

How big was the effect? Scores were about 5 percent lower on average, with the largest effect for final exams. A five percent reduction in grade point average would translate into, for example, a 3.3 versus a 3.5. The authors note that the specifics of the study design very likely minimized the effect of divided attention on performance, such that the actual effect is probably even greater.

The full study may be found here: Dividing attention in the classroom reduces exam performance .

You can find my interview with Dr. Pasi here: Secondary education in the twenty-first century .

Glass, A. L., & Kang, M. (2018). Dividing attention in the classroom reduces exam performance. Educational Psychology . Advance online publication. doi:10.1080/01443410.2018.1489046

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25 , 1159-1168.

Seth J. Gillihan, Ph.D., is a licensed psychologist and author specializing in mindful cognitive behavioral therapy (CBT).

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Do smartphones belong in classrooms? Four scholars weigh in

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Disclosure statement

Louis-Philippe Beland receives funding from SSHRC insight grant and SSHRC insight development grant.

Arnold Lewis Glass, Daniel G. Krutka, and Sarah Rose do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

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Should smartphones be allowed in classrooms? A new report from UNESCO , the education arm of the United Nations, raises questions about the practice. Though smartphones can be used for educational purposes, the report says the devices also disrupt classroom learning, expose students to cyberbullying and can compromise students’ privacy.

About 1 in 7 countries globally, such as the Netherlands and France , have banned the use of smartphones in school – and academic performance improved as a result, particularly for low-performing students, the report notes.

As school leaders in the U.S. wrestle with whether or not to ban smartphones , The Conversation has invited four scholars to weigh in on the issue.

Daniel G. Krutka: Use smartphones to encourage ‘technoskepticism’

While the issue of smartphone use in schools is complicated, evidence suggests that spending more time on smartphones is associated with young people being less happy and less satisfied with life .

Technology scholars have long argued that the key to living well with technology is in finding limits. However, in banning smartphones, I worry educators might be missing opportunities to use smartphones to encourage what I and other researchers refer to as technoskeptical thinking ; that is, questioning our relationship with technology.

For example, students might be encouraged to consider the benefits and drawbacks of using navigational apps to travel from one place to another, as opposed to old-fashioned paper maps. Or, students might explore their social media feeds to critique what algorithms feed them, or how notifications get their attention.

In my research , I have looked at how teachers can encourage students to go on techno-fasts – that is, abstaining from the use of technology for a certain period of time. This, I argue, will give students time to reflect on the time they spend away from their devices .

Policy debates often focus on whether or not to put smartphones out of reach during the school day. But I believe educators might find it more beneficial to make the phones an object of inquiry.

Sarah Rose: Consult parents, teachers and students

While there is evidence that classroom phone usage can be a distraction , it can also promote engagement and learning . While research about the potential positive and negative consequences of classroom phones can be used to inform school phone policies, the views of those who are most directly impacted by the policies should also be taken into account.

The views of parents matter because their views may influence the extent to which their children follow the policy. The views of children matter because they are the ones being expected to follow the policy and to benefit from it. The views of teachers matter because they are often the ones that have to enforce the policies. Research shows that enforcing cellphone policies is not always a straightforward issue .

In my research, I have found that children – aged 10 and 11 years old – in collaboration with their parents, were able to come up with ideas for ideal policies and solutions to help enforce them. For example, one parent-child pair suggested mobile phone use in school could be banned but that a role of “telephone monitor” could be given to an older pupil. This “telephone monitor” would have a class mobile phone that children and parents could use to contact each other during the school day when necessary.

This recommendation reflected how parents and middle and high school students – whether from rural and urban areas – felt cellphones were important to keep in touch with each other during the school day. Beyond safety, children and parents also told us that phones were important for keeping in touch about changing plans and for emotional support during the school day.

I believe policies that simply ban phones in schools may be missing an opportunity to educate children about responsible mobile device use. When parents and children are involved in policy development, it has the potential to increase the extent to which these policies are followed and enforced.

Arnold L. Glass: Cellphone use in college lectures hurts performance in ways that are hard to see

The intrusion of internet-enabled electronic devices, such as laptops, tablets and cellphones, has transformed the modern college lecture. Students now divide their attention between the lecture and their devices. Classroom studies reveal that when college students use an electronic device for a nonacademic purpose during class, it hurts their performance on exams .

When attention is divided between an electronic device and the classroom lecture, it does not reduce comprehension of the lecture – at least, not when measured by within-class quizzes. Instead, divided attention reduces long-term retention of the classroom lecture, which hurts performance on unit exams and final exams.

When some students open electronic devices, it also negatively affects the performance of all the students around them . Research has shown that student performance on final exams was worse when electronic devices were permitted during classes that covered exam material versus when the devices were not.

Many students won’t think their divided attention is affecting their retention of new information. It may not be for the moment, but a couple of weeks later or down the line, research shows , it does.

Louis-Philippe Beland: Bans help low-achieving students the most

Numerous studies indicate that low-achieving students stand to benefit the most from the implementation of mobile phone bans in schools.

In a 2015 study, my co-author, Richard Murphy , and I examined the impact of banning mobile phones on student performance in high schools, using data from England. By comparing schools with phone bans to similar schools without the bans, we isolated the effect of mobile phones on performance. Our study found that banning mobile phones significantly increased test scores among 16-year-old students. The effect is equivalent to adding five days to the school year or an extra hour per week. Low-achieving students benefited more, while high-achieving students remained unaffected.

Similar studies in Spain and Norway using a similar approach demonstrated compelling evidence supporting the benefits of banning mobile phones. In Spain, grades improved and bullying incidents decreased. In Norway, the ban raised middle school students’ grade-point averages and their likelihood of attending academic high schools while reducing bullying. Evidence from Belgium suggests banning mobile phones can be beneficial for college student performance.

Psychological research sheds light on potential mechanisms behind the impact of mobile phones and technology on student performance. Multitasking, common with mobile phone use, has been found to hinder learning and task execution . Taking notes by hand has been shown to better enhance memory retention compared to typing on a computer.

In sum, banning mobile phones in schools can yield positive effects, improve academic performance and narrow the achievement gap between high- and low-achieving students. However, it is crucial to acknowledge that mobile phones and technology can also be valuable educational tools when used appropriately.

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E-learning and digital education - Statistics & Facts

Edtech in k-12 education, is online college worth the cost, key insights.

Detailed statistics

Online learning services market presence in the U.S. 2019-2022

Average number of EdTech tools used per K-12 district U.S. SY 2022-23

Fields of study for online college students in the U.S. by level of education 2023

Editor’s Picks Current statistics on this topic

Educational Institutions & Market

Opinions of online college students on quality of online education U.S. 2022

Reasons for online college selection among students in the U.S. 2023

U.S. students' preferences for college activities to be online or in person 2023

Further recommended statistics

• Basic Statistic Online learning services market presence in the U.S. 2019-2022
• Basic Statistic Most well-known online education services in the United States 2023
• Premium Statistic Average number of EdTech tools used per K-12 district U.S. SY 2022-23
• Premium Statistic Fields of study for online college students in the U.S. by level of education 2023
• Premium Statistic Reasons for online college selection among students in the U.S. 2023
• Premium Statistic Share of students studying online in the U.S. by gender 2023
• Premium Statistic Share of students studying online in the U.S., by ethnicity and education level 2023
• Premium Statistic Share of students studying online in the U.S., by income 2022

Online learning services awareness and usage in the United States from 1st quarter 2019 to 3rd quarter 2022

Most well-known online education services in the United States 2023

Leading online education services ranked by brand awareness in the United States in 2023

Average number of education technology tools used per K-12 school district in the United States from the 2016-17 school year to the 2022-23 school year

Leading fields of study for online college students in the U.S. in 2023, by level of education

Leading reasons for online college selection among students in the United States in 2023

Share of students studying online in the U.S. by gender 2023

Share of students studying online in the United States in 2023, by gender

Share of students studying online in the U.S., by ethnicity and education level 2023

Share of students studying online in the United States in the 2022-2023 school year, by ethnicity and education level

Share of students studying online in the U.S., by income 2022

Share of students studying online in the United States in 2022, by total household income in U.S. dollars

EdTech in K-12 classrooms

• Premium Statistic Top EdTech tools used in K-12 schools U.S. SY 2023-24
• Premium Statistic Top EdTech tools used in K-12 schools U.S. SY 2023-24, by purpose
• Premium Statistic K-12 teachers' main reasons to use education technology in class U.S. 2023
• Premium Statistic K-12 teachers' preferred digital planning tool qualities U.S. SY 2021-22
• Premium Statistic Top strengths of digital assessment tools among K-12 teachers U.S. SY 2021-22
• Premium Statistic K-12 teachers' challenges of digital learning materials U.S. SY 2021-22, by grade
• Premium Statistic K-12 teachers' opinions on what areas need more edtech resources U.S. 2023
• Premium Statistic K-12 teachers' opinions on the biggest impact of edtech on student learning U.S. 2023

Top EdTech tools used in K-12 schools U.S. SY 2023-24

Share of edtech solutions most accessed by students and teachers in K-12 schools in the United States during the 2023-24 school year

Top EdTech tools used in K-12 schools U.S. SY 2023-24, by purpose

Edtech solutions most used by students and teachers in K-12 schools in the United States during the 2023-24 school year, by solution purpose

K-12 teachers' main reasons to use education technology in class U.S. 2023

What are the primary reasons you or teachers in your district use edtech in the classroom (choose all that apply)?

K-12 teachers' preferred digital planning tool qualities U.S. SY 2021-22

Share of K-12 teachers with various preferences for digital planning tool qualities in the United States in the 2021-2022 school year

Top strengths of digital assessment tools among K-12 teachers U.S. SY 2021-22

Share of K-12 teachers who agree with various strengths of digital assessment tools in the United States in the 2021-2022 school year

K-12 teachers' challenges of digital learning materials U.S. SY 2021-22, by grade

Share of K-12 teachers with various challenges to incorporating digital instructional materials in the United States during the 2021-2022 school year, by grade level

K-12 teachers' opinions on what areas need more edtech resources U.S. 2023

In which of the following areas, if any, would you like more edtech resources to support your teaching and district needs (choose all that apply)?

K-12 teachers' opinions on the biggest impact of edtech on student learning U.S. 2023

Of the following, for which use case (if any) do you think edtech has the biggest impact on student learning?

Online postsecondary education

• Premium Statistic U.S. student distance learning enrollment 2012-2021
• Premium Statistic Number of college students enrolled in distance education U.S. 2021
• Premium Statistic U.S. students exclusively taking distance courses 2021, by institution
• Premium Statistic Number of college students enrolled in distance education U.S. 2021, by institution
• Premium Statistic Number of college students enrolled only in distance education U.S. 2021, by location
• Basic Statistic U.S. distance learning institutions, by share of online enrollment 2024
• Basic Statistic U.S. distance learning institutions 2021, by exclusive distance learning enrollment

U.S. student distance learning enrollment 2012-2021

Percentage of students in the United States taking distance learning courses from 2012 to 2021

Number of college students enrolled in distance education U.S. 2021

Number of postsecondary students enrolled in distance education courses in the United States in fall 2021 (in 1,000s)

U.S. students exclusively taking distance courses 2021, by institution

Percentage of distance students in the United States taking exclusively distance courses in 2021, by type of institution

Number of college students enrolled in distance education U.S. 2021, by institution

Number of postsecondary students enrolled in distance education courses in the United States in fall 2021, by institution type (in 1,000s)

Number of college students enrolled only in distance education U.S. 2021, by location

Number of postsecondary students enrolled exclusively in distance education courses in the United States in fall 2021, by student location (in 1,000s)

U.S. distance learning institutions, by share of online enrollment 2024

Leading distance learning institutions in the United States in 2024, by share of online enrollment

U.S. distance learning institutions 2021, by exclusive distance learning enrollment

Leading distance learning institutions in the United States in 2021, by number of students taking exclusively distance learning courses

Online vs on-campus learning options

• Premium Statistic U.S. online learning choice reasons according to students 2023
• Premium Statistic Most commonly offered alumni advice for U.S. online degree enrollees 2023
• Basic Statistic Concerns about choosing online education in the U.S. 2023
• Premium Statistic U.S. students' preferences for college activities to be online or in person 2023
• Premium Statistic U.S. student satisfaction with hybrid college courses 2023
• Premium Statistic U.S. students' beliefs on taking out loans for online higher education 2021-23
• Premium Statistic Opinions of online college students on quality of online education U.S. 2022
• Premium Statistic U.S. students' beliefs on the effects of online programs in higher education 2023

U.S. online learning choice reasons according to students 2023

Most common reasons for choosing online versus on-campus learning options according to online students in the United States in 2023

Most commonly offered alumni advice for U.S. online degree enrollees 2023

Most offered advice from online program alumni in the United States on what they would have done differently prior to enrolling in 2023

Concerns about choosing online education in the U.S. 2023

Concerns about online versus on-campus learning options according to online students in the United States in 2023

U.S. students' preferences for college activities to be online or in person 2023

Share of college students who prefer various activities and course work to be conducted online or in person in the United States in 2023

U.S. student satisfaction with hybrid college courses 2023

Share of college students who were satisfied or dissatisfied with taking a hybrid (online and in-person) course in the United States, by student's choice of engagement

U.S. students' beliefs on taking out loans for online higher education 2021-23

How much do you agree or disagree with the idea that, in general, it is worthwhile for borrowers to take out loans for education after high school that is a predominantly online program?

Do you believe the quality of online instruction in higher education is better, the same, or worse than in-person instruction?

U.S. students' beliefs on the effects of online programs in higher education 2023

Compared to fully in-person programs, do you think that fully online programs in higher education have made the following better, the same, or worse?

AI and the future of EdTech

• Premium Statistic Global e-learning market size by segment 2019 with a forecast for 2026
• Premium Statistic Share of U.S. state agencies seeing increased interest in using AI in classrooms 2023
• Premium Statistic K-12 parents' concerns on the effects of AI on their child's learning U.S. 2023
• Premium Statistic Adults’ opinion on how K–12 schools should handle AI advances U.S. 2023-24
• Premium Statistic Share of U.S. teachers with various concerns about using AI in K- 12 education 2023
• Premium Statistic Share of Americans with various beliefs on the use of AI tools by students U.S. 2023
• Premium Statistic U.S. undergraduate students' opinions on the use of AI tools in education 2023
• Premium Statistic Familiarity with ChatGPT in the U.S. 2023, by education

Global e-learning market size by segment 2019 with a forecast for 2026

Size of the global e-learning market in 2019 and 2026, by segment (in billion U.S. dollars)

Share of U.S. state agencies seeing increased interest in using AI in classrooms 2023

Given the amount of attention being paid to ChatGPT and other new AI products, are you seeing increased interest in guidance or policy around use of AI in the classroom compared to last year?

K-12 parents' concerns on the effects of AI on their child's learning U.S. 2023

How concerned are you about the effects of artificial intelligence, or AI, on your youngest/oldest child's learning this school year?

Adults’ opinion on how K–12 schools should handle AI advances U.S. 2023-24

Which of the following comes closest to your view on how K-12 schools should respond to advances in artificial intelligence (AI)?

Share of U.S. teachers with various concerns about using AI in K- 12 education 2023

Share of teachers with various concerns about using artificial intelligence in K-12 education in the United States in 2023

Share of Americans with various beliefs on the use of AI tools by students U.S. 2023

Share of Americans with various beliefs on the use of artificial intelligence (AI) tools by students in the United States in 2023

U.S. undergraduate students' opinions on the use of AI tools in education 2023

Share of undergraduate students who have various opinions on the use of artificial intelligence (AI) tools in higher education in the United States in 2023

Familiarity with ChatGPT in the U.S. 2023, by education

ChatGPT awareness in the United States in 2023, by level of education

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GoCare Technology Blog

School technology: pros & cons of devices in the classroom, share article.

• February 12, 2021

Thanks to technology, the world is an incredibly small place and knowledge is easier to find than ever before. So how important is technology in the 21st Century classroom? One way to answer that question is to weigh the pros and the cons. But first, classroom technology should be defined.

What is classroom technology.

In this article, references to technology in the classroom are used broadly. They encompass everything from computers and laptops, to tablets, smartphones, software, applications, and operating systems. It includes curriculum supported with technology and recognizes that we are advancing technology and increasing digital information at a phenomenal rate.

The Pros of technology in the classroom

Diverse learning materials.

In the past, the classroom consisted of teachers delivering lessons to their students, who had to combine the information delivered by the teacher and printed text. If students needed assistance understanding a lesson concept they could ask someone in their household, crack open the encyclopedia, or take a trip to the library for more information.  Assignments were often given verbally with graded papers returned to students for their reference.

Students with tablets or computers have the virtual world at their fingertips. Technology opens a gateway to different styles of teaching and learning. Digital devices deliver access to more than books and assignments. There are a host of applications, or apps, developed specifically for educators and students. Podcasts, webinars, videos and e-books only scratch the surface of what technology in the classroom provides for the learning experience.

Ideas in science textbooks are no longer limited to illustrations, but can be demonstrated through videos of experiments or animations. Content is on demand and it is delivered with a variety of learning styles in mind, whether it’s a spatial, aural, verbal, logical, solitary, social or verbal. No more  one size fits all . Students can simply type a search term or click a link, watch a video or slideshow, focus on a concept they found challenging, participate in discussions, and engage with learning and technology.

Student focus and enthusiasm

Thanks to the speediness of the Internet and digital educational content, lessons can seamlessly transition between videos, text, audio, discussions and more. Technology has made education dynamic in ways never before possible, and according to Boundless (n.d.), as a result students are more engaged and excited about learning. Technology in the classroom has created a network of knowledge to give students the ability to learn collectively as well as individually. It takes tremendous effort to extract the knowledge contained in a heavy backpack full of textbooks. While it still takes work to learn through technology, the focus is on the material, as opposed to mechanics and logistics. Dynamic digital learning material is much more interesting than the walk to the library.

That’s not to suggest that the old, traditional methods of learning don’t have a place in school. Students definitely need to develop skills in using the library and even handwriting, as suggested in Boundless. These logistical pieces to the learning puzzle are important; they are the puzzle’s border; the basis of the entire picture of learning. However, while the construction of the border of a puzzle is important, the vast majority of the pieces are not border pieces. In this learning puzzle metaphor, the internal pieces consist of higher concepts and lessons. It doesn’t make sense to have more border pieces in a puzzle than one needs.

Digital literacy for the 21st Century

The rapid development of technology in the world is changing everything. The technological revolution has brought about new ways of life in much the same way the Industrial Revolution did. As a result, the demand for science, technology, engineering and math (STEM) jobs is outpacing supply, according to Phil Davies (2014) in the fed gazette. The United States is looking for solutions to this problem; Sen. Al Franken, D-Minn. has introduced legislation to create a “corps” of the best STEM teachers to improve STEM education in the K-12 system, and to encourage more students to pursue STEM degrees in college.

As technology becomes increasingly common, the need for technological employment in all geographic areas is occurring. Davies writes about the needs of employers to staff operations in areas without STEM education. Places like North Dakota need homegrown or native STEM students, as they are most likely to populate the area. With increased demand for technology, comes increased demand for the design and manufacturing of technology. Beyond that, there’s the need to install, run and maintain it. There’s technology in commerce, construction, and farming – it’s everywhere.

Digital literacy doesn’t only need to extend to STEM-related learning and employment though. Being digitally literate and able to use technology extends into other vocations as well. The interconnectedness of our world through the Internet provides an opportunity for anybody to monetize the unique skills they’ve acquired. Kids have been told they can grow up to be whatever they want for decades, and through the ability to use technology to achieve their goals, that’s more true now than ever before.

Online communication in the classroom… and out of it

Thanks to technology, students have new ways to communicate with their peers and teachers, anytime and anywhere. Schools can build their own social networks where lessons, assignments and discussions can be displayed, and questions answered. As Timothy Honeycutt noted (2013), through technology students can learn many different methods of interpersonal and interorganizational communications.

This will help students get answers they need. When a question arises, they can find the answer or answers quickly and efficiently. Students in schools that support technology no longer need to remember their questions while they work to keep an arm raised over head. Teachers place all assignments online allowing students and parents easy access to tasks and deadlines, often including the cumulative results of their coursework.

The Cons of technology in the classroom

To be honest, the pros of classroom technology, as well as STEM education far outweigh the cons. Furthermore, the cons are all obvious things; the dark side of making things easier. For instance, technology enables the intellectually lazy and dishonest by making it easier to cheat. “Cyberslackers” can also get off task, and at best work on assignments from another class, and at worst surf the Internet for completely unrelated things. Lastly, while the Internet is full of great information and vast resources, it’s also full of misinformation and bad resources. The challenge is teaching students to fact check.

In the end, it’s a no-brainer. To stay competitive, students must have the opportunity to use technology, so they can be as digitally literate as their peers around the world. Physical borders disappear within cyberspace. Today’s students need technology to compete globally, helping them succeed at tomorrow’s jobs.

(N.D.). Advantages of Using Technology in the Classroom. Boundless. Retrieved from  https://www.boundless.com/education/technology-in-the-classroom/edtech/advantages-of-using-technology-in-the-classroom/ . Retrieved 5 August 2014.

DAVIES, P., Ben, B., & Batbold, D. (2014). Getting to the root of STEM. Fedgazette, 1-8.

Honeycutt, T. (8 October 2013). TECHNOLOGY IN THE CLASSROOM: THE BENEFITS OF BLENDED LEARNING. NATIONAL MATH + SCIENCE INITIATIVE BLOG. Retrieved from  http://www.nms.org/Blog/TabId/58/PostId/188/technology-in-the-classroom-the-benefits-of-blended-learning.aspx . Retrieved 5 August 2014.

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

Stella timotheou.

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

Ourania Miliou

Yiannis dimitriadis.

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

Sara Villagrá Sobrino

Nikoleta giannoutsou, romina cachia.

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

Alejandra Martínez Monés

Andri ioannou, associated data.

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

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

Introduction

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

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

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

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

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

Methodology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Impacts of digital technologies on equality, inclusion and social integration

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

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

Impacts of digital technologies on teachers’ professional and teaching practices

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

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

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

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

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

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

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

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

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

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

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

Factors that affect the integration of digital technologies

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

Digital competencies

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

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

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

Teachers’ personal characteristics, training approaches, and professional development

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

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

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

School leadership and management

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

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

Connectivity, infrastructure, and government and other support

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

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

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

Administration and digital data management

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

Students’ socioeconomic background and family support

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

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

Schools’ socioeconomic context and emergency situations

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

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

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

Factors that affect the impact of ICTs on education

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

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

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

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

Conclusions

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

Study limitations and future directions

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

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

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

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

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

Acknowledgements

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

Data availability statement

Declarations.

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Iowa Child Care Search Now Available

Visit the new Iowa Child Care Connect Child Care Search.

Iowa Smokefree Air Act

In 2008, Iowa lawmakers passed legislation to protect most Iowans from secondhand smoke. The Smokefree Air Act prohibits smoking in almost all public places and enclosed areas within places of employment, as well as some outdoor areas.

The law applies to: restaurants, bars, outdoor entertainment events, and amphitheaters. It also covers places of employment such as office buildings, health care facilities, and child care facilities. 

Smoking is allowed on the gaming floor of a licensed casino, as well as designated hotel and motel rooms. Below are educational materials relating to the law. To order Smokefree Air Act stickers (for businesses or vehicles) please call 888-944-2247.  The Iowa Department of Health and Human Services is charged with enforcement of Iowa's Smoke Free Air Act.

Submit a Complaint

Call 888-944-2247 or complete the form to submit a complaint . 

Submit a complaint about a business for alleged violation(s) of the Iowa Smokefree Air Act. You are not required to include your name or contact information, but Iowa HHS strongly suggests that you include your name and contact information with a complaint. Although it is possible to submit a complaint anonymously, this may slow down the department's ability to immediately address the alleged violation because further investigation may be necessary.

Local law enforcement may investigate complaints about alleged violations of the Smokefree Air Act. The Division of Tobacco Use Prevention & Control may notify the proprietor of the public place or place of employment or coordinate a site visit after receipt of a complaint.

NOTE:  Complaints should be made within 10 days of observing potential violation(s), in order to facilitate a timely investigation.

Smokefree Air Act FAQs

I live in a duplex or apartment building and my neighbor smokes. what can i do.

The Iowa Smokefree Air Act prohibits smoking in the common areas of apartment buildings (stairs, hallways, laundry room, etc) but does not prohibit smoking in an individual's apartment.

Smoking can be prohibited by the property owner or apartment manager and we suggest you look for a non-smoking residence before you move..

When did the Smokefree Air Act take effect?

The law went into effect on July 1, 2008.

How far away from a door or window must you be to smoke?

The Iowa Smokefree Air Act does not have a distance requirement.

Are e-cigarettes or vapes covered under the Iowa Smokefree Air Act?

The Iowa Smokefree Air Act does not apply to Electronic Smoking Devices (e-cigs, vape, Juul, etc...). The use of these products MAY be prohibited by a business or property owner if they adopt such a policy.

I smoking outside a restaurant allowed?

Smoking is prohibited in the outdoor seating and/ or serving area of a restaurant. A restaurant is an establishment that prepares food. (Usually they will have a kitchen, a fryer or grill, etc. The difference is between, for example, making a pizza or just warming one up). Outdoor seating and/ or serving areas must be marked as non-smoking when you enter the area.

Is smoking prohibited in Motor Trucks or Truck Tractors?

Smoking is not prohibited in the “cabs of motortrucks or truck tractors if no nonsmoking employees are present.” Iowa Code § 142D.4(7). 

“Motor truck” and “truck tractors” are not defined in the SFAA but are defined in Iowa Code chapter 321: 

• “motor truck” means every motor vehicle designed primarily for carrying livestock, merchandise, freight of any kind, or over nine persons as passengers” 
• “trucktractor” means every motor vehicle designed and used primarily for drawing other vehicles and not so constructed as to carry a load other than a part of the weight of the vehicle and load so drawn.” Iowa Code § 321.1(41), (88)

How do I order no-smoking stickers?

You can order free No Smoking signs (clings or stickers) by emailing [email protected]. Please include how many you need, if you want clings or stickers, and where to send them. You can also call 888-944-2247.

Order No Smoking and Tobacco & Nicotine Free Signage 

For general use.

For Organizations and Businesses that Also Want to Prohibit Vaping and Other Tobacco Use

How to Order

Email  [email protected]  or call 888-944-2247. Include the following information:

• Price: Order for free. There is no cost to order signage.
• Contact Information & Mailing Address: Your full name and the address to mail the signage. 
• A and B are for general use. 
• E and F are for organizations and businesses that also want to prohibit vaping and other tobacco use.
• There are two directional options for the "No Smoking" and two directional options for "Nicotine Free" - 3 inches by 3 inches or 4 inches by 6 inches.
• Clings are sticky on the front and go on the inside of a door or window.
• Stickers are sticky on the back and go on the outside of a door, window, or wall.

Signage Options

• Option A:  No Smoking (English/Spanish) Building Cling or Sticker 6"x4" (Buildings)
• Option B:  No Smoking (English/ Spanish) Vehicle Cling or Sticker  3" x 3" (Vehicles)
• Option E:  Tobacco Free/ Nicotine Free stickers or clings 6" x 4" (Buildings)
• Option F: Tobacco Free/ Nicotine Free Vehicle sticker or cling: 3" x 3" (Vehicles)

* To ensure the business has a strong tobacco-free/nicotine-free policy, and to qualify for free window signs and metal outdoor signage, the policy must explicitly include all of the following: Policy must extend to all types of tobacco, nicotine and electronic smoking devices (ESD) products (i.e. not only cigarettes; include all tobacco, ESDs and nicotine products not approved by the FDA for cessation.) Policy must extend to employees & visitors Policy must apply at all times Policy must extend to company vehicles Policy must extend to entire business property to receive outdoor signage.

Signage Requirements

The Smokefree Air Act requires businesses to post “no smoking” signs at every entrance that “clearly and conspicuously” inform persons that they are entering an area where smoking is prohibited, including entrances to outdoor serving and seating areas and in all vehicles owned, leased, or provided by an employer.

• All “no smoking” signs must contain the following elements:
• The words “No Smoking” or the international “No Smoking” symbol
• The Smokefree Air Act Helpline: “1-888-944-2247”
• The official Web site: “www.hhs.iowa.gov/smokefreeair” (older signs can have www.iowasmokefreeair.gov or smokefreeair.iowa.gov)
• All “no smoking” signs should be at least 24 square inches in size, 6x4 is a common size or 8x3. Font type and size must be legible. Vehicle signage must meet all of the above requirements, but the size can be at least 9 square inches.

Other Resources

Quitline Iowa Quitline Iowa is a toll-free, statewide, tobacco cessation telephone counseling hotline. Trained counselors provide callers with information about the health consequences of tobacco use, assistance in making an individualized quit plan, and on-going support through optional follow-up calls: 1-800-Quit-Now

Iowa HHS Tobacco Use Prevention & Control The mission of the Division of Tobacco Use Prevention and Control is to establish a comprehensive partnership among state government, local communities, and the people of Iowa to foster a social and legal climate in which tobacco use becomes undesirable and unacceptable.

Laws and Rules

The laws and rules governing Iowa's Smoke Free Air Act include:

Iowa Code 142D   

Administrative Rules  

Educational Fact Sheets

Need information about how the Iowa Smokefree Air Act applies in certain locations or situations? Choose a fact sheet below to learn more. (Are we missing information that you're looking for? Use Contact Us link for more information.)

Fact Sheets by Topic

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News & Insights

What is Coltan? 5 Facts to Know About the Conflict Mineral (Updated 2024)

August 22, 2024 — 04:45 pm EDT

Written by Melissa Pistilli for Investing News Network  ->

You may not have heard of coltan, but it’s a key raw mineral whose components are found in everyday technologies from smartphones to laptops as well as advanced medical equipment.

However, the supply chain for the black metallic mineral has faced controversy given that the vast majority of coltan comes from the Democratic Republic of Congo (DRC), an African nation that was locked in civil war in the past, with unrest still continuing today.

Coltan is one of the mineral resources that is playing an important role in the technological revolution. As demand for coltan and the metals inside it grows, understanding its value in the global supply chain and our daily lives is important. Here are five coltan facts you should know.

1. What is coltan and where is it mined?

Short for columbite-tantalite, coltan ore itself hosts columbite, also known as niobite, and tantalite, which contain the technology elements niobium and tantalum respectively.

Brazil, Canada and the Democratic Republic of Congo are the leading producers of niobium, with Brazil making up about 90 percent of global production alone. Brazil's niobium production has ramped up significantly in recent years. The country hosts significant coltan reserves, and is the third largest producer of tantalum.

The Congo is the global leader in tantalum production by quite a large margin, but it is not the only country in Africa where coltan is found. Rwanda, located next door in Central Africa, holds second place for tantalum production and also hosts significant coltan reserves. In the two nations, coltan is generally mined via artisanal operations.

Unfortunately, Rwanda was involved in a bloody civil war that resulted in violence and instability. There has been widespread speculation, including by the United Nations, that some of Rwanda’s mineral production comes from smuggling in resources from other countries.

The aftermath of war has left both the DRC and Rwanda vulnerable to militia and other groups that often fight over control of the valuable mineral resource sector. We discuss coltan's conflict mineral status in depth in number 5.

2. What is coltan used for?

Coltan and its elements niobium and tantalum, have a wide variety of uses in today's economy, including in electronics, steel and medical devices. Although they are often found together, each have very different properties and applications.

As the US Geological Survey notes , tantalum is key for the world’s electronics industry . The majority of tantalum is used to manufacture electronic capacitors, a fundamental component of smartphones and other in-demand electronics. Tantalum is extremely ductile and can be drawn into a thin wire, and its high thermal and conductivity properties make tantalum heat resistant powders especially useful in electronics. Because it causes no immune response in the human body, it is used to make surgical appliances, as a replacement for bone, as a connector of torn nerves and as a binding agent for muscles. Meanwhile, niobium is used worldwide mainly in high-strength, low-alloy steels.

3. Why is coltan used in electronics?

Tantalum, after its extraction from coltan, is used in electronics due to its high density, superior conductivity and excellent thermal properties. All of these properties also allow for electrical charges to be easily stored in small capacitors . The metal has contributed exceedingly to the miniaturization of small electronic devices such as cell phones.

Tantalum is also in high demand for use in high-performance technologies where power failure is not an option. Hence, the automobile, satellite, aerospace, military equipment and medical device sectors represent significant end markets for the metal. The battery industry is another key market for tantalum, due to the metal's ability to enhance energy density.

​4. How is coltan mined?

Coltan is found in pegmatite ore bodies, which are mapped and mined by teams of artisanal miners .

They use several methods to process the ore, depending on the equipment available at the mining site, with the most common processing techniques being sluicing and panning. In panning, the rock and sand are panned and filtered until the coltan mineral sinks to the bottom.

Nada B / Shutterstock

Artisanal mining process for coltan.

Much of the labor is manual and conditions are harsh. It is not only adults working as artisanal miners; often, children and teenagers are used as child laborers in the mines.

5. What is conflict coltan?

Conflict coltan refers to what many investors are no doubt aware of: tantalum’s conflict mineral status. There have been reports that neighboring countries in Central Africa, including Rwanda, Uganda and Burundi, have smuggled Congolese coltan to fund conflicts in the region, although all countries deny that is the case.

In May 2024, the DRC accused Rwanda of using the rebel group M23 to steal its mineral resources after the group took over a coltan mining town in the Eastern Congo.

"Rwanda is the preferred route for the illicit trade in these minerals, primarily coltan," according to a 2023 investigative journalism article published by the Pulitzer Center. "Unlike the Congolese government, it does not tax mineral imports and the country's legislation allows imported goods to be recognized as Rwandan goods if they undergo further processing in the country with at least 30% added value."

So where does all of this coltan end up? Its path is hard to trace, but regulatory authorities are doing their best to ensure that electronics corporations are not funding conflict in the Congo by buying coltan and thus contributing to human rights violations through their exploitation of natural resources. However, not all electronics companies are transparent about their supply chains .

The US Securities and Exchange Commission’s conflict minerals law, part of the Dodd-Frank Act, requires publicly traded manufacturers to disclose to investors whether any of the tantalum, tin, tungsten and gold (3TG) used in their products may have originated in the DRC. Taking it a step further, the European Parliament voted in May 2015 to move to ban all products containing conflict minerals. The new law came into effect in January 2021.

There has also been a push towards holding mining companies accountable for the integrity and validity of their supply chains. This has led to talks about integrating supply chain due diligence through the blockchain and increasing government intervention to better monitor and control the sourcing of coltan and its by-product metals.

Intel (NASDAQ: INTC ), which uses the metal in its manufacturing, is working to make the Rwandan tantalum mining industry more transparent, as is UK-based technology company Circular which has designed a blockchain tracing system to help determine the origins of tantalum produced in Rwanda.

However, there has been a lot of criticism of the Dodd-Frank Act in recent years, namely that it places most of the onus on private companies to regulate their own supply chains, without providing clear guidelines for how to accomplish such a complicated feat.

Other developments include the US government's December 2022 memorandum of understanding with the DRC and Zambia that is seeking to "facilitate the development of an integrated value chain for the production of electric vehicle batteries in the DRC and Zambia, ranging from raw material extraction, to processing, manufacturing, and assembly."

While both countries are major mineral producers, their mines are largely controlled by Chinese companies, and their resources are processed outside of Africa. If the agreement with the US goes through, it would open the door to domestic processing and development and serve as a way to counter China's influence in the supply chain . However, there has been criticism of the US' move due to the labor concerns in these countries.

The US is also involved in the development of the Lobito Corridor and the Zambia-Lobito Rail Line connecting the DRC and Zambia to Angola’s Port of Lobito. "When complete, the project is expected to reduce transportation time, lower costs, and decrease the carbon footprint associated with exporting metals and other products," the USGS reported.

This is an updated version of an article first published by the Investing News Network in 2015.

Don’t forget to follow us @INN_Resource for real-time news updates!

Securities Disclosure: I, Melissa Pistilli, hold no direct investment interest in any company mentioned in this article.

The views and opinions expressed herein are the views and opinions of the author and do not necessarily reflect those of Nasdaq, Inc.

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