essay on digital classroom

“Virtual Students, Digital Classroom” by Neil Postman Essay (Article Review)

Neil Postman begins his article by highlighting the “god” status that people have given new technology and in particular computers. The article shows how this new technology gives access to so much information. For this reason, some proponents of technology suggest that in a few decades, classrooms may be rendered redundant. A world where children are motivated to learn by virtue of technology making information accessible to them is envisioned.

Postman goes on to decry this vision as being overly confident and unrealistic since it envisions model students who are inherently motivated to learn at all times and just need new technology to enable them satisfy this quest. The article also addresses the role that new technology plays and the changes that it will bring about.

Postman notes that instead of focusing on how to use new technology, we should focus on how computers use us and the effects (adverse and positive) that it will bring to society. The question of technology being seen as the solution to every problem that exists in school is also addressed with Postman illustrating that problems that cannot be solved without computers can neither be solved with them.

The article shows that Problems such as inequality, poverty and alienation which some claim will be addressed through technology can only be responded to through traditional classrooms and not new technology which may in fact only lead to their prevalence.

The article concludes by stating that educational institutes will only be rendered irrelevant when technology that can make civilized people is come up with. Until then, the traditional classroom with all its shortcomings remains the best place to teach students how to be civilized individuals who will be integrated into the society.

Postman makes a strong case for the role of community-building and social reform that schools play in our community. According to him, this are attributes that computers which lay emphasis on the individuals role cannot fulfill since machines lead to the creation of people who lack a sense of civility or community since this two attributes can only be learnt in the traditional class setting.

Postman’s critique of technology is mainly directed at its implementation to younger children. According to him, these children attend school for more than just the information on algebra and science that schools provide.

Children get to learn how to function in harmony with the society through the education process. This is something that cannot be learnt through any technological implementation as enthusiasts of technology seem to suggest. An interesting proposition by Postman is that the role of schools is to “help students learn how to ignore and discard information”.

This is a concept that I find particularly contentious since schools are essentially institutes for “gaining knowledge and information”. Postman’s statement assumes that people go to school with an information overflow and the major role of the school is therefore to help them shape this information.

I find this proposition by Postman at best contentious since most people go to school with limited information and it is only through the education process that they gain immense information and knowledge. While Postman does not negate the important role that technology will play in our education systems, he emphasizes that technology will not solve problems such as boredom in students or even psychological issues as some proponents of technology suggest.

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Bibliography

IvyPanda . ""Virtual Students, Digital Classroom" by Neil Postman." June 6, 2022. https://ivypanda.com/essays/article-review-neil-postmans-virtual-students-digital-classroom/.

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The opportunities and challenges of digital learning

Subscribe to the center for economic security and opportunity newsletter, brian a. jacob brian a. jacob walter h. annenberg professor of education policy; professor of economics, and professor of education - university of michigan, former brookings expert.

May 5, 2016

Twenty years ago this week, one of my very first writings on education policy appeared in print. [i] It was an opinion piece I wrote while teaching middle school in East Harlem, in which I described my school’s struggle to effectively use classroom computers. Two decades later, as a professor of economics and education policy, I am engaged in several research projects studying the use and impact of digital learning. [ii]

Much has changed since I taught middle school. I am struck by the extent to which recent technological innovations have created many new opportunities to better serve traditionally disadvantaged students.

First, increasing speed and availability of internet access can reduce many of the geographic constraints that disadvantage poor students. Schools serving higher-resourced families are often able to recruit better teachers and administrators—perhaps the most important school resources—even without additional funding.

Unlike teachers, however, technologies have no preferences for the schools in which they work. The resources available on the internet, for example, are equally available to all schools with the same internet access and internet access costs the same for all schools in the same area, regardless of the student population served. Students can now access online videos that provide instruction on a wide variety of topics at various skill levels, and participate in real-time video conferences with teachers or tutors located a state (or even a continent) away. [iii]

Second, the evolution of touch-screen technology has enabled very young children to engage in technology-aided instruction. Prior to tablets, it was difficult for pre-school, kindergarten and even early primary grade students to work with educational software because it required use of a mouse or keyboard. Now there are a hundreds of applications that can effectively expose children to early literacy and numeracy skills.

Third, advances in artificial intelligence technology now allow teachers to differentiate instruction, providing extra support and developmentally-appropriate material to students whose knowledge and skill is far below or above grade level norms. The latest “intelligent” tutoring systems are able to not only assess a student’s current weaknesses, but also diagnose why students are making specific errors. [iv] These technologies could enable teachers to better reach students who are further from the average within their classroom, potentially benefiting students with weaker academic preparation.

And these technologies scale easily so that innovations (or even good curriculum) can reach more students. Much like a well-written textbook, a well-designed educational software application or online lesson can reach students not just in a single classroom or school, but across the state or country.

While technologies such as virtual instruction and intelligent tutoring offer great promise, unless the challenges that are associated with implementing them are fully understood and addressed their failure is almost surely guaranteed. To date, there is little evidence that digital learning can be implemented at scale in a way that improves outcomes for disadvantaged students.

Hundreds of thousands of students attend full-time online schools, [v] but a study released last year found that students of online charter schools had significantly weaker academic performance in math and reading, compared with demographically similar students in conventional public schools. [vi] Computer-aided instruction has been studied extensively over the past twenty-five years and the findings have not been encouraging. Consistently, programs that are implemented widely and evaluated with rigorous methods have yielded little to no benefit for students on average. [vii]

What are the key challenges?

Let’s start with student motivation. If technologies can draw in otherwise disenfranchised students through the personalization of material to a student’s interest or through gaming technology, they could benefit disengaged, poorly performing students. However, these technologies often reduce oversight of students, which could be particularly detrimental for children who are less motivated or who receive less structured educational supports at home. It is also possible that these technologies will be less able to engage reluctant learners in the way a dynamic and charismatic teacher can.

Moreover, approaches that forgo direct interpersonal interaction completely are unlikely to be able to teach certain skills. Learning is an inherently social activity. While an intelligent tutor might be able to help a student master specific math concepts, it may not be able to teach students to critically analyze a work of literature or debate the ethics of new legislation.

The experience of Rocketship, a well-known charter school network, illustrates this concern. Developed in the Bay Area of California in 2006, Rocketship’s instructional model revolves around a blended learning approach in which students spend a considerable amount of each day engaged with computer-aided learning technologies. The network received early praise for its innovative approach to learning and, most importantly, for the high achievement scores posted by its mostly poor, nonwhite student population. In 2012, however, researchers and educators raised concerns about graduates from Rocketship elementary schools, noting that they had good basic skills but were struggling with the critical analysis required in middle school. [viii]

More broadly, it is important to realize that technologies can be either substitutes for or complements to resources already in the school. To the extent that they are substitutes, they are inherently equalizing forces. For example, well-designed and structured online content might provide critical support to a novice teacher who is too overwhelmed to produce the same coherent and engaging materials that some more experienced teachers can create.

However, in many cases it may be more appropriate to think of technologies as complements—e.g., when they require skilled teachers or students with strong prior skills to be implemented well. In these cases, technologies must be accompanied with additional resources in order for them to benefit traditionally underserved populations.

Perhaps most importantly, systems that blend computer-aided and face-to-face instruction are notoriously difficult to implement well. In recent studies of the popular Cognitive Tutor math programs, teachers reported trouble implementing the program’s instructional practices that revolve around collaborative work, making strong connections between computer-based activities and classroom instruction, and maintaining the expected learning pace with many students who lacked prior math and reading skills. [ix]

Finally, even with the best implementation, digital learning is likely to benefit students differently depending on their personal circumstances and those of their school. For instance, non-native English speakers might benefit from online instruction that allows them to pause and look up unfamiliar words. Likewise, we might expect an online course to be more advantageous for students attending a brick-and-mortar school with very low-quality teachers.

Indeed, some recent research finds exactly this type of heterogeneity. A large IES-funded evaluation of computer-aided instruction (CAI) released in 2007 found that students randomly assigned to teachers using the leading CAI products fared no better than students in control classrooms. Several years later, then graduate student Eric Taylor, decided to reanalyze the data from the study, focusing on whether the impacts of these technologies varied across classrooms. His analysis suggests that the introduction of computer-aided instruction had a positive impact on students in classrooms with less effective teachers and a negative impact on students in classrooms with more effective teachers. [x]

In recent years, the worlds of online learning and computer-aided instruction have converged to some extent, morphing into what is often referred to as blended- or personalized-learning models. There are a number of interesting projects underway across the country, including pilots supported by the Gates Foundation’s Next Generation Learning Challenge, and the emergence of charter networks with a goal to provide truly personalized learning for every student, such as Summit Public Schools in California and Washington. [xi]

In order for these new endeavors to be successful, they must overcome the challenges described above.

[i] http://www.edweek.org/tm/articles/1996/05/01/08jacob.h07.html

[ii] In a recent publication, the International Association for K-12 Online Learning defined digital learning as “any instructional practice in or out of school that uses digital technology to strengthen a student’s learning experience and improve educational outcomes.”

[iii] This technology has even expanded opportunities for the long-distance professional development of teachers, enabling novice teachers to receive mentorship from master teachers regardless of distance.

[iv] http://www.apa.org/pubs/books/4311503.aspx?tab=2

[v] http://www.inacol.org/wp-content/uploads/2015/11/Keeping-Pace-2015-Report.pdf

[vi] https://credo.stanford.edu/pdfs/Online%20Charter%20Study%20Final.pdf

[vii] http://www.sciencedirect.com/science/article/pii/S1747938X13000031

http://psycnet.apa.org/journals/edu/105/4/970/?_ga=1.79079444.1486538874.1462278305

http://www.apa.org/pubs/journals/features/edu-a0037123.pdf

http://rer.sagepub.com/content/86/1/42.abstract

[viii] http://www.edweek.org/ew/articles/2014/01/21/19el-rotation.h33.html?qs=New+Model+Underscores+Rocketship%E2%80%99s+Growing+Pains

http://educationnext.org/future-schools/

[ix] http://epa.sagepub.com/content/36/2/127.abstract

http://www.tandfonline.com/doi/full/10.1080/19345741003681189

[x] https://scholar.google.com/citations?user=5LXmfylL6JAC

[xi] http://www.rand.org/pubs/research_reports/RR1365.html

Economic Studies

Center for Economic Security and Opportunity

Jolynn Dellinger, Stephanie K. Pell

April 18, 2024

Milena Nikolova, Femke Cnossen, Boris Nikolaev

The Brookings Institution, Washington DC

10:30 am - 11:45 am EDT

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Does the Digital Classroom Enfeeble the Mind?

By Jaron Lanier

• Sept. 16, 2010

Adding to an already rich life, my father decided in middle age to become an elementary-school teacher in a working-class neighborhood in New Mexico. To this day, people who run grocery stores and work on construction sites, and who are now in late middle age themselves, come out when I’m visiting to tell me how Mr. Lanier changed their lives. Go up to any adult with a good life, no matter what his or her station, and ask if a teacher made a difference, and you’ll always see a face light up. The human element, a magical connection, is at the heart of successful education, and you can’t bottle it.

My father would have been unable to “teach to the test.” He once complained about errors in a sixth-grade math textbook, so he had the class learn math by designing a spaceship. My father would have been spat out by today’s test-driven educational regime.

But this is not the whole story. Probe one of those illuminated faces further, and you can also usually elicit memories of a particularly bad teacher. It’s a romantic notion, the magic of teaching, but magic always has a dark side. Trusting teachers too much also has its perils. For every good teacher who is too creative to survive in the era of “no child left behind,” there’s probably another tenacious, horrid teacher who might be dethroned only because of unquestionably bad outcomes on objective tests.

So we face a quandary: How do we use the technologies of computation, statistics and networking to shed light — without killing the magic? This is more than a practical question. It goes to the heart of what we are after as humans.

A career in computer science makes you see the world in its terms. You start to see money as a form of information display instead of as a store of value. Money flows are the computational output of a lot of people planning, promising, evaluating, hedging and scheming, and those behaviors start to look like a set of algorithms. You start to see the weather as a computer processing bits tweaked by the sun, and gravity as a cosmic calculation that keeps events in time and space consistent.

This way of seeing is becoming ever more common as people have experiences with computers. While it has its glorious moments, the computational perspective can at times be uniquely unromantic.

Nothing kills music for me as much as having some algorithm calculate what music I will want to hear. That seems to miss the whole point. Inventing your musical taste is the point, isn’t it? Bringing computers into the middle of that is like paying someone to program a robot to have sex on your behalf so you don’t have to.

And yet it seems we benefit from shining an objectifying digital light to disinfect our funky, lying selves once in a while. It’s heartless to have music chosen by digital algorithms. But at least there are fewer people held hostage to the tastes of bad radio D.J.’s than there once were. The trick is being ambidextrous, holding one hand to the heart while counting on the digits of the other.

How can you be ambidextrous in the matter of technology and education? Education — in the broadest sense — does what genes can’t do. It forever filters and bequeaths memories, ideas, identities, cultures and technologies. Humans compute and transfer nongenetic information between generations, creating a longitudinal intelligence that is unlike anything else on Earth. The data links that hold the structure together in time swell rhythmically to the frequency of human regeneration. This is education.

Now we have information machines. The future of education in the digital age will be determined by our judgment of which aspects of the information we pass between generations can be represented in computers at all. If we try to represent something digitally when we actually can’t, we kill the romance and make some aspect of the human condition newly bland and absurd. If we romanticize information that shouldn’t be shielded from harsh calculations, we’ll suffer bad teachers and D.J.’s and their wares.

Right now, many of these decisions are being made by the geeks of Silicon Valley, who run a lot of things that other people pretend to run. The crucial choice of which intergenerational information is to be treated as computational grist is usually not made by educators or curriculum developers but by young engineers.

The results are mixed. There is a youthful energy applied to some questions, like how to rate teachers. It would be wonderful if computation remained forever associated with youth. Maybe that will happen, and in a hundred years, or a thousand, algorithms and databases will conjure spring flings and all-night parties.

The geeks often get things wrong, however. In some cases, simple design solutions can fix problems that geeks have created. An example is concern over the effects of constant mental multitasking. If this problem turns out to be serious in the long term, it can probably be addressed by small changes to digital designs. For instance, maybe it will cost a penny every time you look at your Facebook wall in the future, so you’ll have to actually be aware of when you do it.

The deeper concern, for me, is the philosophy conveyed by a technological design. Some of the top digital designs of the moment, both in school and in the rest of life, embed the underlying message that we understand the brain and its workings. That is false. We don’t know how information is represented in the brain. We don’t know how reason is accomplished by neurons. There are some vaguely cool ideas floating around, and we might know a lot more about these things any moment now, but at this moment, we don’t.

You could spend all day reading literature about educational technology without being reminded that this frontier of ignorance lies before us. We are tempted by the demons of commercial and professional ambition to pretend we know more than we do. This hypnotic idea of omniscience could kill the magic of teaching, because of the intimacy with which we let computers guide our brains.

At school, standardized testing rules. Outside school, something similar happens. Students spend a lot of time acting as trivialized relays in giant schemes designed for the purposes of advertising and other revenue-minded manipulations. They are prompted to create databases about themselves and then trust algorithms to assemble streams of songs and movies and stories for their consumption.

We see the embedded philosophy bloom when students assemble papers as mash-ups from online snippets instead of thinking and composing on a blank piece of screen. What is wrong with this is not that students are any lazier now or learning less. (It is probably even true, I admit reluctantly, that in the presence of the ambient Internet, maybe it is not so important anymore to hold an archive of certain kinds of academic trivia in your head.)

The problem is that students could come to conceive of themselves as relays in a transpersonal digital structure. Their job is then to copy and transfer data around, to be a source of statistics, whether to be processed by tests at school or by advertising schemes elsewhere.

What is really lost when this happens is the self-invention of a human brain. If students don’t learn to think, then no amount of access to information will do them any good.

I am a technologist, and so my first impulse might be to try to fix this problem with better technology. But if we ask what thinking is, so that we can then ask how to foster it, we encounter an astonishing and terrifying answer: We don’t know.

The artifacts of our past accomplishments can become so engrossing in digital form that it can be harder to notice all we don’t know and all we haven’t done. While technology has generally been the engine that propels us into unknowable changes, it might now lull us into hypnotic complacency.

To the degree that education is about the transfer of the known between generations, it can be digitized, analyzed, optimized and bottled or posted on Twitter. To the degree that education is about the self-invention of the human race, the gargantuan process of steering billions of brains into unforeseeable states and configurations in the future, it can continue only if each brain learns to invent itself. And that is beyond computation because it is beyond our comprehension. Learning at its truest is a leap into the unknown.

Roughly speaking, there are two ways to use computers in the classroom. You can have them measure and represent the students and the teachers, or you can have the class build a virtual spaceship. Right now the first way is ubiquitous, but the virtual spaceships are being built only by tenacious oddballs in unusual circumstances. More spaceships, please.

Jaron Lanier, a partner architect at Microsoft Research and the innovator in residence at the Annenberg School at the University of Southern California, is the author, most recently, of “You Are Not a Gadget.”

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
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Categorized as: Tips for Teachers and Classroom Resources

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Digital Literacy in the Classroom: Benefits, Challenges, and Impact on Learning

The need to promote digital literacy in the classroom may not seem immediately obvious. Approximately 90 percent of US households have a computer, and many children know how to use digital devices better than their parents. However, digital literacy isn’t limited to computer literacy or technical know-how—digital literacy also addresses online information, social interactions, and the evolving ways that students engage with the world.

Educators need to stay ahead of the curve in today’s rapidly evolving digital landscape, honing their teaching methods and expertise in programs like American University’s online Master of Arts in Teaching and online Master of Education Policy and Leadership .

What Is Digital Literacy?

Digital literacy is the ability to find, evaluate, create, and communicate information on digital platforms, including computers and mobile devices. Digital literacy doesn’t replace traditional ideas of literacy, but rather builds upon them to address competency related to computers and other digital devices, the internet, and social media.

For teachers, digital literacy has implications for both curriculum and teaching methods. The use of computers in the classroom, educational software integration, and expanding access to school materials via the internet are part of digital literacy, as is students’ mastery of foundational computer skills, such as manipulating input and output devices, navigating and managing file systems, and using search and navigation tools. Teaching students skills and practices related to digital information—verifying the credibility of online information, using digital resources ethically, protecting online privacy—is also part of digital literacy.

Benefits of Digital Literacy in the Classroom

Digital literacy addresses the growing need for critical analysis of digital content, teaching students to assess its source, credibility, and quality. Digital literacy instruction engages students’ cognitive abilities, asking them to apply critical thinking skills to their actions, behavior, and social engagement on digital platforms. Social media’s explosive growth has made information literacy and digital citizenship increasingly important components of digital literacy.

Analysis of online news and advertising teaches critical thinking skills and prepares students to identify credible information sources. Lessons in responsible digital communication and ethical use of digital resources (proper citations, treatment of copyrighted material) better equip them for their academic and professional careers. Privacy and security are also components of digital literacy. Teaching students to understand their digital footprints—personal information actively and inadvertently shared online—makes them less likely to fall victim to criminal behavior, such as cyberbullying and identity theft.

Bridging the Gap in the Digital Divide

Among the challenges facing students and teachers is the digital divide. Disparities remain among various populations regarding access to digital technology, be it hardware, software, or basic internet access. Although most young people in the United States have access to the internet, the quality and ease of their access vary. In the United States, 97 percent of urban dwellers have access to high-speed fixed broadband service, while in rural areas only 65 percent have access and on tribal lands only 60 percent have access.

Nearly 30 million Americans face this discrepancy, according to the Federal Communications Commission. Such disparities have been highlighted by the coronavirus outbreak, which was declared a public health emergency in the United States in early 2020. School districts ordering students to stay home and access coursework online have faced the reality that some will be disadvantaged by limited internet access.

For teachers, the growing expectation that school curriculums will address digital literacy sometimes outpaces resources and training. In its 2020 survey on literacy trends, the International Literacy Association received mixed results regarding the focus put on digital literacy, with roughly equal numbers of respondents reporting that the topic receives too much or not enough attention. However, when respondents were asked to identify professional development needs, digital literacy ranked first; nearly half of respondents expressed that they want more professional development in the area of using digital resources to support literacy instruction.

Preparing to Promote Digital Literacy in the Classroom

Educators interested in digital literacy education can explore American University’s School of Education , which offers degree programs, including an online Master of Arts in Teaching (MAT) and an online Master of Education (MEd) in Education Policy and Leadership. Preparing teachers and policymakers to excel in the digital age, American University’s School of Education emphasizes the need to transform the education system to benefit all learners.

How to Be a Better Teacher: Reaching Students in the 21st Century

MEd vs. MAT: Developing Leadership Styles in Education

Virtual Reality in Education: Benefits, Tools, and Resources

Federal Communications Commission, Bridging the Digital Divide for All Americans

Forbes, “Why 2020 Is a Critical Global Tipping Point for Social Media”

International Literacy Association, What’s Hot in Literacy: 2020 Report

National Conference of State Legislatures, “Promoting Digital Literacy and Citizenship in School”

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Führen und Managen in der digitalen Transformation pp 287–312 Cite as

Digitalization in Education: Challenges, Trends and Transformative Potential

• Joel T. Schmidt 5 &
• Min Tang 5  
• First Online: 08 May 2020

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22 Citations

Digitalization is transforming all facets of society, not just work environments, and in terms of educational contexts, the transformation is occurring with or without strategic initiatives that ensure ongoing quality of teaching and learning environments. Integration of technology into teaching and learning is not new, but the rapid rate and pace of technological advancement is new, especially regarding new Internet, ICT and digital technologies. The field of education is mainly reactive, as new disruptive technologies develop in other industries and are then applied and accommodated into existing educational cultures and systems. This chapter provides an overview of technology integration in education from computers to other more advanced forms of digital technologies. The transformative potential of digitalization in education is exciting and presents many opportunities and challenges, given new trends and developments in digital technologies.

“Kids are rockets… which makes educators rocket scientists!” (Marc Prensky)

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Schmidt, J.T., Tang, M. (2020). Digitalization in Education: Challenges, Trends and Transformative Potential. In: Harwardt, M., Niermann, PJ., Schmutte, A., Steuernagel, A. (eds) Führen und Managen in der digitalen Transformation. Springer Gabler, Wiesbaden. https://doi.org/10.1007/978-3-658-28670-5_16

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Essay on Digital Education

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

Let’s take a look…

100 Words Essay on Digital Education

What is digital education.

Digital education means learning with the help of digital tools. It uses resources like computers, smartphones, and the internet. It’s a modern way of learning that’s different from traditional classroom teaching.

Benefits of Digital Education

Digital education has many benefits. It makes learning flexible because you can study anytime, anywhere. It also allows you to learn at your own pace. This way, you can revisit topics you find difficult. It also saves time and reduces the need for paper, making it environmentally friendly.

Challenges of Digital Education

Despite its benefits, digital education has some challenges. Not everyone has access to digital tools or stable internet. This makes it hard for some people to participate. Also, some people find it difficult to use digital tools.

The Future of Digital Education

The future of digital education looks bright. More people are getting access to digital tools. Schools are also integrating digital learning into their systems. With the rise of virtual reality and artificial intelligence, lessons are becoming more interactive and engaging.

250 Words Essay on Digital Education

Digital Education means learning with the help of digital tools. It’s when we use computers, tablets, or the internet to learn something. It’s different from traditional classroom learning. Here, we can learn at any time and place.

Digital Education has many benefits. It makes learning fun and easy. With videos and games, we can understand difficult topics. It also allows us to learn at our own speed. If we don’t understand something, we can watch the video again.

Tools Used in Digital Education

There are many tools used in Digital Education. For example, we have learning apps, online classes, and educational games. These tools make learning interactive and interesting. We can also connect with teachers and classmates online.

Despite its benefits, Digital Education has some challenges. Not everyone has access to the internet or digital devices. Also, some people find it hard to learn without a teacher’s direct guidance.

Future of Digital Education

The future of Digital Education looks bright. As technology improves, we will have more ways to learn. Even though there are challenges, with time and effort, we can overcome them.

In conclusion, Digital Education is a powerful way to learn. It makes learning fun, easy, and flexible. It has some challenges but the future is promising. As students, we can embrace Digital Education to make our learning journey exciting.

500 Words Essay on Digital Education

Digital education is the use of digital tools and technologies to teach and learn. It is a way of learning that uses computers, tablets, or phones. This can happen inside a classroom or outside, like at home. Digital education can include online courses, educational apps, websites, and even games that help students learn.

The Benefits of Digital Education

Digital education has many benefits. One of the biggest benefits is that it makes learning more interesting and fun. With digital education, students can learn through videos, animations, and interactive games. This can make even difficult subjects easier to understand.

Another benefit is that digital education allows students to learn at their own pace. If a student doesn’t understand something, they can go back and review the material as many times as they want. This is different from traditional classroom learning, where the pace is often set by the teacher.

Access to Knowledge

Digital education also gives students access to a wealth of knowledge. With the internet, students can find information on almost any topic. They can also access online libraries and databases, which can provide them with valuable resources for their studies.

The Role of Teachers

Even with digital education, teachers still play a very important role. They guide students, help them understand difficult concepts, and provide feedback on their work. In a digital education setting, teachers can use technology to track student progress and provide personalized support.

While digital education has many benefits, it also has some challenges. Not all students have access to the necessary technology. This can create a gap between those who can benefit from digital education and those who cannot. Additionally, some students may struggle with self-discipline in a digital learning environment.

In conclusion, digital education is a powerful tool that can make learning more engaging, flexible, and accessible. It has many benefits, but also some challenges. It’s important for teachers, parents, and students to work together to make the most of digital education. By doing so, we can help ensure that all students have the opportunity to learn and succeed in the digital age.

Word Count: 350

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Dealing with digital distractions in the classroom

I came across this excellent essay for teachers by Dr. Maryellen Weimer on the Faculty Focus website. Titled “The Age of Distraction: Getting Students to Put Away Their Phones and Focus on Learning,” the essay discusses the impact of mobile content in today’s classrooms.

Back when everything was “chalk and talk,” capturing and holding the attention of a roomful of learners was the teacher’s main challenge.

My own sister, the late Prof. Josie H. De Leon, used to spend countless hours perfecting the tone, delivery and presentation of her lectures precisely to combat creeping boredom, particularly among students at the back of the room. (I know the boredom part very well, because I often joined her practice audience.)

Now that mobile computing puts all kinds of information instantaneously on our smartphones and tablets, student boredom is perhaps the least of the teacher’s problems. Weimer writes: “The evidence that classroom use of technology for personal reasons distracts students is sizeable. The question is, how can teachers get students to put away their phones and focus on learning? Even with a policy and overt attempts to enforce it (confiscating the devices, interrupting class to accost the offenders, etc.), without constant surveillance from various points in the classroom, it is very, very difficult to ensure that students are not using their devices.”

Many teachers that I’ve met, even at the grade-school level, have expressed the sinking feeling that they are no match for the onslaught of rich media in the hands of their students. Weimer cites the Kuznekoff and Titsworth study that finds “…students who use their mobile phones during class lectures tend to write down less information, recall less information, and perform worse on a multiple-choice test than those students who abstain from using their mobile phones during class.”

From her own experience, Weimer avers that students really don’t multitask very well. Despite their objections to the contrary, many students will find the pull of a tweet or a Facebook update too strong to resist, at learning’s expense. Weimer observes: “If the class is large, [abstaining from using mobile devices] is all but impossible. And that kind of vigilant enforcement is not without costs. If the teacher must be constantly monitoring who’s doing what in the classroom, that distracts the teacher just as effectively as the technology distracts the students. Students and their devices have become virtually inseparable.”

So, as a teacher in the modern classroom, what can you do? How can you surmount the distractions and stay true to your calling to lead your students down the path of disciplined scholarly inquiry?

This can be a daunting task given the pervasiveness of mobile content. But perhaps therein lies the answer. Our teachers, at whatever stage in the learning continuum they may be, should lead the conversation on the true nature of information technology.

For instance, it is common to see students and even employees in the workplace breeze through editing and posting digital content online, with little appreciation of the technical complexities that such an operation involves. Furthermore, the apparent computer skills of these very same digital content consumers falter when faced with productivity suites or enterprise solutions. I recall visiting a student library in one of the universities in Sudbury, a city in Ontario about 200 miles from Toronto. The library was not that large, and there were not that many bookshelves, but because Sudbury has an incredibly efficient fiber-optic network, users of that library can routinely access even the Library of Congress. This aspect of information technology needs to be emphasized in school more, to balance out the addiction of social networking.

Weimer writes that perhaps the best way to start is by confronting students with empirical evidence that clearly shows how being online while doing a second activity adversely affects the performance of both activities. “Students who text should do so knowing that the behavior has consequences—points, grades, and most important of all, learning are at stake. But given a lot of the students I know, I can well imagine them hearing the evidence and still being quite convinced that even though other students can’t text and take good notes, they can.”

To drive home the point on how texting in class affects learning, Weimer suggests the following activity. First, give a presentation in class. Then, about five minutes before the class ends, distribute or post a list of the five or six essential points made and ask the students to check their notes.

“Were some of the students who missed most (all) of the points also texting or surfing during class? Encourage them to ask themselves the question and to look honestly at the evidence revealed by their notes. No, you aren’t going to be providing one of these lists at the end of every class, but you may consider doing it sometime during the next couple of weeks as the new semester begins. And if students are really interested in knowing how texting affects what they’re getting out of class, they should try listening and taking notes without doing anything else.”

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Butch Hernandez ( [email protected] ) is the executive director of the Eggie Apostol Foundation and education lead for talent development at the Information Technology and Business Process Association of the Philippines.

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Introduction to Digital Education and its Benefits for Students

What is Digital Education? Digital education is the innovative incorporation of modern technology and digital tools to assist the progress of teaching and learning. It is also known as Technology Enhanced Learning (TEL), digital learning, or e-learning. Digital education is the way forward to seeking education through the means of technology and digital devices.

A Brief Overview:

Digital transformation of the country is underway and digital evolution of the economy and society is possible only through digital education. The concept of digital learning is not new and has existed in various forms for many years now, but when the COVID-19 pandemic suspended face-to-face teaching its significance increased manifold. Most educational institutions are adopting digital education as a solution while traditional classroom setup takes a back seat for some time due to the currently prevailing pandemic. Digital education is being seen as an alternative to the traditional education process of chalk and talk.

The emergence of the internet and ever-evolving technology has made learning interactive, engaging, motivating, and handy. Education is not anymore limited to textbooks and classrooms; it has become an amalgamation of technology, innovative learning, and digital content. The internet has become far more affordable and accessible and this shall lead to a greater confluence of digital and traditional teaching methods. The government is actively involved in taking essential steps to come forward with policies that will boost the digital education market in India. The efforts are being made to uplift the standard of digital infrastructure pan India to help facilitate the utilization of innovative educational tools. In near future, digital education like all other sectors will witness noticeable amendments in the way educational institutions function. A plethora of possibilities emerging out of digital education shall empower the education system of the country.

Advantages of the Digital Education System:

Individualized Learning Experience: A major drawback of the traditional education system is that many students experience a lack of interest when they are not able to catch up with the rest of the class. The contemporary digital format allows teachers to customize the study material based on an individual’s learning speed and ability. The impact of educational programs is uplifting with the digitalization of the education system.

Students become Smarter: When exposed to new learning tools and technology students develop effective self-directed learning skills. The digital education system enables students to analyze what they need to know to be able to search and utilize online resources. It plays a significant role in magnifying their efficiency, learning ability, and productivity. Unlimited Information: The world of the internet is vast and loaded with information, most of which is freely accessible. The emergence of digital education has made it possible for students to explore and use this treasure of knowledge. Earlier, students would rely on limited sources of information, but now thanks to the growing popularity of the digital education system, unavailability of the required information is no longer a barrier in seeking knowledge.

Smart Classrooms: The chalk and talk method is now a thing of the past, and teachers are making use of more tech-savvy methods to help students understand that learning can be innovative and fun. The modern-day classrooms are equipped with a TV or a projector which makes it is easy to shift from a regular classroom session to an interactive digital session. This can make students pay more attention as they are extensively acquainted with the digital world.

Digitally Updated: In a world that is ever-evolving in terms of technology, practices and information can easily become outdated, as there is always something new transpiring. Equipping students with updated information and other subject-related topics is no longer a matter of choice, but a mandatory process. Students spend most of their time on their phones and laptops, so they must be sound technology-wise.

High Engagement Learning: The traditional education system provides limited scope for engagement as its forces at work include limited factors like textbooks, an instructor, and hand-written notes, whereas the digitized education system offers a wide range of choices to learn from. The unlimited availability of resources makes every session extremely innovative and engaging. The interactive and game-based learning sessions gain higher engagement from students.

Ease of Sharing: The traditional education system would heavily rely on students maintaining thick notebooks of hand-written notes containing information provided by teachers in the classroom or acquired through extensive research in the library, but the modern digital education system changes everything. Now preserving and sharing information is just a click away which saves students a lot of time and physical labor.

Accountability in Students: The   digital education system incorporates real-time evaluation and system-generated performance reports which increases the transparency of assessment. It enables students to analyze their performance and come up with required solutions on their own. The digital education system brings students out of their shells and makes them independent thinkers who know what to study, when to study and how to study. They no longer remain dependent on their teachers and parents to spoon-feed them with information.

To change not only what we learn, but also how we learn is the need of the hour. The involvement of digital platforms, the virtual world, augmented reality, online libraries, and webinars are the new chalk and board of our education system while search engines have become the new library.

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Essay On Digital Collaboration In Classrooms

As we read through this post ” Essay On Digital Collaboration In Classrooms”, we will learn about Digital Collaboration In Classrooms as an Essay In Detail. Conducting online classes isn’t always easy, and it requires creative ideas to keep students engaged.

During the pandemic, my school and my teachers managed to make our online class fun, interesting, and effective by combining completely different skill sets. There were not more than 20 screens in each class, and I could view recorded classes whenever I wanted. The size of each class was not more than 20 screens. Online classes were recorded and accessible from anywhere at any time.  

Table of Contents

Essay On Digital Collaboration In Classrooms 150 Words

The educational sector has been seriously affected by Covid-19 lockdown. However, thanks to the internet, online classes are now possible. They have many advantages, such as being flexible, inexpensive, and student-focused.

Being used to offline classes, it can be challenging to conduct online classes and ensure that every student is engaged.

In order to make students attentive, teachers need to use creative methods to conduct online classes. Teaching online requires a completely different skill set than teaching in person.

It was during the pandemic, however, that my school and my teachers made our online class interesting, lively, and effective.

Online classes are recorded and are accessible at any time. Each class used to have no more than 20 screens.

Students were engaged in polling after the completion of each lesson to determine their level of knowledge on the particular topic. Teachers used whiteboards, pointers, and screen sharing tools to make our classes effective.

Educators must engage students’ digital abilities and prepare them for a world that is digitized and globalized by creating dynamic collaboration experiences.

In order to effectively integrate collaboration into instruction, teachers need to see real classroom examples of collaboration and action.

Essay On Digital Collaboration In Classrooms 250 Words

Create dynamic collaboration experiences that prepare your students for a world that is digitized and globalized in order to engage the digital abilities of your students.

It is important for teachers to see collaboration and action in real classrooms while learning a proven framework for effectively integrating collaboration into the classroom.

You can access online tools to spark collaboration as well as strategies to engage your students and create a purposeful collaborative learning environment.

Get tips for managing your collaborative classroom for maximum benefit, including how to encourage safe and ethical online behavior.

There has to be a way for kids to share information and participate in discussions in a classroom where they are interacting with one another. A revolution in classroom education is on the way.

Collaboration has physical manifestations, just like the human body. By allowing students to interact and collaborate in groups, companies are developing enterprise-grade apps.

These tools allow students and teachers to collaborate in the same space and share documents online.

Schools, colleges, and businesses will see fundamental changes in the way students are taught, as well as how students and parents are interacted with by schools.

There’s no doubt that education must be reimagined as a collaboration between individuals, small groups, and a broader online audience rather than isolated classes and assignments.

Essay On Digital Collaboration In Classrooms 500 Words

For the first time, we are keeping an eye on collaborative education startups who are targeting colleges as potential customers through interactive video, audio, and collaborative tools.

The results of a survey conducted by Deloitte in November showed that two-thirds of education executives plan to utilize collaborative online learning tools by the end of the year. Some said it is their highest priority.

Teachers and students alike have been drawn to these tools. Nearly 80% of respondents to a similar survey conducted in 2016 expressed interest in using a “collaborative learning tool” according to a 2018 report by the Association for Education Technology .

In addition to lowering education costs, increasing learning and retention, and fostering innovation, this movement could help with many educational goals.

It is very different from reading an article or watching a video to study for an exam, even in a collaborative setting. Taking in information at a slower pace while studying on one’s own means making fewer direct eye contacts with the professor and fellow students.

Traditionally, students interact with their classmates in a classroom setting, or online with an audience larger than themselves. With more students collaborating both in the classroom and online, collaborative learning experiences will become more available to a broader audience. Collaboration and communication become the primary focus of a collaborative learning environment.

Student efforts are more impressive and memorable when they are coordinated as a group than when they are accomplished individually.

Most companies are now considering ways to allow students to easily showcase their work online and outside the classroom. Currently, students only have one opportunity to demonstrate their skills to their peers.

Collaborative learning improves retention and prepares students for the future workforce by challenging them to solve a difficult problem.

The skills students gain through online collaboration enable them to solve problems in a variety of situations. As a result, students have a stronger case for pursuing a career in the field in the future because they are more competent in their profession.

It will become more important for colleges and universities to utilize online collaborative learning to prepare our students for work as they strive for academic excellence and competency in high-demand fields like science and engineering.

College and university life is only becoming more and more accustomed to online learning. Many of the largest higher education institutions in the world now offer online learning exclusively, and many are beginning to employ online learning programs.

Increasing enrollment in online courses will continue to improve online learning platforms so students can have a better experience. As students work through the online learning platform, templates for different modules should be available to fill out as students work through them.

The site should also allow students to save content and create their own study groups so they can study with their peers. Assignments, progress bars, a learning map, and tools for sharing work should also be available.

Students need access to quality educational tools now, especially those that prepare them for success in the real world. The future of education will continue to change, but they must have access to outstanding education tools at the moment.

Teachers can access and modify lessons more easily by keeping everything on a cloud drive rather than copying and pasting or navigating to different webpages if they go paperless in the classroom. Students should have an easy way to collaborate with each other and with other students around the world through the program. Students will be able to learn valuable communication skills in a real-world situation by sharing their work online.

Collaborative tools for students, teachers, and the whole teaching team are essential for effective collaboration. You should also consider investing in easy-to-use, reliable, and affordable collaborative technology.

To improve the quality of online classes, I think the following steps could be taken:–Adding more interesting guests to online classes.–Providing teachers with proper training about the use of technology.

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

Stella timotheou.

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

Ourania Miliou

Yiannis dimitriadis.

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

Sara Villagrá Sobrino

Nikoleta giannoutsou, romina cachia.

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

Alejandra Martínez Monés

Andri ioannou, associated data.

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

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

Introduction

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

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

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

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

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

Methodology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Impacts of digital technologies on equality, inclusion and social integration

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

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

Impacts of digital technologies on teachers’ professional and teaching practices

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

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

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

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

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

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

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

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

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

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

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

Factors that affect the integration of digital technologies

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

Digital competencies

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

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

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

Teachers’ personal characteristics, training approaches, and professional development

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

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

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

School leadership and management

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

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

Connectivity, infrastructure, and government and other support

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

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

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

Administration and digital data management

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

Students’ socioeconomic background and family support

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

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

Schools’ socioeconomic context and emergency situations

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

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

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

Factors that affect the impact of ICTs on education

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

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

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

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

Conclusions

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

Study limitations and future directions

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

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

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

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

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

Acknowledgements

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

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Digital Collaboration In Classroom Essay

Table of Contents

Digital Collaboration In Classroom Essay: In today’s digital age, the classroom has evolved beyond traditional teaching methods. Digital collaboration in the classroom has emerged as a powerful tool for enhancing learning experiences, fostering teamwork, and preparing students for the modern world. In this blog we have provided sample essays of different lengths on digital collaboration in the classroom to help you understand its significance.

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Digital Collaboration In Classroom

Whether you need a 100-word overview or a more detailed 500-word essay on the topic “Digital Collaboration In Classroom”, you can count on us. Refer to the sample long and short essays given below that will help you with the essay writing.

Digital Collaboration In Classroom Essay of 100 Words

Digital collaboration in the classroom is an essential tool for students to work together efficiently and creatively. With the help of technology, we can now connect with our classmates in real-time, regardless of physical proximity. This enables us to share ideas, collaborate on projects, and provide feedback instantly, making our learning experience more engaging and interactive.

Additionally, digital collaboration platforms allow us to break free from traditional boundaries, fostering a global perspective by connecting us with students from different cultures and backgrounds. By embracing digital collaboration, we are not only enhancing our communication skills but also preparing ourselves for the future workforce, where teamwork and technology proficiency are highly valued.

Essay on Digital Collaboration In Classroom of 250 Words

Digital collaboration in the classroom is a transformative approach to learning that harnesses the power of technology to enhance education. It involves students working together on projects, assignments, and activities using digital tools and platforms. This collaborative environment not only fosters teamwork but also develops essential skills that students will need in the future.

One significant advantage of digital collaboration is the ability to engage students in active learning. Through online discussions, virtual group projects, and collaborative document editing, students become active participants in their education. They learn to share ideas, provide constructive feedback, and solve problems collectively.

Moreover, digital collaboration prepares students for the realities of the modern workforce. In an era where remote work and virtual teams are common, the ability to collaborate effectively online is a valuable skill. Students who are familiar with digital collaboration tools have a competitive edge in their future careers.

Additionally, digital collaboration encourages creativity and innovation. It allows students to explore new ideas and experiment with different approaches to problem-solving. By working together in a digital environment, they can access a wealth of resources and perspectives, expanding their horizons and fostering a culture of innovation.

In conclusion, digital collaboration in the classroom is more than just a teaching method; it’s a means to empower students with essential skills for the digital age. It enhances active learning, prepares students for the workforce, and cultivates a spirit of creativity and innovation.

Digital Collaboration In Classroom Essay of 300 Words

Digital collaboration in the classroom is an essential tool for students in today’s technologically advanced world. It allows students to work together, share ideas, and complete projects in a more efficient and engaging way. One way digital collaboration is put into practice is through online discussion forums or chat platforms. These platforms enable students to communicate with each other and their teachers, ask questions, and provide feedback. This not only enhances the learning experience but also promotes effective communication skills, which are vital for future success.

Furthermore, digital collaboration tools such as Google Docs or Microsoft Office 365 provide real-time collaboration opportunities. Students can collaboratively work on a document, spreadsheet, or presentation simultaneously, allowing them to brainstorm, edit, and revise together. This eliminates the need for physical meetings and increases productivity as each student can contribute their ideas at their own pace. Additionally, these tools provide the ability to track changes and see who made them, promoting accountability and fairness in group work.

Moreover, digital collaboration encourages students to think critically and develop problem-solving skills. By working with their peers, students are exposed to different perspectives and ideas, which can lead to innovative solutions. When students are engaged in a collaborative environment, they learn to think beyond their own opinions and consider alternative viewpoints. This fosters open-mindedness, empathy, and tolerance, skills that are essential for navigating a diverse and globalized world.

In conclusion, digital collaboration in the classroom is a valuable tool that enhances learning, communication, and problem-solving skills. Through online discussion forums and real-time collaboration tools, students can work together more efficiently and effectively. This not only prepares them for the challenges of today’s technology-driven world but also cultivates important life skills that will benefit them in all aspects of their lives.

Importance of Digital Collaboration In Classroom Essay of 500 Words

In today’s fast-paced and technology-driven world, digital collaboration has become an essential tool in the classroom. With the advent of digital tools and platforms, students now have the ability to work together, share ideas, and collaborate on projects in ways that were unimaginable just a few years ago. Digital collaboration not only enhances learning experiences but also prepares students for the challenges and opportunities of the 21st-century workforce.

One of the main advantages of digital collaboration in the classroom is its ability to break down geographical barriers. With tools such as video conferencing and online discussion boards, students can connect and collaborate with peers from different parts of the world. This provides a unique opportunity for cross-cultural exchange and learning. By collaborating with students from different backgrounds, students develop a broader perspective and gain insights into different cultures, customs, and ways of thinking. This kind of global collaboration not only enhances their understanding of diversity but also prepares them to work in a globalized and interconnected world.

Furthermore, digital collaboration platforms encourage active participation and engagement among students. When students are given the opportunity to collaborate on projects, they feel a sense of ownership and responsibility in their learning. By working together, students develop their communication skills, problem-solving abilities, and critical thinking skills. They learn to negotiate and compromise, listen to and respect the opinions of others, and work towards a common goal. These skills are not only valuable in the classroom but also in the workplace, where collaboration and teamwork are highly sought.

Another benefit of digital collaboration is the ease of accessing and sharing information. With a few clicks, students can access a vast amount of information and resources, such as articles, videos, and presentations. This allows them to conduct research, gather data, and support their arguments with evidence. Through digital collaboration, students can create, edit, and share documents in real-time, making it easier and more efficient to work on group projects. Additionally, digital collaboration platforms often provide tools for organizing and managing projects, such as task lists, calendars, and file sharing, which help students stay organized and work effectively.

However, it is important to acknowledge the potential challenges that come with digital collaboration. For instance, students may face difficulties with time management and staying focused when collaborating online. Moreover, not all students may have equal access to technology or reliable internet connections, which may create disparities in collaboration opportunities. Therefore, teachers and schools must ensure that all students have access to necessary resources and support, and that they are taught how to navigate and use digital tools effectively.

In conclusion, digital collaboration in the classroom has numerous advantages and benefits. It allows students to connect with peers from different parts of the world, enhances their communication and problem-solving skills, and provides access to a wide range of information and resources. By incorporating digital collaboration into the learning environment, educators can better prepare students for the demands of the 21st-century workforce. Nevertheless, it is essential for teachers and schools to address the challenges that come with digital collaboration to ensure equal opportunities for all students.

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FAQs on Digital Collaboration In Classroom Essay

What is digital collaboration in the classroom.

Digital collaboration in the classroom involves using technology and online tools to enable students to work together on assignments, projects, and learning activities, fostering teamwork and enhancing the learning experience.

What do you mean by digital collaboration?

Digital collaboration refers to the use of digital tools and platforms to facilitate communication, cooperation, and joint problem-solving among individuals or groups, whether in a classroom setting or within a professional context.

What is the benefit of collaboration in the classroom?

Collaboration in the classroom promotes active learning, enhances interpersonal skills, encourages critical thinking, and prepares students for teamwork in the future workplace, fostering a well-rounded educational experience.

What are the benefits of a digital classroom for students?

Digital classrooms offer students access to flexible learning resources, the ability to collaborate beyond physical boundaries, improved digital literacy, and exposure to innovative teaching methods, ultimately enhancing their educational journey and preparing them for the digital age.

Write a few lines on Digital Collaboration in Classrooms?

Digital collaboration in classrooms is a transformative educational approach that leverages technology to enhance learning. It involves students working together on assignments, projects, and activities through digital tools and platforms. This collaborative environment fosters teamwork, critical thinking, and effective communication, equipping students with essential skills for the modern world. It also prepares them for the demands of the digital age, where remote work and virtual collaboration are increasingly prevalent. Digital collaboration enriches the educational experience by promoting active engagement, creativity, and innovation, ensuring that students are well-prepared for the challenges and opportunities of the future.

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My Classroom Essay - 100, 200, 500 Words

Essay on my classroom -.

A classroom is a place or room where classes take place. Each of us has memories attached to our classroom. We spend most of our time in class and learn most of our life's beautiful and essential lessons. I also have some memories of my classroom. Here are a few sample essays on “My classroom” .

100 Words Essay On My Classroom

A classroom is a learning place where we learn academic and social skills. The classroom plays an essential role in the overall development of an individual. The school teachings help us develop into good human beings both for educational and social purposes.

My classroom is situated opposite the principal's room. There is a big garden in between them. In our free time, we see the children playing basketball, Kho-kho, badminton etc. In my classroom, there is a notice board which is decorated by us. We have decorated the board with motivational quotes, names of students of the class and their birthdays. My classroom is considered one of the beautiful classrooms of the school.

200 Words Essay On My Classroom

My classroom is situated near the school library on the ground floor. So, whenever there is a free period, we go to the library and read our favourite books and newspapers. Also, there is a big garden in front of my classroom. The mango tree near the classroom window provides summer shade and cool air. We can hear the chirping of birds in the classroom. Thus, my classroom is in a beautiful location that provides a natural feeling.

Inside My Classroom

Also, my classroom is beautifully decorated by the children. We always clean the classroom and throw the waste only in dustbins. Thus, my classroom is the favourite of all the teachers of our school. When the principal announced the cleanliness drive and best clean classroom award, my classroom was positioned at number one.

Also, there is an achievement wall in my classroom where we record the achievements of our class students. During sports day, my classroom bagged the first prize. For every person, there is some special place where they like to spend time. For me, it's my classroom where I love to spend my maximum time, and each day, I learn something new and valuable. I love my classroom very much.

500 Words Essay On My Classroom

Schools, colleges, and universities often have classrooms where students from different places come to learn skills and lessons on various subjects and domains. We learn various things in the class. Classroom is like a beautiful memory for all of us. My classroom is also a beautiful place for me. There are many types of students in my class. Some are good at extracurricular activities, some at academics, and some love participating in competitions. My classroom also has different students from all over the country, which makes it unique.

My Classroom - An Enjoyable place

My classroom has two enormous windows and a big door, and it is pretty enjoyable, roomy, airy, and ventilated due to the presence of many trees. A large whiteboard and four ceiling fans are present. We write a quote on the whiteboard daily which motivates us to do best in our lives. My classroom has several artworks that are well-decorated on the walls. We decorated the walls with maps, charts, and images of flowers, trees, and the solar system. The decent environment of my classroom motivates me to go there daily.

Another reason I enjoy my class is the teacher, who is always so kind and encourages us to participate in various activities. She always motivates us to participate in competitions with the management of studies. She inspires us to be perfect both in academic as well as extracurricular activities.

Best Classroom

My classroom is different from the whole school. This is because various students in my classroom are best in various fields. The sports students always bring medals in state and national level tournaments. Every year, the school, as well as state toppers, come from my classroom.

My Classroom Experience

I like enjoying nature and love to spend time in nature. The natural environment of my classroom gives me the same feeling as many beautiful flowers and trees are in front of my classroom. I have also grown some of them.

I love to decorate the classroom walls with beautiful crafts and academic charts. Also, there is a knowledge wall where I paste important current affairs newspaper cuttings daily. During the festive seasons, I also give my contribution to class decoration. I decorate the classroom with rangoli, light diyas and candles on Diwali. I also participate in quizzes and essay competitions. Thus, the classroom is a precious memory for me.

A classroom is the soul of every student. We will always remember this place as being unforgettably memorable. What we become in real life is shaped by school. It had a fantastic effect on students for the rest of their lives. All of us enjoy ourselves a lot in school. The relevance of the classroom for students and youngsters is beyond words. Though some children don't like going to school after they pass out, they miss it the most.

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Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth. 

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs. 

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story. 

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook. 

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion. 

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article. 

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or  MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.  

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications. 

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product. 

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans. 

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party. 

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems. 

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack 

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process. 

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