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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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THE IMPORTANCE OF TECHNOLOGY IN EDUCATION By: Catherine Casper.

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New global data reveal education technology’s impact on learning

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

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

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

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

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

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

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

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

What can we learn from the latest PISA results?

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

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

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

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

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

Finding 1: The type of device matters

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

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

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

Finding 2: Geography matters

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

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

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

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

Finding 4: Intensity of use matters

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Why Do We Need Technology Integration?

The myriad benefits of integrating technology into the classroom.

Technology is a ubiquitous part of children's lives. It is transparent. Most homes have connected computers or Internet-enabled devices. As prices of technology drop, computers and digital devices may replace television as we know it. When pioneering educational technology advocate Jan Hawkins wrote an essay for Edutopia in 1997, " The World at Your Fingertips: Education Technology Opens Doors ," about how technology brings the tools of empowerment into the hands and minds of those who use them, she couldn't have known her words would be even more relevant today.

Now, walk into a classroom. Are there computers and if so, how are they being used? Are they being used at all? Technology has revolutionized the way we think, work, and play. Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students' learning processes and outcomes. Teachers who recognize computers as problem-solving tools change the way they teach. They move from a behavioral approach to a more constructivist approach. Technology and interactive multimedia are more conducive to project-based learning. Students are engaged in their learning using these powerful tools, and can become creators and critics instead of just consumers.

Another reason for technology integration is the necessity of today's students to have 21st century skills.

These 21st century skills include

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A great starting point for more information about 21st century skills is the Partnership for 21st Century Skills website .

The Edutopia article "Why Integrate Technology into the Curriculum?: The Reasons Are Many" offers this summary: "Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts."

Technology helps change the student/teacher roles and relationships: students take responsibility for their learning outcomes, while teachers become guides and facilitators. Technology lends itself as the multidimensional tool that assists that process. For economically disadvantaged students, the school may be the only place where they will have the opportunity to use a computer and integrate technology into their learning (for more about equity, access, and digital inclusion, check out our Digital Divide Resource Roundup .)

There is a growing body of evidence that technology integration positively affects student achievement and academic performance. The Center for Applied Research in Educational Technology (CARET) found that, when used in collaborative learning methods and leadership that is aimed at improving the school through technology planning, technology impacts achievement in content area learning, promotes higher-order thinking and problem solving skills, and prepares students for the workforce. Look at the research findings on student learning in CARET's Questions & Answers for the question: "How can technology influence student academic performance?"

You will find more links to research and resources in the Resources for Tech Integration section of this guide.

Continue to the next section of the guide, What Is Tech Integration?

This guide is organized into six sections:

• Introduction
• Why Integrate Technology?
• What Is Tech Integration?
• How to Integrate Technology
• Workshop Activities
• Resources for Tech Integration

Why technology in education must be on our terms

The relationship between technology and education has been a topic of interest for decades. While technology presents remarkable opportunities, it's essential to approach its integration thoughtfully and responsibly. The  2023 Global Education Monitoring (GEM) Report offers valuable insights into how technology has transformed education, its benefits, limitations, and the challenges associated with its implementation.  

The flagship UNESCO report highlights the lack of appropriate governance and regulation, especially amidst rapidly emerging generative artificial intelligence tools. It urges countries to urgently set their own terms for the way technology is designed and used in learning so that it never replaces in-person, teacher-led instruction, and supports quality education for all. Here are some insights from the report. 

What has been the evolution of technology in education?

While the use of technology in education dates back to the emergence of radio in the 1920s, it's the digital technology of the last 40 years that holds the greatest potential for educational transformation. This period has witnessed a revolution in content distribution, learning management systems, testing methods, and language instruction. From augmented reality to personalized tutoring, technology has reshaped our learning experiences. Recent advancements in artificial intelligence have amplified the capabilities of educational technology, even raising questions about the role of human interaction in education.

What is the impact of technology on learning?

Technology undeniably enhances learning in specific contexts. However, it is crucial to recognize that a one-size-fits-all approach does not apply. Digital technology's primary contributions to learning lie in its ability to personalize instruction and extend available learning time. Additionally, it fosters engagement by encouraging interaction and collaboration among learners. Notably, the report highlights that technology need not be cutting-edge to be effective. For instance, in China, providing high-quality lesson recordings to rural students resulted in a 32% improvement in outcomes and a 38% reduction in urban-rural learning gaps.

How do we evaluate technology's effectiveness in education?

The report emphasizes that evaluating technology's impact must focus on learning outcomes rather than the mere implementation of digital tools. Cases such as Peru, where laptops were distributed without integrating them into pedagogy, demonstrate that technology alone doesn't guarantee improved learning. Similarly, exclusive reliance on remote instruction in the United States widened learning gaps. The report further warns against inappropriate or excessive technology use, citing instances of negative links between excessive ICT use and student performance.

How reliable is the evidence?

The rapid evolution of technology often outpaces its evaluation. Evidence primarily comes from affluent countries, raising concerns about generalizability. The report reveals that a mere 7% of education technology companies in the United Kingdom conducted randomized controlled trials, reflecting a lack of rigorous evaluation. The challenge of isolating technology's impact from other factors complicates precise assessment. Additionally, the influence of technology companies on evidence generation poses credibility challenges.

What are the recommendations for effective integration of technology in education?

As artificial intelligence gains prominence, the report emphasizes that not all technological change equates to progress. The adoption of technology must be guided by a learner-centric, rights-based framework, ensuring appropriateness, equity, evidence-based decisions, and sustainability. The report presents a four-point compass for policy-makers:

• Look down: Evaluate the context and learning objectives to ensure technology choices strengthen education systems.
• Look back: Prioritize marginalized groups to ensure that technology benefits all learners and narrows educational disparities.
• Look up: Ensure evidence-based decision-making and consider hidden long-term costs before scaling up technology initiatives.
• Look forward: Align technology integration with sustainable development goals, considering financial implications, children's well-being, and environmental impact.

Technology in education: A tool on whose terms

From 4 to 7 September, UNESCO's  Digital Learning Week will gather policy-makers, practitioners, educators, private sector partners, researchers and development agencies to jointly explore how public digital learning platforms and generative AI can be steered to reinforce and enrich human-centered quality education.

• Download the  2023 GEM Report  
• Read the  press release  
• Join the conversation on social media via  #TechOnOurTerms
• More on the  Global Education Monitoring Report
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Role of Technology in Education | Education - PowerPoint PPT Presentation

Role of Technology in Education | Education

Do you want to know how technology is reshaping education here are the details. – powerpoint ppt presentation.

• Electronic gadgets constitute new-age trinkets for students and aspirants. In times of Pandemic, Ed-Tech has shown the world that technology has the power to engage learners by providing them with all forms of educational content at the comfort of their homes.
• As technology is reshaping education around the world, the dynamics of imparting education and the relationship between teachers students that have been built up in a very profound way since decades, has started to change.
• Technology cannot take away the human element in an educational set-up, and it should be done as the warmth and affinity that exists between teachers students can never be replaced by any form of education.
• Students and parents need to understand that technology is only creating the different means of imparting education at the comfort of their homes. But the question is- are we ready to adapt it? Do parents and students understand the merits demerits of the use of technology in education? When we weigh the potential benefits of technology in education, against its risks consequences, the topic becomes debatable as we comprehend the importance of education and the role of technology in education.
• On one side, technology permits you to experiment in pedagogy, democratize the classroom, and engage students in creative ways. On the other side, some might question- can technology in a typical classroom set-up be distracting? Or its excessive usage can affect mental physical health, as confirmed by various educationists research scholars?
• The knowledge that only teachers possessed in the past is now available to everyone online, challenging the old model of teacher-student mode of education. As a result, teachers are now leveraging technology to keep up with the latest trends and to create a dynamic role for themselves which is not just limited to feeding students with information knowledge, but also, online counseling sessions, problem solving, communication, and many other aspects which the present-day aspirants are looking for.
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Importance of Education Technology – The Role of AI in Education

Sep 15, 2023

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The importance of education technology, fueled by AI, lies in its ability to create more inclusive, personalised, and efficient learning experiences. As we move forward into an increasingly digital world, the integration of AI in Education will play an indispensable role in preparing students for the challenges and opportunities of the future.

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Importance of Education Technology – The Role of AI in Education Education holds significance in the lives of all individuals, and a quality education is crucial for achieving success. Continual advancements are being made worldwide to enhance the education system, encompassing modifications in teaching methods and curriculum structures. Artificial Intelligence, a rapidly evolving technology with wide-ranging applications, is reshaping various sectors across the globe. One domain where the transformative potential of artificial intelligence is particularly prominent is in the field of education. This article will shed light on AI in Education and the importance of education technology. AI in Education: A Game-Changer The incorporation of AI in Education has unlocked a myriad of possibilities, transcending the traditional classroom setup. AI algorithms and machine learning models have the capability to adapt and personalise learning experiences, catering to the unique needs of each student. Here are some key ways in which AI is transforming education: Automation of Administrative Tasks: AI automates administrative tasks such as grading, scheduling, and record-keeping, reducing the administrative burden on educators and enabling them to focus more on teaching. Language Processing and Translation: AI-powered language processing tools assist language learners by providing real-time translation and pronunciation guidance. This is especially beneficial for students studying in a language they are not proficient in. Remote Learning Enhancement: AI technologies have played a crucial role in improving the quality of remote and online learning experiences, facilitating interactive and engaging virtual classrooms. Lifelong Learning and Skill Development: AI-powered platforms offer personalised, just-in-time learning opportunities, allowing individuals to acquire new skills and knowledge throughout their lives. Enhancing Educational Content: AI can generate and curate educational content, making it more engaging and accessible. It can create interactive simulations, virtual labs, and adaptive textbooks to facilitate better comprehension. Importance of Education Technology Bridging the Educational Gap: Education technology, fueled by AI, has the potential to bridge the educational gap by providing resources and support to underserved communities. Online learning platforms can reach remote areas, offering quality education to those who previously had limited access.

Lifelong Learning: In the rapidly evolving job market, the importance of lifelong learning cannot be overstated. Education technology enables individuals to upskill and reskill conveniently, ensuring they stay competitive in their careers. Enhancing Teacher Efficiency:Education technology isn’t just about replacing teachers but enhancing their capabilities. AI-powered tools help educators identify areas where students need assistance, allowing them to provide targeted support and foster a more productive learning environment. Global Collaboration: The digital nature of education technology facilitates global collaboration and cultural exchange. Students from different parts of the world can collaborate on projects, share experiences, and gain a broader perspective on global issues. Adapting to Learning Styles: Every student has a unique learning style, and education technology can adapt to accommodate these differences. Whether a student learns best through visual, auditory, or kinesthetic methods, technology can cater to their preferences. Innovation in Assessment: Traditional assessments often fall short in gauging a student’s true understanding and skills. AI-driven assessment tools can provide a more holistic view of a student’s capabilities by evaluating critical thinking, creativity, and problem-solving skills. Remote Learning Resilience: The COVID-19 pandemic underscored the importance of education technology in ensuring learning continuity during crises. It allowed students to continue their education remotely when in-person classes were not possible. Conclusion AI in Education is not merely a trend but a transformative force that is reshaping the way we learn and teach. The importance of education technology, fueled by AI, lies in its ability to create more inclusive, personalised, and efficient learning experiences. As we move forward into an increasingly digital world, the integration of AI in Education will play an indispensable role in preparing students for the challenges and opportunities of the future. It is imperative for educators, policymakers, and stakeholders to embrace and harness the potential of AI in Education to ensure that every learner can thrive in this technology-driven era.

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The Role of Technology in Education | Listening Comprehension

by English Plus | Sep 11, 2024 | Focus on Listening

Listen | The Role of Technology in Education

Listening comprehension quiz, expand your vocabulary, vocabulary quiz, let’s talk.

Transcript: Please don’t check the transcript before you listen and take the quiz.

Good afternoon, everyone! Today, we’re diving into a topic that’s all around us but often taken for granted: the role of technology in education. Now, before we get into the details, let me ask you this—when you think of “education,” what comes to mind? Maybe textbooks, teachers, classrooms, or lectures, right? But think about how much that image has changed over the past few decades. Technology has revolutionized how we learn, teach, and engage with knowledge. Gone are the days when a chalkboard and a few books were the main tools in the classroom. Now, it’s all about interactive apps, online courses, smartboards, and even virtual reality!

So, how exactly is technology transforming education? Well, let’s start with access. Technology has made education more accessible than ever before. Imagine a student living in a remote village with limited resources. In the past, their educational opportunities might have been severely restricted. But today, with just an internet connection and a smartphone or computer, that student can access world-class lectures from universities like Harvard or MIT, take online courses, and even earn degrees. This kind of access was unimaginable just a few years ago. Technology is democratizing education, breaking down the barriers of geography and even cost in some cases.

Now, let’s talk about the classroom itself. Remember how traditional classrooms were? Rows of desks, a teacher standing in front of a blackboard, and students copying notes. It worked, but it was limited. Today, with tools like smartboards, tablets, and educational software, the classroom is a much more dynamic place. Teachers can use interactive simulations to explain complex topics, students can collaborate on projects in real-time, even if they’re on opposite sides of the globe, and everyone can move at their own pace thanks to adaptive learning technologies. This makes learning not only more personalized but also more engaging.

Have you ever used an app like Duolingo to learn a new language or taken an online course? If so, you’ve experienced firsthand how technology enhances the learning process. These tools allow us to learn when and where it’s convenient for us, turning commuting or waiting time into productive moments. Apps and platforms like these use gamification—turning learning into a game with rewards and progress tracking—which makes the process feel less like a chore and more like a challenge you actually want to complete.

But it’s not just about making learning more fun. Technology also plays a key role in making education more inclusive. Students with disabilities, for example, have more opportunities than ever before thanks to assistive technologies. Voice recognition software, screen readers, and adaptive keyboards help students who may struggle with traditional learning methods participate more fully in their education. And let’s not forget about how technology helps students with different learning styles. Some people are visual learners, others are auditory or kinesthetic. With technology, teachers can cater to all these styles, providing videos, podcasts, and interactive activities to ensure every student has the chance to succeed.

There’s another aspect of technology’s role in education that’s often overlooked, and that’s the role it plays in developing essential skills for the modern world. In today’s job market, skills like coding, data analysis, and digital literacy are in high demand. By integrating technology into education from an early age, students are not just learning traditional subjects—they’re also gaining the digital skills they’ll need to thrive in the 21st century workforce. And it’s not just about hard skills. Technology also encourages problem-solving, creativity, and critical thinking, all of which are crucial in today’s fast-paced, ever-changing world.

But of course, technology in education isn’t without its challenges. One of the biggest hurdles is the digital divide—the gap between those who have easy access to technology and those who don’t. Even though technology has the power to make education more accessible, not everyone has the same access to the internet, devices, or the training needed to use them effectively. So, while technology is opening doors for many, it’s also important to ensure that no one is left behind.

Another challenge is ensuring that technology is used effectively in the classroom. Just having fancy gadgets isn’t enough. Teachers need the training to use these tools in meaningful ways that enhance learning, rather than simply replacing traditional methods without any added benefit. It’s about finding the balance—using technology to enhance education while keeping the core values of teaching and learning intact.

In conclusion, the role of technology in education is transformative. It’s making education more accessible, more engaging, more inclusive, and more relevant to the modern world. But with this power comes responsibility. We need to ensure that technology is used wisely and that it benefits all students, regardless of their background. As we move forward, the challenge will be to continue innovating while also addressing the digital divide and ensuring that education remains a tool for empowerment for everyone. So next time you pick up your phone to learn a new skill or log into a virtual classroom, take a moment to appreciate just how far we’ve come—and think about how much further we can go.

• Revolutionize Meaning: To completely change something, often in a way that is dramatic and improves how things are done. Context: In the lecture, technology is said to “revolutionize how we learn, teach, and engage with knowledge.” Everyday Use: You could say, “The internet has revolutionized how we communicate with people around the world.”
• Accessibility Meaning: The quality of being easy to approach, use, or obtain. Context: The lecture discusses how technology has improved “accessibility” to education, allowing more people to engage in learning. Everyday Use: If a building has ramps for wheelchairs, you could say, “The building has improved accessibility for everyone.”
• Democratize Meaning: To make something accessible to everyone, not just a privileged few. Context: The lecture explains that technology “democratizes education,” meaning it helps make education available to people everywhere. Everyday Use: You might say, “Social media has democratized the sharing of information, allowing anyone to post their ideas.”
• Interactive Meaning: Involving communication or action between two or more people or systems. Context: The lecture mentions that “interactive simulations” make the classroom more dynamic. Everyday Use: You could use it in a sentence like, “I love using interactive apps that let me practice languages by speaking and listening.”
• Gamification Meaning: The application of game-design elements in non-game contexts, like education, to make tasks more fun and engaging. Context: The lecture highlights how platforms use “gamification” to make learning more enjoyable. Everyday Use: You might say, “This fitness app uses gamification by giving me points and rewards for every workout I complete.”
• Assistive Technologies Meaning: Devices or software designed to help people with disabilities perform tasks they might find difficult or impossible otherwise. Context: The lecture mentions “assistive technologies” like voice recognition software, which help students with disabilities participate in education. Everyday Use: You could say, “Screen readers are an example of assistive technology that helps visually impaired people access digital content.”
• Adaptive Learning Meaning: A type of educational technology that adjusts the difficulty of learning material based on the student’s progress. Context: The lecture describes how “adaptive learning” tools help students learn at their own pace. Everyday Use: You might say, “This online course uses adaptive learning, so the lessons get harder as I improve.”
• Digital Literacy Meaning: The ability to effectively and critically navigate, evaluate, and create information using digital technologies. Context: The lecture emphasizes the importance of “digital literacy” as a key skill in the modern world. Everyday Use: You could say, “Being able to spot fake news is part of having strong digital literacy.”
• Digital Divide Meaning: The gap between those who have access to modern technology and the internet and those who do not. Context: The lecture discusses the “digital divide” as a challenge that prevents some students from accessing technology. Everyday Use: You might say, “The digital divide became more obvious during the pandemic when not all students had access to online learning.”
• Inclusivity Meaning: The practice or policy of including people who might otherwise be excluded or marginalized. Context: The lecture discusses how technology can promote “inclusivity” by supporting different learning styles and abilities. Everyday Use: You could say, “The new workplace policies focus on inclusivity to make sure everyone feels welcome.”
• Technology has made education more accessible than ever before. In your opinion, what are the biggest advantages of this increased access? Are there any downsides?
• How do you think gamification affects your motivation to learn? Do you find it helpful, or do you prefer more traditional learning methods?
• The lecture discusses the role of assistive technologies in education. How do you think these technologies have impacted students with disabilities, and what future developments might help even more?
• The concept of adaptive learning allows students to learn at their own pace. Do you think this method is more effective than the traditional one-size-fits-all approach? Why or why not?
• Digital literacy is increasingly seen as a key skill for the modern workforce. What do you think are the most important digital skills people need today, and how can schools better prepare students for the digital world?
• The digital divide prevents some students from accessing the benefits of technology in education. How do you think governments or organizations can help bridge this gap?
• Inclusivity in education means providing opportunities for all students, regardless of background or ability. How can technology help promote inclusivity, and what steps do you think schools should take to ensure all students feel included?
• Have you ever experienced learning through technology, such as online courses or interactive apps? How did it compare to traditional classroom learning?
• While technology is making education more engaging, some people worry it may lead to students relying too much on devices. What’s your opinion on the balance between technology and traditional learning tools?
• As we continue to innovate in education, what do you think will be the next big technological advancement that will change the way we learn? How might it improve or challenge the current system?

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