IMPACT OF TECHNOLOGY ON CLASSROOM LEARNING

Literature Review
The literature on the impact of technology on classroom learning reveals a nuanced
landscape, highlighting both its potential benefits and challenges. Scholars such as
Johnson et al. (2016) and Smith et al. (2018) emphasize the capacity of technology to
enhance student engagement and foster interactive learning experiences. Tools like
interactive whiteboards and educational apps have demonstrated efficacy in capturing
student interest and promoting active participation in lessons. Additionally, research
by Kopcha (2010) and Voogt et al. (2013) underscores the role of technology in
facilitating personalized learning experiences tailored to individual student needs and
learning styles. Adaptive learning platforms and intelligent tutoring systems offer
opportunities for customized content delivery, fostering a student-centered approach
to education. Furthermore, Hilton III et al. (2016) highlight the expanded access to
educational resources facilitated by technology integration, including online databases
and digital libraries. However, challenges such as the digital divide, digital
distractions, and concerns about data privacy and security, as discussed by Selwyn
(2016), underscore the need for educators to address these issues effectively. Despite
these challenges, the literature suggests that with careful consideration and strategic
implementation, technology has the potential to significantly enhance classroom
learning experiences and outcomes.While technology has become
increasingly more popular in classrooms, there is a concern that
students are relying too heavily on technology. While technology
can be a great tool, are students prepared to problem solve
technology related issues? With the use of technology, some
teachers are adopting the flipped classroom approach. This allows
students to study the material at home and come to school to
engage in more discussions, exercises, and activities. According to
Song and Kapur (2017), “few studies have reported how to develop
students’ problem solving skills and enhance their conceptual
understanding in flipped classroom in mathematics inquiry” . While
in this setting, students are learning more on their own, they are
missing out on some of that lecture time that can spark deep
conversation on problems. This article looks at the different benefits
and concerns of a flipped classroom. Fisher, et al. (2014) discuss
how classrooms are turning to technology for teaching and learning,
and how teacher’s roles have changed. The teacher becomes the
facilitator, who takes the students on their learning journey, learning
with them instead of ‘teaching’ them. Students needs to make
judgements about and be able to calculate the value of the content
they gather. Learners are also self-assessing using technology. This
helps to “move learners from being the consumers of information to
being producers of it”

FINE MOTOR SKILLS

With more integration of technology, the effect it has on fine motor

skills is questionable. Some research has dug into this topic, but it is
still fairly undiscovered. Purcell, et al. (2013) provide a
comprehensive report about social media’s impact on writing.
Students and teachers talk about what they consider writing to be.
Teachers also discuss how social media has been helpful and
harmful to classroom writing. Teachers “encourage their students to
do at least some writing by hand...because they feel students do
more active thinking, synthesizing, and editing when writing by
hand, and writing by hand discourages any temptation to copy and
paste others’ work”. Due to social media, students are able to write
collaboratively, share their work with more people, and be more
creative in their writing. Sulzenbruck, et al. (2011) indicate “there
are indeed specific differences in basic fine motor skills depending
on the amount of time spent typing and handwriting texts” . Their
study does not only focus on handwriting but fine motor skills in
general. Computer use also has in impact on major behavioral
requirements.

MOTIVATION
As teachers, it is our number one priority to motivate students in
their learning. The more motivated students are to learn something
new, the more likely the student is to retain the material. Research
shows that while growing up in the ever-growing technology world,
the incorporation of technology helps motivate students to learn.
For example, Schaen, et al. (2016), discuss a project they conducted
that allowed third grade leaders and first graders to work together
and create an app that will allow kindergarteners to practice math
strategies. This weeklong project allowed students to use
technology, collaborate, and teach. Schaen, et al. study discussed
the process that the students went through and the outcomes of the
project. This technology enhanced project motivated students who
wanted to continue building and working at home. “The project gave
young students a real-world purpose for planning and creating
collaboratively”. In another study, Millar (2013) focuses on
motivating students in the classroom and how this can be a difficult
task. Using technology is, “like giving each student their own
smartboard” (para. 3). They can show what they TOJET: The Turkish
Online Journal of Educational Technology – January 2021, volume 20
Issue 1 Copyright © The Turkish Online Journal of Educational
Technology 107 know, and teachers can be comfortable knowing
learning is occurring. The use of technology allows all students the
opportunity to participate, “It's hard to be honest when you have to
put your hand up in front of the room” . Similarly, Heafner (2004)
discusses how technology allows students to search and find
information easily and has “helped them understand what they
were talking about in class”. This supports the learning happening in
class. They feel proud to share their work and knowledge mastered
via technology. Students also feel confident in using technology and
completing tasks. The confidence helps them establish motivation in
their learning.

EXPANDING LEARNING
 According to many educational sources, there are many ways to
expand and enhance student learning through the incorporation of
technology. Bitner and Bitner (2002), have spent years working with
teachers and technology and synthesized eight different areas that
seem to help with teacher integration. Their article focuses on the
following eight areas: 1. Fear of Change 2. Training in basics 3.
Personal use 4. Teaching models 5. Learning based 6. Climate 7.
Motivation 8. Support The article then goes into more detail on each
of the areas and discusses why these areas are important to
integrating technology into the classroom. Once these areas are
met, integration of technology can best help students in expanding
their learning. In another study, Klopfer, et al. (2009) discussed how
students are growing up and are completely normalized by digital
technologies. The study explained that “many students in this group
are using new media and technologies to create new things in new
ways, learn new things in new ways, and communicate in new ways
with new people-behaviors that have become hardwired in their
ways of thinking and operating in the world”. While there is much
resistance to incorporating technology, “there are countless
examples of these technologies demonstrating their educational
value to other industries, confirming the powerful learning
opportunities and advantages they afford”. While determining the
effects technology has in our classrooms, Klopfer, et al. strongly
believe that the incorporation of technology makes the classroom
stronger. They argue that “undoubtedly, without these recent
technologies (i.e. digital games, Web 2.0, etc.) in the classroom,
strong lessons can still be achieved, but there’s a sharp disconnect
between the way students are taught in school and the way the
outside world approaches socialization, meaning-making, and
accomplishment”. Shivakumar and Manichander (2013) discuss
education within the 21st century and how that technology is a
powerful tool for students. They emphasized collaborating with one
another and incorporation of blended learning, as well as
information and communication technologies (ICT). “ICT refers to
technologies that provide access to information through
telecommunications”. In using ICT in education, teachers are able to
familiarize themselves with technology and some of the issues that
arise. This paper goes on to discuss different forms of ICT and how
they benefit the classroom.

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