Incorporating technology in the classroom can bring significant and positive changes in the teaching-

learning process but it is not at all easy as we have strong conventional educational practices in our
education system (Essay Lead, 2018).

According to Scheiter (2019), teachers face many challenges as they attempt to integrate technology
into their classrooms, one being a lack of high-quality teaching and learning materials. Most existing
materials suffer from one of two problems: First, they are often designed without taking into account
how students learn. While developers like to incorporate all the bells and whistles that technology has
to offer, research has shown that most students are overwhelmed by such flourishes. Flashy graphics
are likely to distract them from what is essential, interactive features may require them to make
challenging decisions on when and how to respond, and a multitude of resources can keep them from
recognizing what is relevant for achieving the learning objective.

According to Neufeld (2018), digital or otherwise, if students have no idea why they are doing the
activity, or if they cannot see a connection to their lives then they have no interest in doing it.

Alison Clark-Wilson, Ornella Robutti, Mike Thomas

Zdm, 1-20, 2020

In this survey paper, we describe the state of the field of research on teaching mathematics with
technology with an emphasis on the secondary school phase. We synthesize themes, questions, results
and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations
of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an
overview of the field that provides opportunities for readers to gain deeper insights into theoretical,
methodological, practical and societal challenges that concern teaching mathematics with technology in
its broadest sense.

International Journal of Educational Researchers (IJERS) 12 (1), 2021.This study aims to investigate
design principles that keep university students on digital platforms through the learning process. The
participants of the study are university students who use actively digital platforms in their learning
process. The qualitative research is used in the design of the study. In this scope, 27 university students
were interviewed to learn about their digital learning experiences. The results of the study showed that
design elements that motivate university students use digital media in their learning process are
categorized under five themes.

Asri Andarini Nurlita

The development of technology in the world of education is a facility to expedite the learning process.
The use of technology has a significant effect on students' learning interests (Ahmad et al., 2020). The
utilization of technology in the learning process can be in the form of media to assist the learning
process (Haristiani & Rifa'i, 2020; Suherman et al., 2023; Winarni & Rasiban, 2021; Glorifica, 2021;
Huwaidi et al., 2021; Bedua et al., 2021). Learning media can support the student learning process
following the advantages of learning media, including teaching attracts more students' attention so that
it can increase learning motivation, learning material is clearer and easier for students to understand.

(Magdalena et al., 2020). Teaching materials can be made in various dynamic and interactive formats
and forms so that students will be motivated to be more deeply involved in the learning process. The
types of teaching materials according to form include (1) printed materials including handouts, books,
and modules, (2) listening teaching materials (audio programs) including radio, cassette, and vinyl
records (3) audio-visual teaching materials including films and videos, and (4) interactive teaching
materials including CDs and interactive applications (Kuswanto, 2019; Nafidah & Suratman, 2021).

Incorporating technology in the classroom can bring significant and positive changes in the teaching-
learning process but it is not at all easy as we have strong conventional educational practices in our
education system (Essay Lead, 2018).

According to Scheiter (2019), teachers face many challenges as they attempt to integrate technology
into their classrooms, one being a lack of high-quality teaching and learning materials. Most existing
materials suffer from one of two problems: First, they are often designed without taking into account
how students learn. While developers like to incorporate all the bells and whistles that technology has
to offer, research has shown that most students are overwhelmed by such flourishes.

Melfa Rahmayani, Asrizal Asrizal

Physics Learning and Education 1 (2), 81-90, 2023

The development of Science and Technology is a feature of the 21st century which requires students to
have critical thinking, creative thinking, communication, and collaboration skills. This study aims to need
analysis to develop an e-module for a renewable energy-integrated PBL model based on a smartphone
to improve students' creative thinking and communication skills.

MP Ansayam, Denis A Tan

International Journal of Scientific & Technology Research 10 (9), 125-137, 2021

The affliction of COVID-19 pandemic resulted in total technology immersion compelling teachers to
digitize instructional materials and use online tools without proper training. This study investigated the
utilization of Digital Instructional Materials and Digital Tools for online learning in a university. It
described the DIMs and DTs used by the teachers, examined how DIMs and DTs were integrated into
classroom instruction, found out how skills in utilizing the DIMs and DTs were acquired, determined the
challenges impeding utilization, and identified ways of overcoming the challenges. Employing qualitative
single-case study, Atkinson’s four-step investigation directed the descriptive analysis with purposively
selected participants for the semi-structured interview and Focus Group Discussion.

Melfa Rahmayani, Asrizal Asrizal

Physics Learning and Education 1 (2), 81-90, 2023

The development of Science and Technology is a feature of the 21st century which requires students to
have critical thinking, creative thinking, communication, and collaboration skills. This study aims to need
analysis to develop an e-module for a renewable energy-integrated PBL model based on a smartphone
to improve students' creative thinking and communication skills. The objects of this study were three
high school physics teachers, 70 class X high school students, and teacher documents in the form of
learning objectives, teaching modules, and documents on the student's midterm assessment results.