"[3]Integrating technology with standard curriculum can not only give students a sense of power but also allows for more advanced learning among broad topics.
[4] Examples of the infrastructure required to operate and support technology integration in schools include at the basic level electricity, Internet service providers, routers, modems, and personnel to maintain the network, beyond the initial cost of the hardware and software.
[5] Standard education curricula with an integration of technology can provide tools for advanced learning among a broad range of topics.
Integration of information and communication technology is often closely monitored and evaluated due to the current climate of accountability, outcome-based education, and standardization in assessment.
[7] In some, instances dyadic peer interaction centered on integrated technology has proven to develop a more cooperative sense of social relations.
[10] The term 'educational technology' was used during the post-World War II era in the United States to integrate implements such as film strips, slide projectors, language laboratories, audio tapes, and television.
[14] These devices provide teachers and students access to the World Wide Web in addition to a variety of software applications.
The integration of electronic devices into classrooms has been cited as a possible solution to bridge access for students and close achievement gaps that are subject to the digital divide.
[15] Several motivations have been cited for integrating high-tech hardware and software into school, such as (1) making schools more efficient and productive than they currently are, (2) if this goal is achieved, teaching and learning will be transformed into an engaging and active process connected to real life, and (3) is to prepare the current generation of young people for the future workplace.
[18] One approach that attempts to address this concern is a framework describing the nature of teacher knowledge for successful technology integration.
In these stages, children must take an active role in their learning and produce meaningful works in order to develop a clear understanding.
[23] Many teachers use a constructivist approach in their classrooms assuming one or more roles: facilitator, collaborator, curriculum developer, team member, community builder, educational leader, or information producer.
"[24] Countries like Korea and Shanghai-China, where computer use in schools is less common, have achieved high performance in digital reading and computer-based mathematics tests.
On the other hand, countries with more prevalent internet use for schoolwork have experienced a decline in reading performance over time, observed by PISA scores.
Many educators and researchers viewed integrating computers in the classroom as challenging due to the complex relationship between creativity and technology.
[25] The disconnect between research and classroom realities, conflicting stakeholder demands, and varying definitions of creativity heavily contribute to the controversies technology has brought to learning.
[citation needed] Despite the extensive research on interaction in online learning, educators often struggle to recreate the same level of engagement as face-to-face classes.
By examining various types of interpersonal interaction highlighted in existing literature, they found that we can identify those that lead to improved student outcomes.
The class can quickly view collective responses to the multiple-choice questions electronically, allowing the teacher to differentiate instruction and learn where students need help most.
[32] This is currently being troubleshot by forms of mobile learning that require a log-in, acting as a way to track engagement of students.
What matters most to implementing mobile learning is how students and teachers use technology to develop knowledge and skills, which requires training.
This time-saving aspect can keep students focused on a project much longer than they would with books and paper resources and it helps them develop better learning through exploration and research.
[35] It caused a huge disruption in schools, colleges, and universities around the world affecting the way traditional education was held.
[36] ICT enabled teachers to gain competencies to increase their teaching methods and enhance the learning process of students.
In contrast to traditional classroom instruction, this requires that students be put at the center and encouraged to take control of their own learning by providing flexibility on several dimensions.
In 1986, Lee Shulman worked on his theory about pedagogical content knowledge (PCK) which identified two areas in which teachers needed to be proficient.
"CyberHunt" means an online activity which learners use the internet as tool to find answers to the question's based upon the topics which are assigned by someone else.
A CyberHunt may ask students to interact with the site (e.g.: play a game or watch a video), record short answers to teacher questions, as well as read and write about a topic in depth.
Virtual field trips may also be more practical for children in the younger grades, due to the fact that there is not a demand for chaperones and supervision.
The portfolio can advance learning by providing students and faculty with a way to organize, archive and display pieces of work.