CHAPTER ONE: GENERAL INTRODUCTION

Background of the Study

Technology usage in education involves the utilization of computers, tablets, smartphones, interactive whiteboards, educational software, online learning platforms, and other digital tools (Knezek & Christensen, 2020). These technologies offer numerous benefits, such as enhancing engagement (Kucirkova et al., 2020), providing access to a wide range of resources and information (Chen et al., 2020), promoting interactive and collaborative learning (Bali et al., 2020), and facilitating personalized learning (Farias et al., 2020).The study aims to explore how the use of technology in education affects students’ learning outcomes, including their academic achievement (Xu et al., 2020), cognitive development (Khalifa et al., 2020), critical thinking skills (Lee et al., 2020), problem-solving abilities (Joshi et al., 2020), creativity (Santos et al., 2020), and overall educational experience (Kim et al., 2020). Researchers may assess the impact of technology usage on various subject areas (Kang et al., 2020), grade levels (Lee et al., 2020), and student populations (Rhee et al., 2020). Technology in education is essential to promoting healthy academic systems (OECD, 2015). As far as studies are concerned, technology has evolved significantly as a result of the rapid change in curriculums (Knezek & Christensen, 2001). Technology in education needs to be constantly on the move, with new and more powerful tools emerging every year (Hamari et al., 2016).Teachers must constantly adapt their teaching to new technologies (Dziuban et al., 2010) as they evolve. As a result, more and more tools are enabling better learning experiences (Horn & Campbell-Kibler, 2007). With technology in education, solutions are available to boost creativity (Berge & Collins, 1995), plan revisions, facilitate project creation (Liu et al., 2013), or provide instant access to vast amounts of data (Ertmer & Ottenbreit-Leftwich, 2010).A considerable amount of time is saved every day for both teachers and learners due to the thousands of high-performance software created throughout the years (Berge & Collins, 1995). Learning becomes more accessible as a result (Horn & Campbell-Kibler, 2007).

Technology is derived from the Greek words “techno” and “logos,” meaning the willingness, skills, knowledge of the ways, rules, tools, and science, word, learning, and mental state (Hurst, 2012). Many research findings demonstrate the positive effects of using technology, particularly in the field of education. For instance, technology plays a significant role in enhancing the quality of education (Knezek & Christensen, 2001). As the latest instructional media in this globalization era, technology contributes numerous benefits to the educational sector, especially in the teaching and learning process (Picciano, 2009).One of these benefits is that technology helps students have new authentic and meaningful learning experiences (Hamari et al., 2016). Additionally, technology provides a more fun and effective learning atmosphere that encourages students to engage their efforts and behavior (Dziuban et al., 2005). Furthermore, technology allows students to work collaboratively and easily access information, which can increase their learning experiences (Rovai, 2002). The development of computers began in the 1930s, but it wasn’t until the 1980s that everyday-use computers were introduced (Hiltzik, 2012). The first portable computer, released in 1981, weighed 24 pounds and cost $1,795 (Smith, 1981). The introduction of IBM’s first personal computer in 1981 marked a significant turning point in the educational world (Ceruzzi, 2003). Time magazine named The Computer its “Man of the Year” in 1982, recognizing the potential of technology to revolutionize learning (Time Magazine, 1982). Toshiba released its first mass-market consumer laptop in 1985 (Toshiba, n.d.), and Apple’s Powerbook was introduced in 1984 (Apple Inc., n.d.).The World Wide Web was given life in 1990 with the development of Hyper Text Markup Language (HTML) by a British researcher (Berners-Lee, 1990). When the National Science Foundation (NSF) removed restrictions on the commercial use of the Internet in 1993, the world experienced a surge in research and communication methods (NSF, 1993). The first Personal Digital Assistants (PDAs) were released by Apple Computer Inc. in 1993, making computers an integral part of daily life (Apple Inc., n.d.). By 2009, 97% of classrooms had one or more computers, and 93% of classroom computers had Internet access (Horrigan, 2009). Instructors reported that 40% of students used computers often in their educational methods, alongside interactive whiteboards and digital cameras (Liu et al., 2012). Today, college students rarely go without some form of computer technology: 83% own a laptop, and over 50% have a smartphone (Pew Research Center, 2019).

From the late 1980s onwards, schools gradually began to integrate computers into their classrooms (Knezek & Christensen, 2001). However, their use was limited due to the slow processing speed and limited capabilities of the technology at the time. One of the dominant operating systems was MS-DOS, which required a certain level of proficiency in IT as it was operated under a command-line system (Katz, 1997). As a result, teachers who had computers in their classrooms did not extensively use them in their teaching (Hew & Cheung, 2014).

During this time, the computers were expensive and could only handle basic tasks such as word processing software (Ladson-Billings, 1995). It was not anticipated that apps for students would be created in the future. The introduction of Windows in the early 1990s replaced MS-DOS on many computers, offering a less complicated interface for users (Brown & Green, 2011). From 1996 onwards, many schools underwent modifications to enable access to the Internet, which brought about a significant change in education (Becker & Ravitch, 2004). This increased accessibility to information via the Internet transformed the way students learned and accessed knowledge.In the late 1990s, educational software was widely used in classrooms, often with two to three computers available (Knezek & Christensen, 2001). Although personal computers were still relatively expensive, they were gaining popularity (Hiltz & Wellman, 1997). By this time, websites were abundant and diverse, offering teachers new ideas for teaching methods (Berge & Collins, 1995). Today, computers are significantly more powerful than they were in the past (National Center for Education Statistics, 2019). As a result, they are no longer solely used for research or typing projects. Instead, they are also valuable tools for tasks such as programming for computer science students (Horn & Campbell-Kibler, 2007). Students are more engaged and learning is more relevant when they are exposed to real-world scenarios through technology (Dziuban et al., 2005). Technological innovation plays a significant role in education, benefiting both teachers and learners (Ertmer & Ottenbreit-Leftwich, 2010). Some of the advantages of technological innovation include the substantial information received by universities and colleges, which can be easily processed, classified, and optimized to improve teaching methods over time (Hsu et al., 2012). Complex tasks become easier to handle, and sharing materials is simplified as everything is accessible in real-time (Kester et al., 2011). Many institutions already use websites or platforms to facilitate student education, with convincing results that have led to a shift towards distance learning (Rovai, 2002). Technological innovations have also simplified access to courses, making it possible for students to take classes anywhere and at any time (Liu et al., 2013).

Technological advancements have significantly improved the effectiveness and motivation of learning (Barr & Tagg, 2015). In this digital age, students can fully immerse themselves in their training, thanks to various techniques employed by teachers (Herrington et al., 2010). The presence of an active educational community that participates in every step of the learning process optimizes results (Hamari et al., 2016). Technology also improves communication among all members of the educational community, including teaching staff, school or university teams, families, and students themselves (Knezek & Christensen, 2001).The evolution of technology has led to growing and changing educational capabilities daily (Wojciechowski et al., 2017). The Internet has become a vast electronic library of information, enabling both research and instruction with just a click of the mouse (Kirschner & Wulf, 2001). As technology advances, educators’ abilities grow exponentially (Dziuban et al., 2005), and staying informed about current and changing technologies is essential for success in the education field (Liu et al., 2013). As the world of technology evolves, the learning environment, both on-campus and online, will equally progress, and the need for teachers who are educated in technology and design will continue to grow (Knezek & Christensen, 2012; Li & Linn, 2015). The rapid pace of technological advancements requires educators to stay updated on the latest tools, methods, and best practices to effectively integrate technology into their teaching practices (Roblyer & Marshall, 2002).The increasing demand for tech-savvy educators is driven by the shift towards online and blended learning, as well as the growing emphasis on digital literacy and computational thinking (Rakes et al., 2016; Selwyn, 2012). Teachers who are equipped with the skills and knowledge to design and implement technology-enhanced learning experiences can better support student learning outcomes and prepare them for success in a rapidly changing world (Hamari et al., 2016).

Statement of the Problem

The problem statement for “Technology usage and its influence on students’ learning outcomes” addresses the need to understand the impact of technology in education. It seeks to investigate how students’ utilization of technology, such as digital devices and online resources, can either enhance or hinder their academic achievements. The exploration involves examining factors like engagement, distractions, and the effectiveness of technology integration in order to formulate strategies that optimize learning outcomes.

 Objective of the Study

Main Research Objectives

The main research objective of this study is to examine the impact of technology use on students academic performance and overall learning experience

Specific Research Objectives

The specific objectives of this study is to find out the effect of

phones on students learning outcome

Computers on students learning outcome

Radio on students learning outcome

To examine the role of technology usage in personalized and adaptive learning

Research Question

Main Research Question

The main research questions this study seeks to answer are;

What is the impact of technology use on students academic performance and overall learning experience?

Specific Research Questions

What is the effect of phones on students learning outcome?

To what extent does computer effects students learning outcome?

To what extent does radio affect students learning outcome?

What is the role of technology usage in personalized and adaptive learning?