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https://aect.org/2019_research_symposium_call.php Running head: EDUCATIONAL TECHNOLOGY
The Effective Implementation of Educational Technology
Name
Liberty University
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EDUCATIONAL TECHNOLOGY
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Abstract
This review of the literature delves into educational technology to identify the current level of
technology and the implications of the same. Peer-reviewed scholarly articles have been
referenced in discussing five main topics; stakeholders, administration, implementation, benefits
and limitations, and potential. These articles have been retrieved from the last five years (20142019) hence ensuring the most current literature has been included. The review uses the
behaviorist approach to education to show how technology has been perceived and the
implementations in the industry. The review shows that there is a general lack of research in
artificial intelligence and in education hence the need to conduct studies connected to the same.
Implications of the different findings provided by researchers are discussed under every topic of
the review.
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Overview
The effective implementation of educational technology is based on understanding the
effectiveness of not only the technology but also means of implementation. This literature review
focuses on the various elements of technology connected to education and how different
researchers and authors have created knowledge in these areas. The importance of this review is
that it highlights a critical concept in the 21st-century classroom where technology has become
ubiquitous. Therefore, this paper explores the most common and crucial themes connected to
technology and education and how they have been tackled by other researchers. Essentially, the
aim of this review is to show the level of knowledge in the field and point out any gaps in the
literature.
The areas of inquiry in this review include the various stakeholders, implementation
methods, leadership, the perceived utility of the technology, potential for implementation, and
the types of technology implemented in the field. The stakeholders studied are the main users
and the people concerned with the hands-on implementation of this technology. These are mainly
students and teachers and the main reason for looking into them is to identify their perspective
towards technology. This is largely because the success of using tech in the classroom depends
on the stakeholder’s views and perceptions. Additionally, leadership is another element which
will require attention because of the administrative implications of the same. One needs to know
whether the school administrator, for instance, will accept gaming as a mode of learning. Other
than accepting, do they support the approaches? These are important aspects of successful
implementation of technology elements in the classroom.
Other than the stakeholders, this review also delves into an overview of current level of
literature on utility, available technology, and current potential. Utility is the ability of the
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various technologies to be utilized in the educational setting and causing an effective
improvement in learning. This is crucial because it shows the importance of technology in
education and qualifies or discredits its use in various cases. Additionally, looking at the various
technologies will allow the reader to understand which ones have been successfully implemented
and others that have the potential for implementation. This brings to the last topic to be
discussed; the potential. This is twofold as it explores the potential for utility for some
technologies and the potential for implementation by schools and school districts. Ultimately, the
review aims to bring a holistic view on the issue of technology in the educational setting and the
current level of literature on the same.
The general importance of this literature review is in the general trend towards
incorporating technological methods of teaching and learning in the educational sector. The
current classroom is changing from the conventional approaches of the use of textbooks and
instructors as the sources of information and incorporating computers to supplement or facilitate
this instruction. Other than simple computers, there is increased use of other technologies in
classwork as well as homework connected to it. This review, therefore, works to put the current
studies in context of this shift and provide a basis for critical review of the methodological
approaches to implementing technology in education.
Theoretical Framework
Since the beginning of the 20th century, various theories of education have been advanced
and implemented in the education sector. These include but are not limited to behaviorism,
constructivism, and multiple intelligence. All these theories are frameworks upon which
knowledge has been constructed and imparted on the students and ways in which they have taken
in this knowledge and put it to practice. Generally, behaviorism focuses on learning as the
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process of acquiring new behaviors and heavily leans on conditioning as one of the main
approaches to learning. Additionally, constructivism leans on the definition of education as a
method of allowing students to construct their own, unique world view and philosophy of
technical expertise and living in general (Mead, Biesta, and Trohler, 2015). Cognitivists have
relied on the unseen mental processes which occur for education to be obtained and hence have
looked into the intrinsic modes of learning. One of the latest theories is multiple intelligence and
it stresses the availability of unique intelligence in every learner hence showing that
understanding the intelligence is crucial in learning.
While the different theoretical approaches have been used by different researchers in
understanding technology in education, the most appropriate theoretical background is
behaviorism. As a theory of learning, behaviorism is based on the general belief that a student
learns new behavior from their environment and discounts any independent activities of the mind
(Mead et al., 2015). Behaviorism is based on the basics of conditioning; producing certain
responses from subjects based on the reinforcement they get. Pavlov and the infamous
experiment of the dog have been the focus of conditioning and behaviorism for decades now.
However, notably, the theory has grown past the basic and raw reinforcement techniques which
allowed the psychologist to condition the behavior of a dog. More advanced behavioral
techniques have shown how the class environment affects the behavior of children and how this
affects learning.
The connection between behaviorism and technology in education is that technological
approaches work as interventions which aim to elicit certain behaviors from the students. As an
intervention, technology can either provide motivation or improve the effectiveness of learning
through the provision of an environment that encourages the acquisition of knowledge.
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Therefore, the main use of behaviorism as the basis for this literature review is a view of learning
based on the environment which learners are in. The effect of environment on learning
culminates in behaviorism mainly because a change in the environment is expected to produce a
proportional and significant change in the behavior and hence learning of different content
(Mead et al., 2015). The main assumption made in this review of the literature, therefore, is that
technology adoption in educational settings is a means of altering the environment for targeted
changes in the learning behavior and hence improvement of the acquisition of knowledge in the
educational setting.
The theoretical framework of this review is basically behaviorism, but this is not a limit
on the interpretation of literature by various authors. Notably, authors may use different
approaches to understanding educational technology, and these may dictate their studies. The
review will attempt to unearth the theoretical approaches of these researchers and place them in
the context of behaviorism in general. The main reason for choosing behaviorism as the main
approach to understanding educational technology is its perceived utility in the past. Ouyang and
Stanley (2014) explain that “behaviorism has greatly promoted and effectively implemented in
programmatic instruction and has strongly promoted and widely applied in computing-assistedinstruction and the development of educational technology” (p. 161). Additionally, the approach
has been well understood and presents a huge consensus in the scientific community.
Review of the Literature Stakeholders
There is a lot of literature on the implementation of educational technology and one of
the most important and an available topic is the stakeholder views and approaches to
implementation of the various educational technologies. Primarily, stakeholders are viewed as
the teachers and students who directly use the technology. Secondary stakeholders are the school
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and district administrators among others in society. The attitudes of teachers have been portrayed
as crucial in implementing the technology and hence understanding these is the first step of the
way. Domingo and Gargante (2016) looked into the perceptions of primary school teachers
towards mobile technology and its utility in the classroom in Spain. Data gathered from 102
teachers from 12 schools mostly covered the applications used in the classroom and their relation
to technology. Overall, they realized that teachers found the apps useful in facilitating access to
information and increasing engagement to learning (Domingo and Gargante, 2016).
Additionally, the choice of apps was based on the perceptions of teachers on the utility of the
same in the classroom. This article outlines how teachers in Spain felt the technology was
helping and how they used this knowledge to select the most useful apps for the same.
In another study by Henderson, Selwyn, and Aston (2015), the researchers involved 1658
undergraduate students in a survey to determine their perceptions of useful digital technology in
higher education. Generally, the researchers found that the perceptions of students were mostly
positive, and they revolved around the organization and management of logistics of studying,
flexibility, and time-saving. Henderson et al. (2015) claimed that the perceived use of the
technology was different from the students lived reality whereby the technology was useful for
not only the instructional strategies but also organizational work. This study fits in a wider
discussion of how students experience the technology and how researchers and implementers
expect the technology to work. Generally, it shows that there is a difference between the
perceptions of administrators of technology and how it should be used and those of students and
how they use technology for educational purposes.
Moreover, another type of technology utilized in the classroom at the undergraduate level
is social media. Neier and Zayer (2015) studied the perceptions of students towards the use of the
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platforms for educational purposes. Students undertaking a marketing course showed openness to
utilizing social media and showed that their intentions were mostly to use it interactively and to
uncover information. This study shows that social media use is welcome by marketing students
in an undergraduate setting (Neier and Zayer, 2015). The main weakness of this study, however,
is that it does not provide generalizable findings since it was performed in a single institution and
among students in a single course. If these findings can be replicated elsewhere including in
graduate school, the findings could assist in enhancing the utility of social media as a means of
educational technology.
An additional study looking into the perceptions of educators was conducted by Wingo,
Ivankova, and Moss (2017). This study involving 68 teachers explored their perceptions on the
success of online classes and concluded that various barriers were mostly preventing success in
online classes. For instance, many instructors were not sure of the student’s perception of the
instructor image in online classes, required technical support, and wanted to design reasonable
workload in these environments (Wingo et al., 2017). This study shows that although online
classes are widely-accepted by teachers, barriers are plaguing the success of these classes. These
barriers are requiring proper addressing for the success of the online tools. This section of the
review highlights general positive perceptions of technology especially by students.
Additionally, technical requirements and close attention to the needs of scholars and teachers
have been portrayed as crucial in determining success using educational technology.
Administration
The second thematic aspect of importance in the literature is the issue of administration.
Administration is generally seen as the power and authority figures and instruments surrounding
educational technology. These include the decisions made by administrators, teachers, and other
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tools of power. Michael Spector has been credited with most of the work in logistical
arrangement of the classroom and how it functions to produce benefits to the learners. In a 2016
study, Spector and colleagues studied formative assessments in the classroom as connected to
technology. The study presents the different approaches to using technology in formative
assessments and concludes that technology supports critical thinking and inquiry learning
through formative assessments (Spector et al., 2016). This study forms the basis for using
educational technology in formulating credible and useful approaches in education through
testing. It forms the foundation for using technology as a tool which can effectively used in
testing hence increasing its utility in the educational environment.
In further support of Spector’s model of the classroom using formative assessment,
Chung Kwan Lo (2018) provided an article summarizing recommendations which can be used in
arranging the flipped classroom for increased utilization of technology. Among these
recommendations, the researcher recommends seeking consent from parents before
implementing the flipped classroom and furthers the cognitive theory of multimedia learning to
inform instructional videos. Additional recommendations revolve around interacting with
students online and providing the opportunities for students to reap from discussions and graded
activities online. Lo (2018) claims that Spector’s six pillars of educational technology are central
to ensuring effective flipped classroom approaches to implementing technology.
In another general topic study of innovation and education, Bulent Tarman (2016) looks
at the level of technology innovation in schools in Turkey and elsewhere, especially the United
States. The general level of education technology administration across the globe is identified as
divided into developed countries and developing countries. In developed countries, the main
approach is to use solution-based technologies in the classroom. Tarman (2016) identifies that in
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developed countries such as the U.S, there is a high level of flexibility in how technology and
innovation are implemented in the field of education. This flexibility generally increases the
freedom of administrators in implementing technologies and makes it possible to access various
technologies. The administration of technology in the classroom has been viewed as having
diverse approaches mostly based in the rearrangement of the classroom and the implementation
of new models of education that allow better adoption of the different technologies.
Implementation
Implementation as an aspect of educational technology is closely-related to
administration but it is generally based on the specific methods that have been utilized or
proposed as useful in implementing the various technologies. One of the uses of educational
technology has been seen in the healthcare sector as advanced by de Souza et al. (2016). In this
study of the use of educational technology in healthcare, the authors found that technological
devices can be used as the means of educating patients and hence can be used to improve the
quality of life and adherence to treatment among people with hypertension. Additionally, the
specific implementation mode was identified as using flipcharts (De Souza et al., 2016). This
study, although not directly connected to education in the classroom, highlights the method of
utilizing technology in improving understanding and hence enhancing the users’ perception of
different educational points.
Elsewhere, implementation has also been highlighted through the alignment of existing
standards with technology. Kitchen and Berk (2016) explored ways of aligning common core
mathematics standards with technology use in the classroom. Primarily, the researchers propose
the use of technology which enhances mathematical reasoning and discourse. Moreover, the
researchers examined the alignment process and claimed that students from low-income families
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have been included in common core standards which are effectively used in designing
instructional technologies. Kitchen and Berk (2016) mainly advocate for implementation that
encourages the design of instructional technology in line with common core standards such as
competence and equality. This study opens up further discussion on the fit of educational
technology to existing standards and whether any changes should be made to the standards to
enhance the adoption of these technologies.
Another approach to implementation that gets most of the attention in literature is the
inquiry-based learning environment. Elizabeth Buckner and Paul Kim (2014) highlight the
Stanford Mobile Inquiry-based Learning Environment (SMILE) and how it utilizes ICT
technology in the classroom as an effective approach to implementation. The SMILE model has
been portrayed as bridging the gap between technology and pedagogy and hence increasing the
efficiency of adopting technology in the classroom. Generally, Buckner and Kim (2014) found
that the model increases student inquiry and significantly improves the student-teacher dynamics
in the classroom. This understanding of technology and implementation models enhances the
general literature on methods of implementing technology. Additional study of implementation
methods and models is required for effective implementation of educational technology.
Benefits and Limitations
The implementation of technology in the educational setting is only qualified if it has
tangible benefits. A brief overview of the benefits as well as drawbacks of educational
technology is necessary as part of understanding what the literature says about the approach.
Jesper Aargaard (2015) studied the utility of technology devices in the classroom at the
undergraduate level of education. This study showed that most devices in the conventional
classroom worked to distract students and they went as far as to shut the laptop cover to reduce
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these distractions. Aagaard (2015) claims that the use of technological devices in the classroom
may act as a distraction instead of enhancing learning in the classroom setting. These sentiments
provide a basis for understanding the limitations of technology in the classroom.
Furthermore, the role of e-learning has been studied by various authors. In one study,
Arkorful and Abaidoo (2015) looked at the advantages and disadvantages of e-learning in Ghana.
Some of the benefits were shown as flexibility, increased efficacy of knowledge, self-pacing, and
cost efficiency. On the other hand, the use of technology has been shown as ine…
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