CHALLENGES AND POSSIBILITIES
Challenges and Possibilities Paper Template
Erica L. Smith
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning his article should be addressed to Erica L. Smith.
Email: eljackson14@liberty.edu
1
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CHALLENGES AND POSSIBILITIES 2
Abstract
When it comes down to educational technology, it is here to stay. This paper dives into the
challenges and possibilities of educational technology. Educational teaching is valuable when it
comes to teaching and learning. Students are more motivated, and teachers grow more in their
methods of teaching. The current landscape of educational technology is discussed. It focuses on
how teachers, students, and parents may perceive educational technology. Recent developments
in ICT and microgames are recent developments in the field. The field is beneficial, but it also
has its barriers. Teachers may not be well-trained and anything technical will have some
technical issues now and then. Students may even have trouble adjusting to the new learning
environment. However, it has several emerging trends. Trends like AI and IoT are becoming
more prevalent in education. The future seems to be directed towards more advanced
technologies. Yet, safeguards should remain in place for safety and privacy.
Keywords: educational technology, learning, teaching, ICT, microgames, AI, IoT, trends,
safeguards
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CHALLENGES AND POSSIBILITIES 3
Challenges and Possibilities for the Future of Educational Technology
An & Oliver (2021) describe educational technology as the combination of three concepts
and approaches: vision training, personal structure, and structured procedures of assessment.
Educators must have a plan in place for how technology will used and what the future holds for
it. There must be a meaningful order of how effective the use of technology within the
classroom. Also, there must be an order of how examinations should go. So, how does
educational technology tie into instructional technology? Well, they both pretty much go hand in
hand as instructional technology is used as a tool and a part of educational technology.
Instructional technology brings about so many different pathways of learning. Teachers
can make lessons more personalized for students from primary or secondary. Students learn
differently, but technology integration allows everyone to be on the same page while learning.
You cannot go wrong with a little technology. This paper will give insight into the current
landscape, emerging trends, future directions, and safeguards for educational technology.
Current Landscape
Educational technology is beneficial to students and teachers. However, they may each
have their different perspectives about it. Dogan (2021) focuses on how different levels of
teachers differ in their perceptions and use of technology. A study was conducted on elementary,
middle, and high school teachers. As a result, elementary teachers had a more positive outlook
on technology compared to middle and high school teachers. Parents can often have their
perceptions of technology use just like teachers and students. Xie et. al (2021) discuss the
difference between student, parent, and teacher perceptions of digital educational games and
each of their influence. As a result of the study, students had a more positive outlook on digital
educational games than the teachers and parents. However, parents were interested more once
they learned about it.
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CHALLENGES AND POSSIBILITIES 4
Recent Developments
Educational technology will forever be booming considering how there are so many
more ways technology can be utilized. Baser (2021) discusses how the ICT’s recent
developments are seen as a necessary measure for teaching and learning. Games are a quick way
to get students interested in learning. Games have become very popular when it comes to
integrating technology into the classrooms. There are learning game apps for all student levels
whether primary or secondary. However, there are advantages and disadvantages. Rahmadi et. al
(2021) discuss the strengths and weaknesses of microgames for assisted learning. Microgames
make gaming simpler because they can be played on a device with a lesson goal to be achieved
by students. The following are some strengths of microgames: easy and appealing, smartphone
and laptop compatibility, and help the process of learning with elementary students. The
following are some of the weaknesses: no instructions on how to play, may not be relevant to
learning material, and unattractive connections.
Current Issues Facing the Field
In any field, there will be some issues. Atabek (2020) mentions some barriers to
technology integration. The following are some of those barriers: inadequate learning time, no
support, no constant training for teachers, and unavailable assistance for technical issues. The
article also gives some solutions to those barriers. The following are some of those solutions
mentioned: getting teachers excellent teacher preparation, having teachers spend adequate time
using technology, and providing teachers with learning information and quick high-tech support.
COVID-19 was truly a health issue that resulted in a major technology integration force. Bishop-
Monroe (2020) discusses some challenges and strategies of faculty viewpoints of having to
change from face-to-face to mostly online during the COVID-19 pandemic. The article mentions
the following challenges: faculty needing to change their mindset, student adaptation concerns,
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CHALLENGES AND POSSIBILITIES 5
and figuring out how to make an individualized impact for students. The following are also some
strategies: have a well-supported academic technology team, do live classes, post videos, and be
available to help students.
Emerging Trends in K12 from a Global Perspective
Emerging trends that will have a significant impact within the next 5 years are the
following: analytics technologies, artificial intelligence (AI), and the Internet of Things.
According to Schrum & Sumerfield (2018), “IoT is the connection of smart physical devices to
track and monitor life; these devices transmit data via the internet to the cloud, which makes the
user’s experience smarter” (p.207). AI has truly taken over as well. Although some teachers may
be reluctant to use it and allow their students to use it, others may find it helpful. Zhang & Zhang
(2024) discuss how AI can help unlock new dimensions of teaching support, inclusive learning,
and digital literacy. For example, it is learned how teachers can utilize AI to enhance learning
and keep their students interested. The motivation of a student is very important and without it,
teachers cannot effectively teach.
Future Directions in Education
According to Gartner's Hype cycle, three technology trends that are likely to have
significant impact in the next 10-20 years are decentralized web, flying autonomous vehicles,
and nanoscale 3D printing.
Safeguards
With technology being so valuable nowadays, safety and privacy must not be overlooked.
According to Alrayes et. al (2024), “Safeguards must be implemented to detect and rectify biased
or inappropriate content, fostering inclusive and unbiased learning environments.” When
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CHALLENGES AND POSSIBILITIES 6
utilizing technology in learning environments, student's information must be kept safe. Also,
teachers should be making sure that students do not go on inappropriate websites with school
technology. Safeguards not only act on the student's behalf, but the school and staff as well. The
internet itself needs safeguards implemented. And if they are not implemented then students are
at risk. Moyo et. al (2021) mention the following possible ICT (Information and Communication
Technologies) risks for students: exposure to unsuitable stuff, talking to strangers, online
bullying, and ICT addiction. However, the article also mentions e-safety as a solution for internet
risks. It is all about “educating, protecting, monitoring and supporting learners to use ICT in a
responsible way” (p.1135). I find that very effective.
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CHALLENGES AND POSSIBILITIES 7
References
Alrayes, A., Henari, T. F., & Ahmed, D. A. (2024). ChatGPT in Education -- Understanding the
bahraini academics perspective. Electronic Journal of E-Learning, 22(2), 112–134.
https://doi.org/10.34190/ejel.22.2.3250
An, T., & Oliver, M. (2021). What in the world is educational technology? Rethinking the field
from the perspective of the philosophy of technology. Learning, Media and Technology,
46(1), 6–19. https://doi.org/10.1080/17439884.2020.1810066
Atabek, O. (2020). Experienced educators’ suggestions for solutions to the challenges to
technology integration. Education and Information Technologies, 25(6), 5669–5685.
https://doi.org/10.1007/s10639-020-10243-y
Baser, D., Akkus, R., Akayoglu, S., Top, E., & Gurer, M. D. (2021). Training in-service teachers
through individualized technology-related mentorship. Educational Technology Research
and Development, 69(6), 3131–3151. https://doi.org/10.1007/s11423-021-10065-w
Bishop-Monroe, R. (2020). Reflections, challenges, and strategies for online academic
instruction: A faculty perspective on the rapid transition from face-to-face to online
instruction during the COVID-19 crisis. Online Journal of Distance Learning
Administration, 23(4).
https://doi.org/https://www.westga.edu/~distance/ojdla/winter234/monroe234.html
Dogan, N. A., Dawson, K., & Ritzhaupt, A. D. (2021). Do school levels matter? How
elementary, middle, and high school teachers differ in their perceptions and use of
technology. Journal of Educational Technology Systems, 49(4), 432–460.
https://doi.org/10.1177/0047239520961339
Jia Zhang, & Zhuo Zhang. (2024). AI in teacher education: Unlocking new dimensions in
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CHALLENGES AND POSSIBILITIES 8
teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted
Learning, 40(4), 1871–1885. https://doi.org/10.1111/jcal.12988
Moyo, A., Tsokota, T., Ruvinga, C., & Chipfumbu Kangara, C. T. (2022). An e-Safety
framework for secondary schools in Zimbabwe. Technology, Knowledge and Learning,
27(4), 1133–1153. https://doi.org/10.1007/s10758-021-09545-y
Rahmadi, I. F., Lavicza, Z., Arkün Kocadere, S., Houghton, T., & Hohenwarter, M. (2022). The
strengths and weaknesses of user-generated microgames for assisting learning. Education
and Information Technologies, 27(1), 979–995. https://doi.org/10.1007/s10639-021-
10635-8
Schrum, L., & Sumerfield, S. (2018). Learning supercharged: Digital age strategies and
insights
from the edtech frontier. International Society for Technology in Education.
Xie, J., Wang, M., & Hooshyar, D. (2021). Student, parent, and teacher perceptions towards
digital educational games: How they differ and influence each other. Knowledge
Management & E-Learning, 13(2), 142–160.
https://www.gartner.com/smarterwithgartner/5-trends-appear-on-the-gartner-hype-cycle-for-
emerging-technologies-2019
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