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Topic: The Impact of Technology Integration on Student Engagement and Learning
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
This study from Atabek dives into the perspective of teachers' experience on the
roadblocks that were faced in integrating technology within an educational setting.
Atabek thoroughly described the teachers’ concern on lack of training, limited access,
lack of support from the administration and being able to efficiently use the
technology. The teachers felt it was important to have training that occurred regularly
that pertained to exactly what was going to be delivered in the classroom for it to be
beneficial. Atabek also described the importance of how technology should be used in
a manner that is tailored to the way that students learn and what is going to benefit
them. Overall, this study adds helpful ideas that are observed from real teacher
experiences on integrating technology. The issues discussed are common issues when
integrating technology in schools. The study shows that if the correct training and
support is in place it has a much better chance for success.
Feerick, E., Clerkin, A., & Cosgrove, J. (2022). Teachers’ understanding of the concept of
‘embedding’ digital technology in education.BIrish Educational Studies,B41(1), 27–
39. https://doi.org/10.1080/03323315.2021.2022521
This article explores how digital technologies (DT) can change the way teachers
teach, the way students learn, and how to improve testing (assessments) in the Irish
school system. Although DTs like computers and other essential devices are common
in daily life, their use in the classroom continues to remain limited. The Irish
Department of Education sees DTs as a way to develop creative learners and increase
student motivation. DTs also have the ability to help tailor the needs of students based
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on their individual needs. There is a variety of sources that have been presented as a
direct source of assistance. Challenges such as inability to use and proper training still
have a direct effect on teachers and students. This study presented that even though
the teachers may be using technology in a sense, they are still not using it to its fullest
benefits. This paper also addresses ways that teachers can get a better understanding
of what it really means to dive deeper into embedding digital tools and ensure that it is
being implemented correctly, in hopes of higher student engagement and learning.
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of
technology immersion on middle school students’ learning opportunities and
achievement. The Journal of Educational Research, 104(5), 299–315.
https://doi.org/10.1080/00220671003767615
This study was conducted in 2022 by Schmid and his colleagues. The study examined
the outcome of success on student personalized learning. The research took place
across 31 different Swiss middle schools. In the study, there were approximately 860
students involved.
They examined how technology is being used in middle school classrooms to support
student personalized learning and the outcome. The study also focused on how
teachers can give students more freedom on how they learn, what they learn, and at
what pace they learn the material. The study found that overall, students who are
given the freedom to learn at their own pace actually stay more engaged and on task.
The researchers expressed that using technology in this aspect, has the ability to
improve the way lessons are taught and the way it can help students learn better.
Teachers who are looking to implement technology in the classroom might find this
article beneficial.
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Singh, M. N. (2021). Inroad of Digital Technology in Education: Age of Digital Classroom.
Higher Education for the Future, 8(1), 20–30.
https://doi.org/10.1177/2347631120980272
In this article, Singh explores the rising rate of technology and how it is being
implemented in the classroom. He expresses how technology is transforming the way
traditional teaching is being shifted to a whole new world of teaching. Throughout
this study it is discussed on how online platforms, digital content, and virtual content
is being adapted into K-12 schools and online universities is taking place and rapidly
growing. Singh discusses the benefits that take place throughout digiital learning.
Some different things that were expressed as a positive aspect were increased
flexibility, access to a variety of resources, and students were more engaged. Singh
did even go further to describe the downfalls that came with technology being
implemented in the classroom. If proper training, effective planning, and support are
not considered prior, it has the potential for failure. This article describes the pros and
cons to implementing technology in the classroom and can be useful to read.
Siyam, Y., Siyam, N., Hussain, M., & Alqaryouti, O. (2025). Evaluating technology
integration in education: a framework for professional development. Discover
Education, 4(1). https://doi.org/10.1007/s44217-025-00448-z
In this article, a clear idea is provided for helping teachers use technology in the
classroom and some different ways to make it more effective. This research is
supported in this research by different schools. The authors explain that technology
itself is not the main reason for improved learning. It has to be suited with skills, an
agenda, and support. They expressed the importance of professional learning that
helps teachers improve their ability on hands-on training, support from the leaders
within, and how to relate the technology to what needs to be implemented. The
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authors also explain the importance of how teachers all need to be in a positive
mindset on adapting technology in the classroom. If the teachers are provided with
what they need to make the implementation of technology successful, then they will
feel more confident and learn the value on connecting technology within their lessons.
Over time, the more teachers practice and implement this, the more of a change they
will see.
Van Schoors, R., Elen, J., Raes, A., Vanbecelaere, S., Rajagopal, K., & Depaepe, F. (2025).
Teachers’ perceptions concerning Digital Personalized Learning: Theory meet
practice. Technology Knowledge and Learning. https://doi.org/10.1007/s10758-025-
09815-z
The authors in the study look at how teachers feel about Digital Personalized
Learning (DPL). This approach (DPL), personalizes technology education to adapt
and tailor the education needs of each student to allow academic success. It is quite
different than using a uniform teaching method. This study examines teachers in
different groups to get their perceptions on how they utilize digital personalized
learning in their classrooms. After observations, it was made clear that teachers do not
know how to implement DPL tools or the importance of applying them. The teachers
were not given proper professional training for it to be effective in their classrooms.
The questions ranged from how often to use it, when to use it, and even how to use it.
Based on the evidence provided, if these challenges were addressed, DPL can be a
beneficial tool to tailor academics to the students' needs. Without bridging this gap, it
is not a beneficial tool to utilize in the classroom.
Wilke, A., Van Rhijn, T., Squires, K., & Barton, K. (2024). Digital Bonds: Exploring the
Impact of Computer-Mediated Communication on Parent–Educator Relationships in
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Early Childhood Education and care. Education Sciences, 14(2), 123.
https://doi.org/10.3390/educsci14020123
The article “Digital Bonds: Exploring the Impact of Computer-Mediated
Communication on Parent–Educator Relationships in Early Childhood Education and
Care” studies how digital communication tools play a role in communication between
parents and teachers in Education. This article focused on parents from Ontario,
Canada, and they were guided to use a special communication app called HiMama to
communicate between their children's teachers. The researchers found that when
parents and teachers communicate with online tools such as Himama and in-person
conversations, there are fewer gaps in the information that is shared about the child's
daily activities and development. These tools help build stronger trust and cooperation
between parents, teachers, and children. Educators did point out that proper training
needs to be provided in order to use the tools effectively. The educators did not know
that rules should be put in place for accountability for themselves as well as the
parents in order to communicate appropriately. As in any technology tool, it is
important to understand how to use it correctly in order to build a strong foundation to
use it.
Wiltrout, M. E. (2022). How to build the future of teaching and learning while growing from
the changes and challenges of 2020–21. Advances in Online Education., 1(1), 6.
https://doi.org/10.69554/byai9472
In this article, Wiltrout (2022) discusses how schools/teachers are able to learn the
formalities that were discovered throughout the COVID-19 pandemic while
implementing technology for education. As COVID-19 took a swift turn for education
throughout the 2020-2021 school year, the author explains the ways in which teachers
and students had to quickly adapt to a new way of learning, online learning. This
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revealed challenges and a new way to adapt to utilizing technology in the classroom.
The article discusses seven areas that are key to focusing on to improve the way that
technology can be used. A key factor is offering more support for students and
teachers, technology became essential, technology became a new what to show what
you know, remote learning gave opportunities for teachers and students to work from
home, there was more of a focus shifted to those from diverse backgrounds and not as
fortunate, and it showed the ability for relationships to still be built on line.
Collaboration is an essential part of online learning. This article offers hope and
practical ways for schools and teachers to grow from the concerns of integrating
technology into the education system.
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