Chapter II

Review of Related Literature and studies

Related Literature
Technological advances had greatly changed the

education landscape in that teaching is no longer confined

to the traditional face-to-face delivery of lessons.

Now, students can also learn outside the classroom via

the Internet. Through the convergence of traditional and

modern methods, students get to experience the best of both

worlds – they can be tutored in school and get additional

lessons through the Web.

The convenience and effectiveness of e-learning had

long been recognized by educational institutions and

education officials. A number of schools in the country have

embraced with enthusiasm emerging education technology in

that lectures are boosted by computer-based, or gadget-

based, learning. Today, in some schools, netbooks have

replaced notebooks and some lessons are delivered

electronically.

A survey conducted by Pearson Foundation in the United

States found that more than six in 10 college students and

high school seniors agree that they study more efficiently

by using tablets. A study conducted by Houghton Mifflin

Harcourt in California also showed that students using iPads

performed better in math compared to students using

traditional textbooks. Another study at Oklahoma State

University found that 75 percent of students said the use of

gadgets enhanced their learning experience.

Despite the fears of parents and some teachers that

gadgets may distract students, surveys and studies have

shown that generally, these technological tools are a big

help in learning. The United States had invested heavily by

providing computers for students in public schools. Reports

say the federal government spends more than $3 billion a

year on digital content alone. The US has also launched a

massive program to make high-speed Internet and free online

teaching resources available to remote schools. This year,

more states administered tests for the elementary and middle

grades through the Internet, discarding the use of pen and

paper. (Espinosa, John Paul;2016)

There is conclusive evidence that digital equipment,

tools and resources can, where effectively used, raise the

speed and depth of learning in science and mathematics for

primary and secondary age learners. There is indicative

evidence that the same can be said for some aspects of

literacy, especially writing and comprehension. Digital

technologies appear to be appropriate means to improve basic

literacy and numeracy skills, especially in primary

settings.

The effect sizes are generally similar to other

educational interventions that are effective in raising

attainment, though the use of digital learning has other

benefits. Also, the extent of the effect may be dampened by

the level of capability of teachers to use digital learning

tools and resources effectively to achieve learning

outcomes. More effective use of digital teaching to raise

attainment includes the ability of teachers to identify how

digital tools and resources can be used to achieve learning

outcomes and adapting their approach, as well as having

knowledge and understanding of the technology. This applies

in all schools.

Where learners use digital learning at home as well as

school for formal and non-formal learning activities these

have positive effects on their attainment, because they have

extended their learning time. This is particularly important

for secondary age learners. (Scottish;2015)

Related Studies

Issue of unintended consequences of use of technology

in class room is important because unintended consequences

can cause disruption in class room and negate the

institutional policies regarding strategic direction and

intervention in teaching and learning process. Current

literature on the use of e-learning for teaching focuses on

factors which increases the effectiveness of e-learning but

there is very little research on unintended consequences of

e-learning, particularly in regard to developing countries.

The most observed positive consequences were instant

messaging through chatting, lesson enquiry about

assignments, sending and receiving e-mails, research through

surfing the net including data gathering by downloading

files and sharing cultural experiences with others through

internet. Among the negative consequences listed by students

were accessing social websites like face book, twitter etc.

during class work, playing games, playing music, answering

and returning calls and downloading and using copyrighted

material. (Carbonilla, V. G.; Bhati, S.; 2016)

 Different technologies have been implemented in the

educational system in Norway over the last decade and it has

been a subject of debate whether the use of technology

enhances students’ educational outcomes. The aim of this

master thesis is therefore to analyze the causal effect of

the one-to-one laptop program in upper secondary education

in Norway on the performance in three common core subjects:

first-choice form of Norwegian, second-choice form of

Norwegian, and English. The results of this study indicate

no clear benefits of technology use on academic performance

is complex, i.e. There are both positive and negative

effects, and performance is only reported as an average at

school level. (Stakkestad, S.V.; Stordal, F;2017)