From the perspective of learning theory, the integration of technology usage into the classroom

serves constructivist and sociocultural principles. According to the constructivist view, learners create
knowledge as a result of their interactions with the environment, building on existing knowledge and
dependent upon the relevance of the content or instructional activity in their own lives. From the
sociocultural perspective, technology provides the platform, and the tools to engage via numerous media
with other individuals and groups beyond the immediate reach of the learner (Pittman & Gaines, 2015).
There is an obvious need for students to be prepared to use technology. In 2013, 71 percent of the US
population age 3 and older used the Internet (Snyder, de Brey, & Dillow, 2016). However, due to limited
funds and budgets schools don’t have the resources to provide adequate technology for every student. In
the Student Mobile Device Survey National Report: Students Grades 4-12 conducted by Pearson (2015) it
found that 14% of elementary students attend a school with a 1:1 initiative. However, most students
access to technology is through a computer lab (37%) or shared in a classroom (33%). Sixty-two percent
of students want to use technology more in the classroom, but the reality is that the resources are just not
available. In schools that implement Bring Your Own Device (BYOD), it is assumed students will have
the devices to fill in gaps where schools lack the resources. However, only 8% (elementary) and 13%
(middle and high) school students bring their own devices to school for personal use. The opportunity to
engage broadly and deeply with virtual environments made possible by technology continues to lag in
education. The practical applications for learners as they create knowledge for themselves are numerous
and growing, as can be evidenced by a simple Internet search on the subject. As districts continually
move toward 21st-century classrooms, it is important to bridge the gap between utilization and adequate
resources.

Harrel, S., & Bynum, Y. (2018). Factors Affecting Technology Integration in the Classroom.
files.eric.ed.gov. Retrieved October 9, 2022, from https://files.eric.ed.gov/fulltext/EJ1194723.pdf

While technology has become increasingly more popular in classrooms, there is a concern that
students are relying too heavily on technology. While technology can be a great tool, are students
prepared to problem solve technology related issues? With the use of technology, some teachers are
adopting the flipped classroom approach. This allows students to study the material at home and come to
school to engage in more discussions, exercises, and activities. According to Song and Kapur (2017),
“few studies have reported how to develop students’ problem-solving skills and enhance their conceptual
understanding in flipped classroom in mathematics inquiry” (p. 293). While in this setting, students are
learning more on their own, they are missing out on some of that lecture time that can spark deep
conversation on problems.
In another study, Klopfer, et al. (2009) discussed how students are growing up and are completely
normalized by digital technologies (p. 1). The study explained that “many students in this group are using
new media and technologies to create new things in new ways, learn new things in new ways, and
communicate in new ways with new people-behaviors that have become hardwired in their ways of
thinking and operating in the world” (p. 1-2). While there is much resistance to incorporating technology,
“there are countless examples of these technologies demonstrating their educational value to other
industries, confirming the powerful learning opportunities and advantages they afford” (p. 2). While
determining the effects technology has in our classrooms, Klopfer, et al. strongly believe that the
incorporation of technology makes the classroom stronger. They argue that “undoubtedly, without these
recent technologies (i.e. digital games, Web 2.0, etc.) in the classroom, strong lessons can still be
achieved, but there’s a sharp disconnect between the way students are taught in school and the way the
outside world approaches socialization, meaning-making, and accomplishment”
Shivakumar and Manichander (2013) discuss education within the 21st century and how that
technology is a powerful tool for students. They emphasized collaborating with one another and
incorporation of blended learning, as well as information and communication technologies (ICT). “ICT
refers to technologies that provide access to information through telecommunications” (p. 21). In using
ICT in education, teachers are able to familiarize themselves with technology and some of the issues that
arise (p. 21). This paper goes on to discuss different forms of ICT and how they benefit the classroom.

Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021, January). Effects of
Technology on Student Learning. files.eric.ed.gov. Retrieved October 9, 2022, from
https://files.eric.ed.gov/fulltext/EJ1290791.pdf

A technology that is utilized in the classroom is incredibly advantageous in supporting the

learners appreciate the lessons being taught. For instance, projection screens attached to computers can be
situated in classrooms to permit the learners to glimpse their notes as distinctive to sitting down and
paying attention to the teacher. A good number of technologies are used to harmonize the class set of
courses. These technologies put as one offered resources to students in the form of study questions,
assessments and activities. Many people believe that technology "spoils" kids. By adding it into schools,
learners will be outfitted with scientific tools and knowledge so as to make a changeover from school to
the workplace. This is because it offers more knowledge to learners and also making them ambitious in
the labor market. Technology itself is also among the spring of set of factors that affect its usage by
teachers.

Mustapha, A., Mohammed, A., Egigogo, A. R. , Kutiriko, A. A. , & Dokoro, A. H. (2020). Factors
Affecting the Utilization and Adoption of Technology in Education. In (Ed.), The Role of Technology in
Education. IntechOpen. https://doi.org/10.5772/intechopen.85712

Mobile technology has changed the way in which information is delivered and how it is delivered
to students. In recent years, a concerted effort has been made to introduce modern technologies into the
school curriculum. Mobile devices are tools that are usually small and handy, that can access at least one
wireless network interface. A tablet computer with full computer capabilities without the keyboard has
been found to be successful for teaching and learning visual subjects. A personal digital assistant (PDA)
and Pocket PC are portable and can have many addons, but might not be compatible and incur high costs.
Mobile phones that offer a range of general computing capabilities are referred to as smartphones. The
major advantages of mobile technology in education include greater access to appropriate and timely
information, reduced cognitive load during learning tasks, and increased interaction with other people and
systems. The disadvantage is that not all data, which are available on the web, are suitable for some
beginning courses.
Ogulande, Olafare, & Sakaba. (2016, July 16). Individual And Technological Factors Affecting
Undergraduates’ Use Of Mobile Technology In University Of Ilorin, Nigeria. files.eric.ed.gov. Retrieved
October 9, 2022, from https://files.eric.ed.gov/fulltext/EJ1106191.pdf

Modern computer and network technology have driven the development of distance education.
The effectiveness of E-learning and students' online learning outcomes become a matter of concern for
universities in particular and the society in general. Despite the current pandemic that is hindering
education worldwide, online learning based on Internet services has become available and universal.
Tools such as Zoom and Microsoft Teams help colleges and universities use online resources to continue
their educational journey.

H., Thuong Pham, T. T., Le, H. A., & Do, D. T. (2021, October 8). The Factors Affecting Students’
Online Learning Outcomes during the COVID-19 Pandemic: A Bayesian Exploratory Factor Analysis.
The Factors Affecting Students’ Online Learning Outcomes During the COVID-19 Pandemic: A
Bayesian Exploratory Factor Analysis. Retrieved October 9, 2022, from
https://www.hindawi.com/journals/edri/2021/2669098/