Gist Education and Learning Research Journal. ISSN 1692-5777.

No. 20 (January - June, 2020). pp. 155-169.

The impact of educational

technologies in higher
education1
El Impacto de las Tecnologías Educativas
en la Educación Superior

Goretti Cabaleiro-Cerviño and Carolina Vera2*

Universidad de Navarra, Spain
and Universidad de Las Américas, Chile

1
Received: April 10th 2019/ Accepted: March 30th 2020
2
[email protected]; [email protected]
 Educational Technologies in Higher Education

Abstract
The formation of human capital is key to countries’ social, cultural, and economic development.
The current literature review pays considerable attention to the ever-increasing proliferation of
technology in the careers of college and school graduates. While the presence of educational
technology in higher education offers multiple benefits, its implementation also presents
challenges. In that sense, the literature has considered multiple tools for improving learning
processes. However, the results of such tools vary and are difficult to measure in terms of quality.
In this literature review, we analyze the issues surrounding educational technology in higher
education.
Keywords: Educational technology; higher education; information technology; role of the
teacher.

Resumen
La formación de capital humano es clave para el desarrollo social, cultural y
económico de los países. Esta revisión de literatura presta una atención considerable
a la introducción cada vez mayor de la tecnología en las carreras universitarias y en
las escuelas de posgrados. Si bien la presencia de tecnología educativa en la educación
superior ofrece múltiples beneficios, su implementación también presenta desafíos.
En ese sentido, la literatura ha considerado múltiples herramientas para mejorar los
procesos de aprendizaje. Ahora bien, los resultados de estas herramientas varían y son
difíciles de medir en términos de calidad. En esta revisión de la literatura, analizamos
los problemas que rodean la tecnología educativa en la educación superior.
Palabras clave: Tecnología educativa; educación universitaria; tecnologías de la información;
rol del profesor.

Resumo
A formação de capital humano é fundamental para o desenvolvimento social, cultural e
econômico dos países. Esta revisão de literatura presta uma atenção considerável à introdução
cada vez maior da tecnologia nas carreiras universitárias e nas escolas de pós-graduações.
Embora a presença de tecnologia educativa na educação superior ofereça múltiplos benefícios,
sua implementação também apresenta desafios. Nesse sentido, a literatura tem considerado
múltiplas ferramentas para melhorar os processos de aprendizagem. Agora bem, os resultados
destas ferramentas variam e são difíceis de medir em termos de qualidade. Nesta revisão da
literatura, analisamos os problemas que rodeiam a tecnologia educativa na educação superior.
Palavras chave: tecnologia educativa, educação superior, tecnologia da informação, papel
do professor, estudantes universitários.

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Introduction

C
urrently, most countries are paying particular attention to knowledge and
information as the essential keys to promoting their productivity, ability to
compete, and wealth (Escueta, Quan, Nickow & Oreoupoulos, 2017). To
develop human capital, it is necessary to observe schools and universities
to see if they are advancing on a par with the rapidly changing world (Hamidi,
Meshkat, Rezaee & Jafari, 2011). The current literature pays considerable attention to
the ever-increasing proliferation of technology in higher education (Ignatyeva, 2015).
The consensus seems to be that the global digital agenda highlights the need for a
change in educational institutions’ pedagogical model to meet the demands of the new
‘knowledge society.’ Such a change would aim to achieve greater flexibility and to adopt
learning technologies to modernize and improve teaching processes and learning in
formal contexts (Chais, Ganzer & Munhoz, 2017).

Information and Communication Technologies (henceforth ICTs) have had a

significant impact on the pedagogy of learning in schools and vocational training
(Azma, 2011). ICTs include gathering, organizing, and using the information in
various forms, including sound, images, and text, through the use of computers or
other derivatives of telecommunications (Hamidi et al., 2011). The decrease in the cost
of access to technologies and the ease of connecting to the Internet have overcome some
of the barriers to the adoption of ICTs by all the actors in education and have opened
up new possibilities and areas of interest (Avello & Duart, 2016). With these facilities,
digital technology makes information content easier to find, access, and manage. Each
of these steps is central to teaching and learning. Together, they constitute a dynamic
digital learning process (Alekseevich & Borisovna, 2014).

At present, significant transformations have already taken place in the field of higher
education. For example, the reorientation of educational patterns, the acquisition
of new technologies, and the development of competency-based learning models
are helping to strengthen teaching-learning processes and to train key personnel to
meet the diverse challenges of the globalized world (López de la Madrid, 2007). In
particular, universities have begun to implement ICTs for three main reasons: 1) ICTs
represents innovation in learning methods, their presence in the network and the
natural adaptation of students; 2) it promotes new goals for the inclusion of technology
in education since universities wish to be leaders in the application of new training
methods ; and 3) innovation in the ICTs framework encourages the development of
new learning paths, such as distance education, more-fluid two-way communication
systems, and self-learning (Hamiti, Reka & Baloghová, 2014). The extensive use of
multimedia technology in higher education has changed traditional teaching methods,
improving teaching outcomes, and making teaching procedure more active and less
passive (Chen & Xia, 2012).

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However, one key challenge that universities face is the design of educational
policies that respond effectively to the requirements and needs of a changing
environment. They must review and continuously improve the way they manage
ICTs since these technologies are more and more becoming the means for achieving
strategic objectives (Aliaga & Bartolomé, 2005). Within these policies, for example,
teachers are required to be flexible and skilled and to respond to diversity and constant
social change to ensure high-quality teaching. Higher education must focus on the
preparation of people to learn, to become autonomous in their process of accessing
and selecting relevant information, and to adapt to changing needs throughout their
professional lives (Cobo & Moravec, 2011). Therefore, despite the motivating power of
technologies, the lack of clarity in ICTs strategies and projects in higher education is
an urgent challenge that must be addressed (Freitas & Paredes, 2018).

What is educational technology, and what are its tools?

The term “educational technology” applied to the university should be understood
as a project encompassing the educational process, involving not only the teacher or
the structural divisions of the university but also the students and how they apply
technology to improve their learning process (Pachler, Cook & Bachmair, 2010).
Educational technologies include information technologies, research technologies
for scientific and educational information; technologies for the computer processing
of educational information; technologies for organizing the professional training of
students; and technologies for the execution and defense of the graduation project or
academic works (Ignatyeva, 2015).

The most used tools in this new educational era are multimedia technology, online
learning or e-learning, mobile learning or m-learning, blogs, and social networks
(Fojtik, 2014). On the one hand, multimedia technology allows the integration of text,
numbers, graphics, still or moving images, presentations, a high level of interactivity
and, besides, the possibilities of navigating through different documents, which gives
students the convenience of understanding words and teaching objects (Chen et
al., 2012). It has been shown that multimedia technology has four advantages: 1) it
improves information reception and the quality of teaching; 2) it deepens students’
memory and their understanding of knowledge through vivid images, videos and
refined language, 3) the application of multimedia technology can unite the process
of recognition and the affective process; and 4) it can stimulate and motivate study
among groups of students and improve the efficiency and the quality of teaching
(Ausin, Abella, Delgado & Hortiguela, 2016). On the issue of improving the quality of
teaching, although there is a universal notion that educational technology promotes
improvements in learning, these improvements are challenging to measure at present.
Thus, an unexplored field is precisely how and to what extent ICTs affect higher
education and how these technologies may lead to different careers.

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Also, the intensive use of the Internet and the rise of smart mobile devices have
allowed the development of new forms of education, such as online education
(e-learning or m-learning), which sometimes complements other modalities, such as
classroom sessions, and gives rise to a mixed modality (Avello et al., 2016). E-learning
is the teaching-learning process carried out through the Internet, characterized by a
physical separation between teachers and students and through which a continuous
didactic interaction takes place. In addition, the students become the center of training,
having to self-manage their learning with the help of tutors and peers (Avello et al.,
2016). Online learning or e-learning is increasingly better evaluated and more widely
used in the field of education (Shi, 2016). Although many people show resistance to
change and relate it to poor-quality education, studies have shown that it is a mistake
to assume that e-learning is of lower quality than face-to-face education (Marín,
F., Inciarte, Hérnandez, & Pitre, 2017). In many developing countries, e-learning is
considered a solution to the growing demand for higher education (Ngampornchai &
Adams, 2016); it has already greatly affected the method of learning, and many schools
are using it as a pedagogy.

Much of the research emphasizes the possibilities of mobile or online learning

because of its portability, flexibility, and context, which favor study and promote
collaboration and lifelong learning (Naismith, Lonsdale, Vavoula & Sharples, 2004).
A newer and more portable version of online learning is mobile or m-learning level,
named for the portable devices that are sometimes small enough to fit in a pocket or
the palm of one’s hand. Mobile learning is an emerging field of educational practice
in schools, colleges, and universities, as well as in the labor market (Fojtik, 2014).
The increasing use of these devices allows us to use multimedia materials, interact,
draw diagrams, take notes, complete tasks, watch video conferences, among others
(Pachler et al., 2010). This learning technology allows the creation of a developmental
continuum that is very effective in the learning process (Osorio & Duart, 2011).

A blog, according to Doctorow, Dornfest, Johnson, Powers, Trott & Trott

(2002), is a simple web page consisting of brief paragraphs of opinion, information,
personal diary entries, or links, called publications, arranged chronologically with
the most recent first, in the style of an online diary. Nowadays, blogs are a useful
tool to make participating students more active in the learning process. Chawinga
(2017) concluded that, within the structure of a blog, students could demonstrate
their capacity for critical thinking, take creative risks, and make sophisticated use of
language and design elements. Therefore, by doing so continuously, students acquire
creative, critical, communicative, and collaborative skills that can be useful for them in
academic and professional contexts. Chais et al. (2017) used blogs to teach English as a
foreign language in a Brazilian university. He investigated students’ perception of blogs
as learning tools and found that blogs helped them to improve their writing skills in
English by accessing tutorials in the form of podcasts and videos shared by their blogs.

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On the other hand, social networks are structures that promote communication
with other people or with institutions through the Internet. Although social networking
technologies such as Twitter, Facebook, YouTube, and Instagram, among others, can
be a distraction, they can also be an outlet for instructors and students to participate
more actively and dynamically and to participate more dynamically and actively in
educational activities (Fojtik, 2014). Social networks facilitate fluid communication
between students and teachers, allow research, and find resources needed to complete
daily tasks more efficiently and to learn almost without realizing it (Pachler et al.,
2010). Besides, social networks such as Facebook allow the creation of private groups
for each class or each subject, which facilitate the students’ ability to solve problems
and discover answers through the networks (Osorio et al., 2011).

Skills required by the student to make use of

technological education
There is a broad consensus that students can facilitate their learning process with
the help of technology without limitations of time and place because, in such a setting,
they can easily collect and analyze data, test hypotheses, design experiments, and
conclude (Mahini, Forushan & Haghani, 2012). However, although many universities
recognize the need to innovate along these lines, there is no decisive leadership for
students to follow in order to address the required changes themselves (Casas &
Stojanovic, 2013). In higher education, it is essential to emphasize that there are pure
or exact science careers that have already been adapted to today’s technology. However,
some careers have not fully incorporated ICTs and taken advantage of all its benefits
(López de la Madrid, 2007). Undoubtedly, students in contact with ICTs obtain the
benefits of access to information, more-fluent communication, and the advances in
training. However, this requires educational actions related to the use, selection, and
organization of information, so that the student is trained to become a mature citizen
of the information society (Salinas, 2004).

Pedagogical and digital literacy in ICTs is related to practices of didactically

processing and organizing these resources, as well as giving them sense and cultural
meaning, a subject that, in a school context, is related to the curriculum as a cultural
project for new generations (Sandoval, Rodríguez & Maldonado, 2017). As such, it
is necessary to train teachers digitally and to promote autonomous work by students
for the use of diverse educational technology applications (Shi, 2016). Students have
some natural abilities for digital reading, navigating, and evaluating what they read
to discriminate pages and query strategies (Akcay, 2010). Promoting autonomous
work by students has a significant impact on university students’ learning through
technology (Lai, Wang & Lei, 2012). Undoubtedly, training in digital skills should be
part of the curriculum; however, this is a complex issue because many educational

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institutions have not yet made it a priority to promote skills such as a proactive attitude
or self-motivation in their students for the use of online learning resources (Salinas,
2004).

Benefits of Technological Education

Education is one of the best means through which one can obtain a sense of unity
between students and professors in the classroom, as well as build confidence and
independence within the students (Salinas, 2004). Educational technology has also
proven to play an essential role in achieving these traits and has become the source
of fundamental changes in the classroom. The use of technology in education has
allowed students to access information outside of classrooms, and this has caused
an increase in self-motivation for learning. For example, Azma (2011) found that
educational technology helps students significantly improve their scores by expanding
the information they can access and, as a result, to broaden their learning environment
(Personal Learning Environment). Also, the use of technology has also made education
more dynamic and exciting. In particular, studies have shown that tweets are considered
a more interactive form of learning compared to traditional knowledge-transfer tools
such as lectures (Menkhoff, Chay, Bengtsson, Woodard & Gan, 2015). Technology
has also allowed the development of collaborative learning and greater participation
by students. Collaborative learning implies a greater involvement of the classroom
community in the learning on a specific topic (Shi, 2016). For example, Wheeler (2010)
showed that social networks help students to create a positive contextual training
space concerning pedagogical objectives and to get involved in collaborative learning.
Such networks motivate students to interact through posting comments or questions
on blogs or by “tweeting” on relevant topics.

Online education offers new possibilities for open and flexible learning (Salinas,
2004), which can promote new hybrid models of teaching practices, with teaching
methods that require new types of learning experiences. According to Floridi (2014),
among the tools that provide greater communication—as well as combine education
with ICTs in a specialized manner—are learning analysis or artificial intelligence,
adaptive learning, calibrated peer review and scoring automated tests (Balfour, 2013).
These are advanced processes that, if they are functional interfaces, can allow teachers
to concentrate on human attributes such as caring, creativity, and participation in
problem-solving. Finally, the use of technology in education has also helped reduce
administrative expenses (Ilgaz, 2015). In particular, the possibilities that the Internet
offers are extensive. Thanks to the ease of sharing content, it is possible to use the
network to provide students with eBooks and interactive tools to carry out their
activities and exercises. Without the need for paper books, the cost of books and other
learning materials, as well as administrative costs, can be reduced (Nieto & Diaz,
2005). Through educational technology, the students’ cognitive comprehension has

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been improved, and a significant increase in their performance has been observed;
indeed, the speed and quality of learning in schools have improved, as well (Chen et
al., 2012).

Role of the teacher in this technological age

Teaching methods have changed in recent years. In most of the world, the most
effective leap forward has been the application of ICTs in higher education since 1990
(Hamidi et al., 2011). Given that technology-based training is a learner-centered
method (instead of relying on the teacher), there have been fundamental changes in
the learning process, as well as in the roles and responsibilities of the teacher, because
the use of tools and technologies reduces some of the limitations of the classroom
(Mahini et al., 2012). There is an essential emphasis on teachers today, as they must
prepare to provide learning opportunities in addition to technology for students. In
fact, preparation to apply technology and technological awareness to improve the
quality of student learning must be one of the necessary skills of a teacher (Hamidi et
al., 2011).

The teacher is the actor whose central role is to help students access and develop
their technological capabilities. The teacher should have the necessary expertise,
knowledge, and ability to manage learning activities. With these skills, he or she must
try to change the classroom from a static to a dynamic learning environment so that
students can communicate with others, both in their classes and in virtual classes
around the world (Salinas, 2004). The literature has observed that the main activities
of teacher training in e-learning can be divided into two main tasks: 1) planning and
delivering content to students, and 2) promoting excellent communication between
teachers and students. In this type of training, learning skills strengthen motivation,
and students’ participation in the learning process is more prominent (Mahini et al.,
2012). In the e-learning environment, students can already perform several of the
teacher’s duties until they are shared, and the quality of education is increased through
process efficiency. These changes also mean that the teacher is no longer the only
source of knowledge (Mahini et al., 2012). Therefore, teachers in higher education can
have a positive impact by learning to apply ICTs optimally and to teach their students
to do the same.

Challenges of this technological era

The implementation of technology in each vocational school and university must
be designed and regulated according to the purposes and goals of each institution
since one of the most significant challenges is the lack of clarity in planning and

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implementing it. Such planning should be focused on generating motivation for the
use of technologies through strategies that allow virtual classrooms to be an alternative
learning space (Freitas et al., 2018). The challenges currently facing education imply
the incorporation of new pedagogical technologies in a more open and flexible formal
education, as several authors have recently pointed out (Castañeda & Adell, 2013).

On the other hand, vocational schools today do not require instructors to be

trained in technology. Because of this, teachers that are not trained in technological
applications have a competitive disadvantage in the labor market versus teachers who
do have experience with the use of technology. A teacher without such training is
an intermediate staff member not qualified for the labor market (Dahil, Karabulut
& Mutlu, 2015). That is, most teachers do not have the level of knowledge or the
teaching experience necessary for an adequate education process (Mendoza, Baldiris
& Fabregat, 2015). The instructors, who will be implementers of the technological
integration, are severely hampered in using the technology because these instruments
are sophisticated, and instructors do not have enough academic equipment. (Dahil et
al., 2015). In other words, future teachers must learn in an applied way about the use
of technology and extend it with pedagogical practices throughout their training for
their professional development.

Similarly, universities face obstacles related to infrastructure, thus limiting students’

access to computers (Ngampornchai et al., 2016). Among the challenges, for example,
investments are insufficient since investment in technology requires a long-term and
high-cost infrastructure. Institutions initially require a stable supply of energy and
infrastructure, which is an essential ingredient for implementing stable ICTs systems.
The lack of supply is a major obstacle to facilitating operations and Internet access
(Hamidi et al., 2011). Many technical institutes and universities teach theoretical
education instead of practical training since they do not have enough equipment or
technological infrastructure (Dahil et al., 2015).

Another challenge is students’ and teachers’ view of ICTs as instruments of

the configuration of learning and work environments (Nieto et al., 2005). The low
acceptance of e-learning is due to the low level of knowledge, a deficient level of
computer literacy, an unreliable platform in Internet services, and the high cost of
implementation (Folorunso, Ogunseye, & Sharma, 2006). For example, García-Pérez,
Santos-Delgado & Buzón-García (2016) found that only ten percent of the teachers in
his sample reached a high level of technological adaptation, and, for this reason, we
believe that the appropriate training should be included in teachers’ study plans. Critical
success factors of e-learning experts (professors, ICTS experts, and researchers) were
explored in developing countries. The four main factors that emerged from the data
were classified by ICTs experts: computer training, perceived utility; attitude towards
e-learning; and computer self-efficacy. Among students, these four factors are vital for
the optimal use of ICTs (Bhuasiri, Xaymoungkhoun, Zo, Rho & Ciganek, 2012).

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Conclusions
Educational technology through ICTs has been successfully incorporated in
primary and secondary schools (Martínez Sánchez, 2007). However, at the university
level, there are continuing challenges regarding the guidelines that should be followed
to implement the application of ICTs in all careers (Salinas, 2004). We have observed
all the benefits and adversities that universities face when promoting the increase of
technological resources in the classroom.

However, it is essential to point out that, although it is generally agreed that the
application of educational technology improves educational quality, this cannot
be easily proven. If the faculty does not have the proper preparation or creativity to
use ICTs, the quality of teaching could be substandard and could affect the learning
process. This would be the main challenge since students generally have experience
with ICTs and do not need to be trained (Avello et al., 2016). In addition, there are no
mechanisms for evaluating quality improvements that come from the application of
technology in the classroom. Finally, the application of educational technology varies
from career to career because there are many careers, such as the pure sciences or
engineering, that require a continuous process of improvement at the technological
level. However, several careers that are labeled “theoretical” do not use ICTs as
much, although potential positive effects could be found in the use of ICTs, such as
participation in MOOCs or blogs, which allow for more global learning and a broader
perspective on their careers (Pachler et al., 2010).

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Authors
*Goretti Cabaleiro-Cerviño is Assistant Professor at Universidad de Navarra,
Faculty of Business and Economics, in Pamplona, Spain. Her primary research areas
are Technology and Innovation Management and Business Strategy.

ORCID: https://orcid.org/0000-0001-8702-3050

Carolina Vera holds M.A. in Economics with mention in Industrial Organization

and Social Policies in Georgetown University, USA (with a double degree at Universidad
Alberto Hurtado, CL). She studied a BA in Economics in Catholic University of
Bolivia. She currently works in research about education and labor markets. She
nurtures a keen interest in several fields: Development Economics, Education and
Labor Economics and Applied Econometrics.

ORCID: https://orcid.org/0000-0001-9421-9780.

How to reference this article: Cabaleiro-Cerviño, G., & Vera, C. (2020). The Impact of
Educational Technologies in Higher Education. GIST – Education and Learning Research
Journal, 20, 155-169. https://doi.org/10.26817/16925777.711

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