How

Technology has Changed Education

Attributes/Trend
Classroom Setting

Knowledge

Commitment

Collaboration

Creativity

Prevalence

Traditional
Learning

Web-Enabled
Learning

Blended Learning

Online Learning

Physical
Classroom.

Physical Classroom
and Virtual
Classroom using
Web 1.0.

Physical Classroom
and Virtual
Classroom using
Web 2.0.

Virtual Classroom
using Web 2.0.

Knowledge is
distributed
synchronously by
the instructor or
asynchronously
through textbooks
in a brick and
mortar
environment.

Knowledge is
distributed by the
instructor and
textbook in a brick
and mortar
environment but
the course content
is mirrored online
for asynchronous
access.

Knowledge is
distributed by the
instructor but also
acquired and
created
individually by the
students.

Knowledge is
distributed by the
instructor but also
acquired and
created
individually by the
students.

Students are
expected to be in
class in order to
receive the
information. If
they miss a class,
they will have to
find a method to
retrieve the
information they
missed.

Students are
expected to be in
class for
synchronous
communication but
online access is
simply a benefit
and not a
requirement for
success in the
course.

Students are
expected to be in
class but also have
an online
presence.

Students have an
online presence.

Students are
expected to
collaborate in class
and arrange face
to face meetings
or conference calls
outside of class
time if necessary
to complete tasks
in groups.

Students are
expected to
collaborate in class
and arrange face
to face meetings
or conference calls
outside of class
time if necessary
to complete tasks
in groups.

Students are
expected to
collaborate in class
and may arrange
synchronous online
meetings if
necessary to
complete tasks in
groups or
participate in an
asynchronous/
synchronous chat.

Students are
expected to
collaborate in class
and may arrange
online meetings if
necessary to
complete tasks in
groups or
participate in an
asynchronous/
synchronous chat.

Information was
conveyed using
pen and paper.
Writing class notes
was a regular part
of class. Very little
discussion about
the information
being conveyed.
Teacher delivered
information,
students were
expected to
memorize
information.

Information was
conveyed using
pen and paper.
However, lectures
and/or
assignments were
able to be
accessed through
the Internet if
needed.

Information is
conveyed and
constructed both
in class and online.
Discussion are
encouraged in
both venues and
students
contribute to the
body of knowledge
by bringing other
resources and
applications to the
table.

Information is
conveyed and
constructed in an
online setting.
Discussions are
encouraged and
students
contribute to the
body of knowledge
by bringing other
resources and
application to the
table.

Student
participation is

Student
participation is

Student
participation is

Student
participation is

Assessment

restricted to
geographic
location and
teacher/student
ratio. Therefore,
class sizes are
typically small
(under 30).

restricted to
geographic
location and
teacher/student
ratio. Therefore,
class sizes are
typically small
(under 30).

restricted to
geographic
location and
teacher/student
ratio. Therefore,
class sizes are
typically small
(under 30).

restricted by the
servers ability to
distribute
information.
Therefore, class
sizes are typically
very large
(1000s).

Students are
assessed primarily
through
standardized
testing.

Students are
assessed primarily
through
standardized
testing.

Students are
assessed through
standardized
testing but also
through
participation both
in the class and
online as well as
contributions to
the content of the
course. These
assessments can
take place both in
the physical
classroom and in
the online setting.

Students are
assessed through
standardized
testing but also
through
participation online
as well as
contributions to
the content of the
course. These
assessments take
place in the online
setting.

Issues with Technology in Education

Issues
1
2
3

While students may use technology in a productive method,

there are also plenty of opportunities for them to be distracted
by them.
While some students may have access to online resources,
sometimes students are still limited to their access of these
resources and may experience bandwidth restrictions.
Sometimes teachers are required to implement mandated
technology that they see no purpose for using and receive no
training or insufficient training on how to use it in their
classrooms.

References
Bower, M., Dalgarno, B., Kennedy, G., Lee, M., & Kenney, J. (2014). Blended
synchronous learning: a handbook for educators. Retrieved from
https://blendsync.org.
Christensen, C., Horn, M., & Staker, H. (2013). Is k-12 blended learning disruptive?
An introduction of the theory of hybrids. Retrieved from
http://www.christenseninstitute.org/education/.