Table of Contents

1 Introduction.................................................................................................................1

2 History of Educational Technology............................................................................1

2.1 Early stages of educational technology................................................................2

2.2 Middle Ages.........................................................................................................2

3 Developments in 19th and 20th Centuries.....................................................................3

4 Learning theories in educational technology..............................................................4

5 Role of ICT in Educational Technology.....................................................................5

6 Applications and software commonly used in Education...........................................8

7 Latest developments in educational technology.......................................................11

8 Conclusion.................................................................................................................14

References....................................................................................................................15

Figures
Figure 1: ADDIE Model................................................................................................4
1 Introduction
In today's fully automated and time-crunched culture, it is impossible to operate
without the assistance of some kind of technology equipment. In this setting,
technology-based education requires the use of cutting-edge instructional
methodologies and technologies. In the classroom, pupils are exposed to cutting-edge
technology from an early age. From Aristotle through Einstein, there has been a
constant flow of invention in that field, and it continues to this day (Bower, 1992).
During the 19th and 20th centuries, the invention was extensively implemented in
schools. The invention, implementation, and administration of technological
processes and instructional materials made possible by educational technology
directly contribute to improved academic results for users. Innovation that aids
instruction Educational technology is a burgeoning field of research concerned with
improving teaching and learning outcomes via technological methods. Never lose
sight of the reality that any new instructional strategy should aim to increase teaching
quality (Cohen, 1987). First, it is essential to identify the training's objectives and
requirements, and then to construct the most conducive learning environment feasible
for the students.

No one could have foreseen in the 1980s that the Internet and other types of
information technology would become the future of global communication and bring
people closer together. Technology has transformed the world into a global village.
Because they are exposed to the internet and computers at an early age, students in
many rich countries do not need to attend computer lessons. In addition, these
countries make substantial use of innovative educational technology and pedagogical
methods (Januszewski, 2013).

This article will explain the development of educational technology from its birth to
the present, including the inclusion of new learning theories, applications, and
software, as well as the introduction of innovative pedagogical tools.

2 History of Educational Technology

Education has existed in some form since the beginning of human history. This is due
to the intrinsic importance of education as a means to an aim, namely the
encouragement of learning. In the current state of the world, there are just insufficient
unschooled individuals to do the necessary labor (Lohrmann, 2020). In recent years,
technology has transformed from a peripheral concern to a fundamental component of
all forms of education. However, the debate about the use of technology in the
classroom dates back at least 2,500 years. By the fourth century B.C., there were
already several books and scrolls in circulation in ancient Greece. Without them, we
would not be able to enjoy the blessings of our rich legacy today (Nickerson, 2020).
This is particularly true when attempting to grasp the purpose and impact of
technology in the classroom, for which we must continuously turn to the past for
lessons.

2.1 Early stages of educational technology

Around 400 B.C., the education system in ancient Greece started its astounding climb.
Ancient Greeks are responsible for the notion of primary and secondary education.
The concept that sports are essential for a person's physical and mental health, as well
as their beauty and fitness for combat and old age, is engrained in their society from
childhood. Romans often adapt the Greek method to education (Nickerson, 2020).
Men from affluent backgrounds may enroll in specialized grammar schools, while
those aspiring to enter public life may attend rhetorical institutes. In the ancient world,
the first educational technology adopted by both students and teachers was writing
instruments (Cohen, 1987).

Europeans have used everything from wax-covered writing boards and clay tablets to
parchment, paper made from animal skins, to record their ideas on paper for
millennia. Despite Socrates' claimed resistance to writing, written communication
makes analytical, extensive chains of reasoning and argument more accessible,
reproducible without alteration, and hence easier to examine and criticize than speech
(Lohrmann, 2020).

2.2 Middle Ages

Since the uprising of the 1820s, education in Greece has developed routinely and
consistently. During the Middle Ages, science and technology became a focal point of
education as a result of a number of transformations, discoveries, and achievements
(Oliver, 2002).

The period between the fifth and fifteenth centuries AD is known as the Middle Ages.
Religion, art, and architectural embellishment blossomed in cities as the urbanization
trend advanced throughout this time period. Philosophy, mathematics, and poetry
have all made significant strides in recent years. Universities and technological
institutes owe the accomplishments of the Middle Ages a great lot (Polenghi, 2016).
The founding of the first universities is proof of this. Since the Middle Ages, it has
been customary to wear hats and robes. During the Middle Ages, the Church was
often the principal source of education. A limited fraction of girls and boys may
attend a free school situated in the majority of cathedrals, where they are treated to a
rigorous academic curriculum (Sampath, 1981). During this time, the decimal number
system and algebra were developed; these are two significant achievements of the
period. Simultaneously, the practice of translating literature from one language to
another was established, which promoted the spread of knowledge to previously
uninformed regions. Education improved during the Middle Ages.

Compared to previous periods, the flourishing trade and commercial achievements of

mediaeval civilization reflected the increasing significance of education.

3 Developments in 19th and 20th Centuries

Curriculum planning was introduced to schools for the first time in the late nineteenth
century, and it has since developed to emphasize a variety of subjects. In the 19th and
late 20th centuries, the curriculum, rather than the pupils, received the majority of
emphasis. As a result of the focus put on memorizing and study abilities, many
children find the daily school routine monotonous and boring (Lohrmann, 2020).

Secondary school courses now emphasize a combination of foreign languages and

applied sciences. During this period, the government started subsidizing secondary
school teacher training programs. Consequently, many more students will be able to
attend school simultaneously, indicating a turning moment in the quest to attract new
teachers. Europe also developed a free public school system around the start of the
nineteenth century, enabling the great majority of the continent's children to benefit
from it (Semple, 2000).

In the 20th century, Europe's expansion into the Americas and Asia fueled global
commercial competitiveness. These new commercial companies bolstered the nation's
gross domestic product and precipitated a remarkable growth in the number and
power of the middle class. These monetary and social changes, together with
technological breakthroughs like as steam engines and industrial layouts, ushered in
an age of mass manufacturing. All of these initiatives significantly influenced the
growth of the global educational system. The broad accessibility of computers and
other types of electronic communication was the most important innovation of the
20th century. The Internet and wireless communication have done an outstanding job
of transforming the world into a global village (Januszewski, 2013).

This era saw an increase in the transfer of intellectual property and the theft of
knowledge and information as a result of its position as a rare and highly valued
resource. Therefore, it is encouraged that everyone should always seek to improve
oneself via education.

4 Learning theories in educational technology

It is possible to modify one's motor, cognitive, and psychodynamic behaviors via the
learning process, according to all learning theories. Consequently, the philosophy of
education is not a coherent whole, but rather a collection of various doctrines
propagated by several educational organizations. Both learning theory and technology
have changed through time, and their separate histories indicate an interdependent and
mutually beneficial dynamic (Januszewski, 2013). As a means of ensuring the
continued viability of their populations in a globally competitive environment that is
rapidly evolving on the scientific and economic fronts, governments in the majority of
Western nations are promoting technology in schools through financial support and
research and development incentives. Learning theories best describe a student's
capacity to acquire new information and comprehend why and how they have learnt
it. In the 1950s, the ADDIE model was created for use by the United States military.
Figure 1: ADDIE Model

The analysis phase may also be considered the learning goals phase. The present
focus of the designer is on the targeted users. The progression of each student through
the programme is monitored and modified depending on his or her specific aptitude
and skill. During the design phase, all objectives, instruments for measuring
performance, testing, content analysis, planning, and resources are developed (Cohen,
1987). Content, learning objectives, exercises, curriculum planning, textual analysis,
assessment techniques, and media selection will be at the forefront of the design
process. When the development phase begins, the team is responsible for developing
and validating the project's methodology. The designers assemble all of the material
obtained in the previous two steps into a cohesive curriculum that presents all of the
pertinent information to the students (Spector, 2001). The purpose of the development
phase is to implement the plans and ideas generated during the design and analysis
phases. At this stage, three phases remain: writing, production, and evaluation. During
this phase, the software is modified in real time to ensure maximum effectiveness and
productive results. To ensure that the programme can be delivered effectively, the
instructional design is improved, updated, and perhaps recreated from scratch. In the
last round of evaluation, every action and its timing are analyzed in depth. This phase
may be divided into formative and summative components (Bower, 1992).
5 Role of ICT in Educational Technology
Information and communication technology (ICT) is used in higher education for a
variety of reasons, including but not limited to communication, production,
distribution, storage, and management. In some settings, ICT has become an integral
part of the teaching and learning discourse by replacing chalkboards with interactive
digital whiteboards, encouraging students to use their own smartphones and other
devices for learning in class, and adopting a distance learning model in which students
view online lectures from the comfort of their own homes using computers
(Lohrmann, 2020). These tactics may help students develop higher-order thinking
abilities, provide them with additional possibilities to convey their knowledge in
creative ways, and better prepare them for a future in which technology innovation is
continual. However, their effectiveness is contingent upon instructors who are
digitally aware and competent. The proliferation of computer technology and the
numerous facets of computerized culture have an effect on the dissemination of
information and distribution of resources. Graduates with inadequate preparation are
marginalized in the public realm and global business. "Digital literacy" refers to the
capacity of pupils to locate, comprehend, and share knowledge through digital
methods. Curriculum developers increasingly give digital literacy important attention
(Polenghi, 2016).

ICT is an acronym for "Information and Communication Technology." As the name

suggests, information management tools are utilized for all elements of information
generation, storage, and distribution. The technologies of the Information and
Communication Age (ICTs) are a combination of new and old techniques. Outdated
instruments include media equipment such as radios, TVs, and telephones. Modern
tools include computers, satellites, the Internet, and wireless technologies (Oliver,
2002).

It may be heard, read, or seen visually. It discusses cutting-edge technology and a

variety of low-fidelity audio/visual media, such as slides, radios, cassettes, and films.
Computers and related products, electronic mail, multimedia messaging services, and
other kinds of contact are now included in this category of technologies, since only
information and communications technology is accessible (Polenghi, 2016).
Today, we may enjoy the advantages of information and communication technology
(ICT) without ever leaving our homes or even our bedroom. Everyone has them, at
least in certain circumstances. Users of today's information and communication
technologies have a shared goal: the capacity to interact peacefully. This indicates that
for many individuals, adopting ICT into their everyday life is a deliberate choice.
These changes in behavior also influence the manner in which we interact with people
and get information, as well as our consumption rates. The broad use of ICTs has had
an impact on our everyday routines, relationships, and jobs. It is a time in our life
when we are surrounded by individuals who like utilizing technology. They are
undoubtedly a permanent feature in our life, regardless of how we feel about them
(Lohrmann, 2020).

A new global economy based on information and communication technologies has

evolved as a consequence of globalization and technological development. The
reform of schools is increasingly dependent on information and communication
technology. This research focuses on information and communication technology
(ICT) in education. By using ICT, the antiquated and ineffective educational system
may be replaced with one that is both more modern and of better quality. The growth
of information and communication technology is revolutionizing several sectors of the
educational system. According to Cox, the use of ICT may enhance students'
motivation (1997). When combined with other resources, technology for information
and communication increases students' academic advancement (Nickerson, 2020).

In addition, through networking ICT, not only can information be reused several
times, but it may also increase learner motivation and encourage student engagement
in authentic activities. Internet and other forms of communication technology also
assist in the distribution of knowledge and the development of new skills.

Alternatively, ICT might be used to educate individuals who will teach pupils.
Offering pupils complete leverage over their academic opportunity has been proved to
increase their drive to learn. ICT has the ability to alter education from a paradigm
centered on the teacher to one centered on the students when applied correctly.
Utilizing ICT in education often presents the dilemma of hacking. Certain pupils' lack
of access to current methods of communication and data processing is an additional
challenge inside the educational system. The accessibility of technology for
information and communication enhances both active and collaborative learning.
Through the use of technology-enhanced learning, an interdisciplinary approach to
education is promoted (Bower, 1992).

The spread of the internet and other types of communication technology during the
last decade has permitted fast technical progress. The number of people using the
Internet has significantly surpassed its prior high. The first decade following the
"birth" or "official beginning" of the internet was mostly devoted to study. Despite the
fact that many Internet functions had been established for quite some time, it was
incredibly difficult for the ordinary individual to use the Internet at the time. The
astronomical cost of the equipment itself was a significant consideration. Web access
was limited to individuals who have shown familiarity with the UNIX operating
system. Computers and the internet were formerly inaccessible to the common person,
but today's user-friendly Windows systems and inexpensive computer equipment have
altered all that. Although Tim Berners exerted much effort in 1989 to make the
Internet accessible to everybody by simplifying its use, mainstream Internet
acceptance did not come until 1993 (Lohrmann, 2020).

A new global economy based on information and communication technologies has

evolved as a consequence of globalization and technological development. As a result
of this transition in technology in classrooms, significant problems have emerged. The
reform of schools is increasingly dependent on information and communication
technology. By using ICT, the antiquated and ineffective educational system may be
replaced with one that is both more modern and of better quality. The growth of
information and communication technology is revolutionizing several sectors of the
educational system. It does more than merely excite the pupil about studying; it really
facilitates learning. Learning the basics of information and communication technology
(ICT) is simple and improves a person's ability to think creatively. Using ICT may
increase students' motivation and enthusiasm. It is true that students tyre of
conventional teaching methods, but adding creative teaching methods that use ICT
would undoubtedly increase the learners' level of engagement. The better attitudes
and talents of the children are obvious indicators of this shift's effectiveness (Bower,
1992).
When combined with other resources, communication and information technology
enhances students' academic achievement. Information and communications
technology (ICT) use text, images, motion, and sometimes music to motivate and
extend the learning process; for instance, in a projector-assisted slide presentation.
This has a significant influence on the standard educational approach. In addition,
through networking ICT, not only can information be reused several times, but it may
also increase learner motivation and encourage student engagement in authentic
activities. Information and skills may be rapidly disseminated thanks to contemporary
information and communication technology (Cohen, 1987).

Giving students greater control over their educational experience has been proved to
increase their drive to learn. ICT has the ability to alter education from a paradigm
centered on the teacher to one centered on the students when applied correctly.
Despite the multiple beneficial results that may follow from introducing ICT into the
classroom, pedagogical problems must also be considered.

6 Applications and software commonly used in Education

There are several advantages of using instructional programming tools for training
and study. These advantages are essential for retaining students' reading interest in
ICT. Using computer and software ICT technologies in classrooms and research
facilities creates more compelling and effective teaching and learning situations,
hence making life skills more apparent (Januszewski, 2013). Using simulation
software in the classroom may be quite beneficial for both teachers and students. In
general, it is believed that students learn better and more quickly when using
interactive learning technologies that offer instant feedback on performance. Using
the teaching software, the student will do exercises, quizzes, and blog posts. Students
in similar circumstances may get access to data, acquire findings, and network with
one another by following these procedures. When a teacher employs educational
software, he or she may customize students' exercises to match curricular needs in a
number of subject areas (Lohrmann, 2020). However, users may make strategies to
increase subject-matter knowledge based on the comments made by or tactics used by
a subset of course participants. Subject areas, apps, instructional simulations and
games, and problem-solving software are all capable of assisting pupils. Students
using problem-solving software are urged to use logic and critical thinking while
attempting to overcome obstacles. Internet-based e-learning programme innovations
abound, including blogs, social networks, note-taking tools, assignment solvers, and
media-sharing applications (Nickerson, 2020).

One of the popular educational software used by many users is courseware. In the
1980s, the term "courseware," a combination of "course" and "software," was
invented. It was first used to describe extra educational resources packaged with
computers and offered as kits for teachers or as courses for students (Polenghi, 2016).
When referring to a virtual or "computer-formatted" classroom, the word today
incorporates not just the course's primary curriculum, but also any supplemental
resources used in conjunction with it. Numerous organizations now use the term to
refer to a collection of linked components—lessons, tests, etc.—offered as a
"package" for convenience. Some course materials are only available online (such as
Web pages), while others may be downloaded (e.g., PDF files, etc.). The term
"courseware" now encompasses a vast array of digital teaching and learning
resources. Course materials are often requested or provided by elite universities as
part of training packages (Lohrmann, 2020).

There is software designed exclusively for educational institutions. Such apps are
often used in the classroom, where they may be shown on a large whiteboard or run
simultaneously on a number of desktop PCs. In particular, there are SMART Boards,
which, when paired with a SMART Notebook, allow digital sketching on the board
with a pen. The phrase "classroom management software" is often used to refer to
such programs. While many educators utilize children's and reference software as part
of their IT toolkits, in recent years a whole subset of software geared to enhance
classroom teaching has arisen. Compared to consumer-focused categories, branding in
this market has been weaker (Nickerson, 2020). Numerous organizations, including
some well-known publishers of instructional books, produce software publications,
the majority of which are very specialized.

In light of environmental damage and the need for schools to become "paperless,"
more schools are searching for alternatives to the traditional assessment and testing
techniques, which have been known to utilize vast volumes of paper. The phrase
"assessment software" refers to programs whose primary purpose is to test and grade
students online (Polenghi, 2016). Thanks to assessment software, students are able to
take examinations and tests on a computer, sometimes through the internet. The
computer then assigns each student a score based on their test transcript. The most
prevalent distribution methods for assessment software include locally hosted
programs, cloud-based platforms, and mobile voting devices (Polenghi, 2016). There
are possibilities for both closed-source and open-source software. Courseware
includes computer-based assessment tools such as the Skill evaluation lab, which
employs the PPA-2 (Plan, Prove, Assess) methodology to prepare and run online
computer-based exams (see above). Moodle is a popular open-source application with
an assessment function. Google Classroom, Blackboard Learn, and EvaluNet XT are
just a few examples of globally popular assessment tools (Nickerson, 2020).

Multiple publishers of print dictionaries and encyclopedias have contributed to the

creation of educational reference software from the mid-1990s. New entrants and
established firms such as Microsoft have joined the reference software industry
(Oliver, 2002).

Initial CD-ROM versions of commercial reference software simply repackaged

previous data with extra multimedia components, such as compressed video and
music. Then, goods began using internet resources, first to supplement CD-ROM
offerings and then to totally replace them. Wikipedia and its offshoots (such as
Wiktionary) ushered in a revolutionary change for online encyclopedias. Information
for traditional dictionaries and encyclopedias was created by secret, invitation-only
editing teams. The Wiki concept has facilitated the generation of collaborative
reference works via open collaboration including both specialists and non-specialists
(Polenghi, 2016).

In reaction to the prevalent notion that standard desktop PCs are incompatible with
educational software meant for children, a number of firms have produced portable
devices and other pieces of technology built with children in mind. Frequently,
hardware and software are combined in a single product, such as a toy laptop (Oliver,
2002). For younger children, the letters on a laptop keyboard are arranged
alphabetically, although older children may prefer the QWERTY layout. Leapfrog
items are possibly the most well-known example. Among them are cleverly crafted
portable devices with a variety of pluggable educational game cartridges and
electrical equipment that can accommodate a variety of electronic books. These things
are more portable than laptops, but their emphasis on literacy prevents them from
substituting for a computer. As opposed to general-purpose operating systems that are
designed for general usages and are more or less customized for education only by the
application sets added to them, various software companies, particularly Linux
distributions, have worked to provide integrated platforms aimed squarely at the
educational market (Lohrmann, 2020).

7 Latest developments in educational technology

Education is becoming more technical, and worldwide technological advancements
have a direct impact on teaching techniques and course material. In contrast to the
formative years of education, students in a customized programme may pick the
methodological approach that best fits them (Nickerson, 2020). The majority of these
state-of-the-art classrooms are located in the world's richest countries, and they make
education a breeze. In the last several years, there has been a dramatic transformation
in how we educate. Students nowadays use a number of educational methods that
have been created over the last few decades. Technological advances have had a
substantial influence on the delivery and accessibility of teaching.

The following section indicated the latest developments in educational technology.

When schools throughout the world were forced to shut as a result of the COVID-19
epidemic, online education became the norm immediately. As a result, there has been
a boom in interest in e-learning platforms, and this innovation has rapidly become a
major trend in education. Instructional materials may be distributed to mobile devices,
desktop computers, and even tablets via e-learning platforms (Nickerson, 2020). With
the introduction of e-learning, instructors may now contact students outside of the
conventional classroom environment. Many instructors use multimedia features such
as videos, podcasts, and animations into their online courses to make their lectures
more interesting. Due to the multiple advantages of e-learning, including
customizable classroom settings and cheaper total costs, it is anticipated that this trend
will continue to grow in popularity.

Video-assisted learning is another innovation that has aided both before and after the
epidemic-related school closures. This technology is in the same category as online
education due to the presence of films and other visual aids. The videos serve as a
replacement for regular lectures for students who would otherwise be required to skip
class (Lohrmann, 2020). This format was created long before there was a need for
widespread e-learning, but the pandemic drove people to update it to fit the needs of
today. This is in no way comparable to "movie day," when students view relevant
documentaries or other instructive films to deepen their comprehension of a topic. It is
a more subdued medium, yet it has been essential to the growth of distant education.
Scientific & Academic Publications authored a paper highlighting the advantages of
incorporating video presentations into the classroom. The influence of video-based
training on students' final grades is discernible (Nickerson, 2020).

Block chain technology is a data organization approach. Blocks are the individual
data items that comprise a block chain. As they are occupied, they connect to other
blocks that have previously been populated, forming the block chain’s chain of
records. When it comes to storing and exchanging data, block chain technology may
play a vital role in the academic community (Lohrmann, 2020). This innovation in
documentation for school qualifications and certificates has made the obligation to
validate diplomas and other academic documents obsolete. With block chain, we can
be certain that our records are accurate, which should help reduce workplace fraud.
On a block chain network, authentication records cannot be altered. Once data has
been recorded into the electronic ledgers of a school, it is impossible to modify
without the consent of individual network users. This system can prevent fraud and
preserve data integrity. By permanently preserving all pertinent data on an immutable
distributed ledger that only authorized users can access, block chain technology may
also be used to tackle issues like plagiarism. In this way, block chain technology is
paving the way for a more transparent and egalitarian future (Nickerson, 2020).

After a pandemic caused the closure of several schools, a new trend of online learning
evolved, accompanied with unprecedentedly enormous datasets. Due to the extensive
usage of remote learning, schools were able to collect data on their students' responses
and levels of interest (Nickerson, 2020). This knowledge might significantly improve
the educational experience of pupils, yet it would be understandable if crucial facts
were lost in the flood. In this specific instance, we may see the advantages of big data.
To extract relevant information from collected data, one must use certain methods.
This information may be used to demonstrate how alternative methods effect results,
to guide curriculum choices, and to assess student success. By comparing student
achievements to instructor efforts, one may evaluate the efficacy of different teaching
styles.

According to a recent industry report, the global market for artificial intelligence in
schools is projected to reach $3.68 billion by 2023. The use of AI into educational
systems has enormous potential for automating labor-intensive operations such as
grading. Artificial intelligence (AI) is capable of autonomously grading multiple-
choice exams and filling out forms with missing information. Consequently,
instructors have more time for other endeavors. The difficulty to give each student
with the individualized attention they demand in classrooms that are currently too big
is one issue that AI helps to solve. By providing disadvantaged children with custom-
tailored one-on-one instruction, artificial intelligence may assist to bridge the
achievement gap. Each student may have individualized course plans and adjustable
pace thanks to AI. By enabling them to study at their own speed, children are less
likely to suffer the frustration that might occur in traditional classroom settings
(Januszewski, 2013).

Thanks to cloud-based technologies, students may now collaborate on group tasks

regardless of their actual location. The usage of this technology increased while
schools were shuttered and persisted long after regular classes were reopened.
Students may access their data and apps from any Internet-capable device, including
laptops, desktops, tablets, and smartphones. Because of cloud technology, students
have greater access to STEAM programs, while teachers save time by not having to
regularly upgrade their computers (Januszewski, 2013).

Both augmented and virtual reality have the potential to make students' educational
experiences more interesting and interactive. Immersive education delivers innovative
learning chances for today's pupils, as well as more. The objective of the immersive
learning strategy is to engage all of the senses (Nickerson, 2020). Unlike virtual
reality, which produces an artificial environment, augmented reality enhances the real
world. Immersive learning produces a more fascinating and engaging educational
environment by placing students in virtual or genuine environments. Thanks to this
technology, several formerly daunting concepts look less so to students. It has been
shown that bringing lessons to life via activities such as doing experiments and
visiting actual historical sites improves pupils' academic performance (Nickerson,
2020).

Numerous schools in every industrialized country now have access to these

technological advancements. By reducing the need for routine paper-based chores,
web-based education will make the educational process more comfortable for both
students and teachers. Education is now accessible to everybody, wherever in the
world, because of technological breakthroughs (Lohrmann, 2020).

8 Conclusion
The inclusion of technology advancements into the educational process has become
an essential component.

This study traces the evolution of education from its earliest times to the present.
Educators have carefully accepted the prevalent philosophies and concepts that form
today's educational technologies, and these beliefs and practices closely resemble the
national curriculum of many countries, with slight changes.

Modern educators use the ADDIE model to assist pupils develop internal competency
via individualized education and continual evaluation. Only with improved ICT in
education can the new communications and computer infrastructure in current
education be used to its full potential. When using cutting-edge technologies and
dependable internet resources, students will have access to a fantastic environment for
studying complex subjects. People have labored for many years to establish a
community-wide educational system and platform in order to increase literacy rates
and leave a better society for future generations.

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