One of the fundamental components of the United Nations’ sustainable development 2030 agenda is quality education. It aims to ensure inclusive and equitable quality education for all. Digital technologies have emerged as an essential tool to achieve this goal. These technologies are simple to detect emissions sources, prevent additional damage through improved energy efficiency and lower-carbon alternatives to fossil fuels, and even remove surplus greenhouse gases from the environment. Digital technologies strive to decrease or eliminate pollution and waste while increasing production and efficiency. These technologies have shown a powerful impact on the education system. The recent COVID-19 Pandemic has further institutionalised the applications of digital technologies in education. These digital technologies have made a paradigm shift in the entire education system. It is not only a knowledge provider but also a co-creator of information, a mentor, and an assessor. Technological improvements in education have made life easier for students. Instead of using pen and paper, students nowadays use various software and tools to create presentations and projects. When compared to a stack of notebooks, an iPad is relatively light. When opposed to a weighty book, surfing an E-book is easier. These methods aid in increasing interest in research. This paper is brief about the need for digital technologies in education and discusses major applications and challenges in education. 

Understanding the Role of Digital Technologies in Education: A review

accademiche [38]. Ada [45]. Adrian [45]. African [56]. Age [39, 49, 61]. Al [23]. Al-Rawi [23]. Aldous [68]. Alex [15]. Allure [46]. America [60, 66]. American [49, 69, 61, 52]. ancienne [25]. Andreas [28]. Angela [42]. Animals [16]. Ann [26]. Anna [19, 47]. Annotated [46]. Annotations [28]. Anti [37]. Anti-Copernican [37]. Antibiotic [64]. Anxiety [51]. Apocalyptic [61]. Archaeology [26]. Ark [36]. Artisan [32]. Asylum [48]. Atri [54]. Audra [65]. Australia [41]. Authorship [15]. Axelle [29].

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A Complete Bibliography of Publications in Isis, 2000{2009

(2009). Disrupting Class How Disruptive Innovation Will Change the Way the World Learns. Journal of Information Privacy and Security: Vol. 5, No. 4, pp. 70-71.

Disrupting Class How Disruptive Innovation Will Change the Way the World Learns

The book “ Teaching and Learning” is a valuable resource for distance educators and trainers who want to create relevant and intellectually challenging online courses. Nichols aims to share the best educational practices from traditional or face-to-face teaching and from the field of distance education. It is an ambitious goal that gives the book a distinctive purpose and helps the author strive for a comprehensive view of the educational process. The book provides practical guidelines for distance educators that are based solid research and classroom experiences. The book is divided into three major sections: the teaching and learning process, universal principles of teaching and learning and the final section describes how educational principles can impact vital instructional issues.

Teaching for Learning.

This paper presents a narrative review of the literature related to the landscape of learning and teaching in Massive Open Online Courses (MOOCs). Past reviews of the MOOC literature have primarily focused on identifying trends and categorising MOOC studies. Syntheses of recent empirical contributions on learning and teaching in MOOCs are scarce. This review evaluated 102 academic studies published between 2014 and 2016 on the learning and teaching aspects of MOOCs. These studies were analysed using Biggs’ 3P Model of Teaching and Learning as an organising framework. The analysis examines four key learning and teaching factors: learner factors, teaching context, learner engagement, and learning outcomes. Five important findings emerged from this analysis: (1) evidence-based research on non-mainstream consumers of MOOCs is scarce; (2) the role of learner factors is oversimplified in evidence-based MOOC research; (3) there is no attempt to reconcile different approaches to measuring learner engagement with MOOCs; (4) measures of learning outcomes lack sophistication and are often based on single variables; and (5) the relationships between many of the key learning and teaching factors have not been clarified. It is argued that continuing to study learning and teaching factors in isolation without considering how they interact with each other does not move the research field forward.

Progress and new directions for teaching and learning in MOOCs

This article surveys current and emerging practice in technology-enhanced learning in higher education. The article uses ‘disruptive innovation’ as a lens to examine technology-enhanced learning. Disruptive innovation focuses on simple and convenient technologies which disrupt markets for existing goods and services. The article argues that disruptive technologies are used frequently in higher education, but also that students practise demarcation, using different technologies to support their learning lives and their social lives. The article further argues that current practice in technology-enhanced learning has implications for the design and use of emerging technologies (such as Massive Open Online Courses) and emerging practices (such as Bring Your Own Device, and learning analytics), as well as having implications for cost structures, and for the future of higher education as a whole.

Technology-enhanced learning and higher education

resources, 55 action vs. activity, 59 change management technique, 69 collaboration, 58–9, 62, 65–6, 90,

Disruptive Technology Enhanced Learning

Higher education institutions (HEIs) have invested significantly in digital technologies for learning and teaching. However, technologies provided by HEIs have not been universally successful in terms of adoption and usage. Meanwhile, both students and lecturers use disruptive technologies to support learning and teaching. This article examines the impact of disruptive technologies in higher education, using activity theory as a lens through which to consider their impact. Data are gathered from a questionnaire and interviews. The research suggests that participants provide explanation for disruptive technologies from their experience in handling them, rather than in keeping with a designer’s intentions, and therefore, the participants/users prefer convenient and easy-to-use technologies. The application of disruptive technologies has implications for how knowledge is accessed, for the division of labour in higher education and for the role of the HEI as gatekeeper to knowledge.

Disruptive conduct: the impact of disruptive technologies on social relations in higher education

Disruptive Technology Enhanced Learning: The Use and Misuse of Digital Technologies in Higher Education

This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper evaluates its data in relation to this argument. The paper uses a structured observation as its research instrument; seven participants (three lecturers and four students) were given one of two tasks. Results showed the participants using a narrow range of technologies, and showed a preference for non-institutional over institutional technologies. The paper argues that there is a misalignment between the technologies provided by higher education institutions (HEIs) and the technologies used in practice by students and lecturers, and further argues that disruptive technology and disruptive innovation comprise a useful means of assessing the likely success, in terms of usa...

Home and Away: The Use of Institutional and Non-Institutional Technologies to Support Learning and Teaching.

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