made a difference)
B. Technology improves the level of learning and enhances autonomous learning
As Table 11 reveals, technology enhances autonomous learning. Additionally, the use of technology has made teaching/learning less teacher-centred (facilitator) and more learner- centred.
Table 11: Some studies about technology enhances autonomous learning
Author (year) The references’ titles The Key findings
Audain (2014) The Ultimate Guide to Using ICT Across the Curriculum (For Primary Teachers): Web, widgets, whiteboards and beyond!
In the traditional system the teacher stands in front of the class and transmits knowledge this is called the didactic method. The technological revolution has changed the practical methods as well as the instructive ways of teaching.
Green and Tones (2010)
Health Promotion: Planning and Strategies
The problem with traditional methods is: It considers the learners as unfilled containers that should be filled with knowledge.
Tooms and Boske (2009)
Bridge Leadership: Connecting Educational Leadership and Social Justice to Improve Schools
The same as above.
Idrus and Zainuddin (2016)
ICEL2016-Proceedings of the 11th International Conference on e- Learning: ICEl2016
Learners become active in their learning process.
The use of technology has made teaching/learning less teacher-centred (facilitator) and more learner-centred. Wang (2014b) Handbook of Research on Education
and Technology in a Changing Society
Results showed that the use of Computer is very effective in strengthening learner operational ability and with the aid of image learners can understand the new concepts. Wentworth et al.
(2013)
Integrating Information Technology into the Teacher Education Curriculum: Process and Products of Change
The author claimed that technology has changed the teaching methods and the curricula by adding technology skills to the session and by introducing the learners to programme portfolio concepts.
Meyer (2014) Student Engagement Online: What Works and Why: ASHE Higher Education Report
There is evidence that learners’ engagement in Online coursework has improved learning which is reflected in test scores.
Lou et al. (2013) A study on a Problem-Based Learning Method Using Facebook at a Vocational School
The authors claim that parents, teachers and learners can browse the learning portfolios Online to assess learning effectiveness. Jaffar (2012) YouTube: An emerging tool in
anatomy education
YouTube is an effective tool supports self- learning (autonomous learning).
Brosche and Feavel (2011)
Successful Online Learning: Managing the Online Learning Environment Efficiently and Effectively
Online programmes are effective and they provide learners with access to education.
Coppola (2015) Do Real Work, Not Homework The author points out that using Online teaching and learning systems help the learners to analyse and to integrate environmental chemistry subject matter into laboratory course.
Pelgrum and Anderson quoted in Schofield (2007)
Realising the Internet Educational Potential.
Teachers rate improving academic achievement seventh out of eight teaching objectives for the use of the Internet
Billings and Halstead (2016)
Teaching in Nursing: A Guide for Faculty
The authors point out that Online learning courses can be effective and can lead to positive outcomes.
Attwel and Hughes (2010)
Pedagogical Approached to Using Technology for Learning
More research is necessary on the effectiveness of the application of technology in education that examines the long-term effects of implantation technology in education.
Corno and Anderman (2015)
Handbook of Educational Psychology
The same as above.
Dillenbourg and Specht (2008)
Times of Convergence. Technologies Across Learning Contexts
The same as above.
The studies reviewed above have indicated that technology has a positive impact on the learner’s achievement in education by enhancing cognitive levels and problem-solving skills and autonomous learning. The next sub-section will review the studies that have yielded the conclusions that technology has no impact on the learners’ achievement in education.
2.8.2
Technology has no impact on learners’ achievement (it has
made no difference)
This sub-section is about studies that have concluded that using technology has not improved learning and the learners’ achievement. The shared conlusion among these studies is that the presence of technology can be problematic and may lead to declining effects. The current study will contribute to the literature regarding the impact of technology on the learners’ achievement in Science by carrying out a written test after the learners have been attended an Online course in Science.
Table 12: Studies about technology has no impact on learners’ achievement
Author (year) The references’ titles The Key findings
Gunter and Gunter (2014)
Teachers Discovering Computers: Integrating Technology in a Changing World
Studies showed that Computers have had a declining influence on teaching and learning in UK Schools.
Jin and Lin (2012)
Advances in Electronic Commerce, Web Application and
Communication: Volume 2
The same as above.
Liguo (2014) Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills: Delivering Non-Technical Knowledge and Skills
The same as above.
Moreira et al. (2011)
Media in Education: Results from the 2011 ICEM and SIIE joint Conference
ICT often fails to meet the full potential of many organisations around the world.
Peñalvo and José (2012)
Multiculturalism in Technology- Based Education: Case Studies on ICT-Supported Approaches: Case Studies on ICT-Supported Approaches
The same as above.
Cuban et al. (2001) quoted in Wozney et al. (2006)
Implementing Computer
technologies: Teachers' perceptions and practices
Technology integration is problematic and that without fundamental changes to the organisation of Schools, product, cost and reliability and finally technical support only little modifications will appear in Schools and teaching and learning.
(2009) Sourcebook for Teacher Educators in Developing Countries
Schools, ICT project failure is an important concern for Schools.
Haydn (2006) Multimedia, interactivity and learning: some lessons from the United Kingdom
Disappointing returns and uncertain benefits of the massive investment in ICT in UK Schools’.
OECD (2015) Computers 'do not improve' pupil results, says OECD
Learners who frequently use Computers at school have achieved worse results. Also, Computers do not improve learners’ results and performance.
Computers do not improve learners’ achievement in Science, Reading, or Mathematics.
Pei-Chen et al. (2008)
What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner
The availability of Internet can have negative side effects on the academic achievement of learners. Also, it is not explainable why many Online learning users refrain from Online learning after their first experience.
Bellur et al. (2015)
Make it our time: In class multitaskers have lower academic performance
The result showed that multitasking (texting, reading, and using social media) during class or homework has a negative influence on the academic performance of learners.
Skarupova et al. (2015)
Excessive Internet Use and its association with negative experiences: Quasi-validation of a short scale in 25 European countries
The result has indicated that the excessive use of the Internet by learners makes parents and teachers predict negative consequences in behaviour, health and scores.
Riley et al. (2014) Implementation of Blended Learning for the Improvement of Student Learning
With Online learning courses the geographical barriers have been broken down, but there is no a detrimental effect on the level of learning’ of learners.
Richard (2012) Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation: Innovations in Teacher Preparation
The learners did not get a true sense of connection with the instructor Online, which made them feel that something was missing. Eventually, this affects the effectiveness of learning.
Wang (2015) Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
Online learning has added nothing different to instruction and learning.
(2014) Technologies in Education, Research, and Industrial Applications: 10th International Conference, ICTERI 2014
education and technology as ‘antagonism’.
UNESCO (2015) Education for All 2000-2015: Achievements and challenges: EFA Global Monitoring Report
The results show that:
In USA, ICT did not have a positive impact on test scores.
In Brazil, Computers’ laboratories did not support the learners to acquire Mathematics and Reading skills.
In Peru’ the programme of one-laptop-per- learner had no impact on test scores in Mathematics and Language.
Haydn (2001) Subject Discipline Dimensions of ICT and Learning: History, A Case Study
Computers are not ‘an unproblematic educational miracle’.
Sharma (2015) Response of Teachers towards the use of Educational Technology in Schools in India
The implementation of technology in Schools and education in general is still a complex and challenging process.
Hwang et al. quoted in Rovai (2009)
The Internet and Higher Education: Achieving Global Reach
The result showed that learners with collectivistic orientation have achieved and performed less in Online courses with a less sense of community; they are also less involved.
Schofield (2007) Realising the Internet Educational Potential.
The Internet does not achieve the goal for which the Internet has been implemented in education; therefore, the Internet will not create the change aimed by its proponents. Martin & Loomis
(2013)
Building Teachers: A Constructivist Approach to Introducing Education
The authors point out that merely using the Internet does not make teaching effective. It is teachers who make the use of the Internet effective. Cuban et al. (2001) quoted in Wozney et al. (2006) Implementing Computer technologies: Teachers' perceptions and practices
Technology integration is problematic and that without fundamental changes to the organisation of Schools, product, cost and reliability and finally technical support only little modifications will appear in Schools and teaching and learning.
learning: some lessons from the United Kingdom
would vary from one subject to another. For example, for the physics teacher, data logging is an important application but it is of no use or interest to teachers of history or geography.
The sub-section above has reviewed studies that concluded that the integration of technology can be problematic and that using technology does not mean effective learning. The next section is about perspectives and suggestions that the study of attitudes should be integrated with the study of the learners’ achievement.