Learning Technology

Learning technology encompasses various tools and systems designed to enhance education, such as virtual learning environments, AI tutors, and immersive virtual reality. This essay explores the evolving role of learning technology, examining key definitions, practical application, and associated challenges.

Defining Learning Technology

Learning technology has been defined from various perspectives, often overlapping with terms such as Educational Technology (EdTech), Technology-Enhanced Learning (TEL) and Information Communications Technology (ICT). Scott (2018, p.7) refers to information learning technology as  the ‘learning platform that attempts to mimic in digital alternatives everything teachers and students traditionally experience in a learning programme’. Meanwhile,  the Association for Educational Communications and Technology (AECT) uses Edtech and defines this as ‘ the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources’  (Januszewski & Molenda, 2008, p.1). Similarly, TEL is described as ‘ a continuously changing process where different technologies are used in the learning process to support students to become smart, motivated learners who know how to construct their knowledge and are supported by competent educators who carry out predictive analyses of processes’ (Daniela, 2020, p. 2).

While these definitions highlight different themes such as developing learning technologies, using technology ethically, managing learning systems, and helping students become motivated and adaptable, they share a common goal on improving learning outcomes. The AECT, however, offers a broader definition by encompassing improving learning and the importance of ethics, which is crucial in addressing issues like data privacy and responsible use of technology. However, Stimmert (2024) argues that the term ‘education technology’ is vague and can lead to misconceptions, highlighting the importance of using precise terms like ICT and then specifying its field of application in education. Daniela’s perspective, on the other hand, presents a more contemporary view of learning technology that aligns with promotion of self-directed learning and adaptive learning systems, both of which are integral to my teaching practices.

Representations in  Research

Research shows both benefits and challenges in learning technology. Conrad et al. (2024) revealed that immersive virtual reality (IVR) improves learning by boosting engagement in educational settings that focus on active participation and hands-on tasks such as manipulation and constructive creation. However, a study found that a significant challenge in using VR in education is the educators hesitance toward the technology, along with concerns about technical skills in integrating VR with current educational tools (Rangarajan et al., 2024). Another study showed that the AI tutor, which uses ‘Learner Status, Learner Preference, and Learner Experience’ can personalise learning by recommending content that fits both the curriculum and individual learner needs, and it has proven effective in helping children learn Korean (Kim & Kim, 2020). Additionally, one key feature of AI in education is providing real-time feedback to students and useful data to teachers. However, teachers’ views on AI differ based on their pedagogical orientation and familiarity with the technology, and aligning with pedagogical goals remains a challenge for its effective and widespread use (Shi et al., 2024).

In my teaching practice of andragogy and heutagogy in the digital era, both opportunities and challenges arise. A significant issue is resistance to change as educators and organisations transition from traditional educational practices to digital teaching and learning methods (Deacon & Laufer, 2024; Panchenko, 2021). Further, technology use among children and youth raises important concerns. Limone and Toto (2021) found during COVID-19 pandemic that while digital technology, particularly video games, can enhance creativity and skills, excessive use can disrupt sleep and increase the risk of mental health issues. Similarly, UNESCO’s report (2023) highlights significant barriers to quality education for people with disabilities, noting that while assistive technologies promote inclusion and create accessible learning environments, their effectiveness is often hindered by insufficient educator training and external support. Although these last two challenges do not directly affect my practice, it is essential to address them as a critical issue in the broader discourse on learning technology.

Policy Frameworks

Drawing from my teaching experience with diverse students, acknowledging digital inclusion is essential for addressing the diverse technological disparities that impact learners’ access to quality learning. In this regard, UNESCO’s ‘Guidelines for ICT in Education Policies and Masterplans’ (2022) highlights the need for digital inclusion to ensure everyone can access education through technology. It focuses on supporting marginalised groups, such as people in poorer regions and those with disabilities, by promoting affordable and accessible digital tool and calls on the governments to regulate these tools responsibly and adopt a fair approach to ensure no learner is left behind. Similarly, the European Education Action Plan 2021-2027 (European Commission, 2020) emphasises the importance of creating inclusive and accessible digital education systems to help member states adapt to the demands of the digital age. However, despite these guidelines, implementing digital inclusion remains a significant challenge due to the lack of infrastructure and funding in underprivileged regions (Curtis et al., 2022; UNICEF, 2021; Lai & Widmar, 2021). This underscores the need for global collaboration and local strategies to effectively address the digital divide and make digital inclusion a reality.

Legislative Considerations

In compliance with GDPR, organisations must ensure that learners’ data is stored confidentially and securely and have appropriate policies and procedures for its ethical use (Karunaratne, 2021). For instance, while AI systems in education offer opportunities for real-time monitoring and improved efficiency, they also present challenges, particularly in protecting data privacy and fundamental rights; hence, it is crucial to design these systems to be fair, reliable, and trustworthy (Berendt et al., 2020; Mirigliano, 2022). The European Commission (2022) raises awareness through the ‘Ethical Guidelines on the Use of Artificial Intelligent (AI) and Data in Teaching and Learning for Educators’, which aim to help educators understand the potential of AI in learning while addressing possible risks. However, it is important to provide training for educators and familiarise students in understanding how to navigate ethical challenges (Hong et al., 2022; D'Souza et al., 2024). Additionally, a key challenge of GDPR in relation to AI is the difficulty controllers face in applying its rules effectively such as dealing with automated decision-making (Sartor, 2020). Balancing innovation and compliance are essential to ensure learning technologies improve learning while protecting privacy and promoting inclusivity.

Conclusion

Learning technology holds a significant potential to enhance education and training through tools like AI and virtual reality. However, challenges such as resistance to change, limited resources, and data privacy concerns must be addressed. Further research is essential to understand how these technologies impact learning outcomes for both children and adults, promoting independent learning, adaptability, and equitable access to quality education.