How Digital Media is Changing Education

Technology has changed the way students learn and teachers teach. From laptops and tablets to online learning and educational apps, digital tools help make learning more fun and engaging. As a future professional, I believe technology can better education by giving students more opportunities to collaborate, communicate, and develop important digital skills needed for school and future careers.

 

The History and Evolution of Technology in the Classroom

Technology in education has changed significantly over the years. Schools once focused mainly on chalkboards, textbooks, and paper assignments. As computers became more common in the 1980s and 1990s, classrooms began using educational software and internet resources. Today, many schools use one-to-one devices, two-way whiteboards, online learning platforms, and artificial intelligence to support education  and learning.

According to Baran (2024), digital media has transformed the way people communicate, learn, and share information. Technology has made learning more accessible and has created new ways for students to work together and solve problems.

Harper and Milman (2016) found that giving each student a digital device can improve student engagement and classroom participation when technology is used effectively.

The ISTE Standards for Educators (2024) encourage teachers to use technology to support creativity, collaboration, and responsible digital citizenship. Likewise, the U.S. Department of Education's National Educational Technology Plan (2024) recommends expanding digital access so all students have equal opportunities to succeed.

Why Technology Matters

Technology in the classroom can:

  • Expand  student engagement
  • Support online and blended learning
  • Improve communication between teachers and students
  • Encourage collaboration on projects
  • Help students develop digital literacy skills
  • Prepare students for college and future careers

Multimedia

Video

Image

  • Illustrations  of students utilizing laptops or tablets in a classroom (from Unsplash or Pixabay)

Infographic

Ethical and Responsible Online Content Curation

Creating a credible webpage requires more than finding information online. It requires thoughtful evaluation, ethical selection, accurate attribution, and consideration of the audience. For this webpage, I curated information from educational, governmental, and professional sources that provide relevant perspectives on the role of technology in the classroom.

Before summing up an online resource, I make sure it is credible, relevant, authoritative, current, and purposeful. I ordered sources that provide evidence-based information and come from credible educational or professional organizations. I also considered whether each resource contributes meaningfully to the discussion, rather than including content simply because it is visually appealing or popular.

Ethical selection also requires appreciating the rights of content creators. I do not present another person’s writing, photographs, videos, graphics, research, or ideas as my own. External material is appropriately attributed, and links direct readers to the correct source whenever possible. When selecting visual or multimedia content, I consider copyright, licensing, permissions, and appropriate terms of use. Original content is preferred when practical, while openly licensed or otherwise authorized resources provide additional opportunities for responsible multimedia integration.

I also recognize that online content can reach audiences from different cultures, backgrounds, and levels of technological access. For that reason, I selected content that can be understood by a broad audience and avoided relying on stereotypes, unsupported claims, or culturally narrow assumptions. Information is presented in a way that encourages readers to consider both the benefits and limitations of classroom technology.

Responsible selection also means recognizing that online information can change. Educational technology, artificial intelligence, privacy practices, and digital learning tools continue to evolve. Readers should therefore be encouraged to consult the sources and evaluate information within its appropriate context.

Ultimately, ethical content selection strengthens both the credibility of this webpage and my professional brand. A communications professional is responsible for deciding not only what information can be found online, but also what information should be shared, how it should be presented, and whether its use respects the original creator and the intended audience.

References

Baran, S. J. (2024). Introduction to mass communication: Media literacy and culture (12th ed.). McGraw Hill.

Harper, B., & Milman, N. B. (2016). One-to-one technology in K–12 classrooms: A review of the literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129–142.

International Society for Technology in Education. (2024). ISTE Standards for Educators. https://iste.org/standards/educators

U.S. Department of Education. (2024). National Educational Technology Plan.

van den Beemt, A. A. J., Thurlings, M. C. G., & Willems, M. C. (2020). Towards an understanding of social media use in the classroom: A literature review. Technology, Pedagogy and Education, 29(1), 35–

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Technology in the classroom
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Louisville, Mississippi, United States

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Technology continues to change how we learn, communicate, and connect. As a communications professional, I want to be part of that change by making digital content that is informative, accessible, ethical, and meaningful. My professional goal is to combine communication strategy with digital technology to connect people with information and ideas that make a difference.

 

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