Hello everyone! This is my first blog post of ECI833. Let’s explore the basics of educational technology together. In a world full of new ideas, educational technology is like a powerful force changing the way we learn. It’s reshaping how we learn things. Come along as we look at what educational technology is and where it came from. We’ll discover how it has shaped education in the past, how it’s influencing us now, and what it might mean for the future.

Educational technology falls into the category of tools and resources that support and enable access to education. This encompasses various equipment, programs, and materials used by teachers and students to enhance the learning experience. Whether inside or outside the classroom, these technologies assist students in attending classes, collaborating with peers, connecting with others remotely, and acquiring new skills. Educational technology empowers teachers to create digital textbooks, gamify lessons, manage attendance, assign homework, conduct quizzes, and receive instant feedback. This shift to technology, including smartphones, computers, and tablets, is disrupting traditional teaching methods, necessitating that educators adapt to the evolving digital landscape. As the technical world undergoes significant changes, teachers must embrace up-to-date tools to engage students in the digital era, requiring innovative teaching approaches and the introduction of fresh concepts. The use of educational technology by teachers has become imperative in today’s educational environment.

I think educational technology is like a powerful engine that’s changing the way we traditionally learn. It includes many different tools and platforms that are made to make learning better. From what I see, the most important thing about educational technology is that it can remove the limits of where you are, so people all over the world can easily get knowledge.  Using smart computer systems, pretend worlds, and interactive activities in education has really changed how we learn and understand things. These technologies help all kinds of learners, making the learning environment more personal and interesting. Also, more people can access education through the internet, letting everyone learn at their own speed.

Photo by WOKANDAPIX on Pixabay

But we face problems like not everyone having equal access to technology and worries about keeping personal information safe. These issues make us think about the moral duties that come with quickly improving educational technology. It’s important to find a good mix between coming up with new ideas and making sure everyone can benefit. Educational technology is a powerful force shaping how we learn in the future. We need to use it wisely to make sure everyone gets a fair chance to learn.

When I reflect on my use of educational technology, I realize that historical and philosophical contexts play a crucial role, whether I’m aware of it or not. Exploring how technology has evolved in education has given me a deeper understanding of the progress made and the hurdles faced.

When I was in primary school, we didn’t have many fancy gadgets, and teachers mostly used books for teaching because there wasn’t enough money for computers, projectors, or smart boards. But things changed around sixth grade when I started learning about computers and their parts. My science teacher began using projectors to teach, making class more interesting. Back then, I didn’t have a computer or internet at home, so I could only use them at school. It wasn’t until college that I got my own computer for presentations and projects. I think technology has made learning more fun. After finishing my teaching degree in 2019, I started working at D.R.S. Convent School. It was exciting, but after just three months, everything shut down due to COVID-19. I used to teach science and math, and I loved doing experiments in the lab. But the pandemic changed everything. Now, with schools closed, learning has to happen online. It’s not easy for students, teachers, or parents. We’re all adjusting to this new way of learning. For the first time, I had to create online materials so students could keep learning at home.COVID-19 has made things challenging, but we’re doing our best to keep education going, even if it’s from a distance.

Looking back, important events like bringing computers into classrooms or moving to online learning have influenced how I see using technology. Learning from the difficulties and achievements of those who did it first gives me good ideas on how to use technology in a helpful and ethical way. Thinking about different educational theories has shaped how I bring technology into my teaching. Whether I’m focusing on putting students at the center, making sure everyone feels included, or using critical thinking methods, these ideas guide how I use technology to support these important principles. Also, thinking about what’s right and wrong from past events, like worries about privacy or making sure everyone has access to technology, has made me more aware of how my choices with technology can affect people. It’s really important to find a good balance between trying new things and being responsible with them. In summary, my educational technology journey is a dynamic interplay between understanding historical contexts and aligning with philosophical perspectives. These factors shape both my conscious decisions and the nuanced aspects of my educational practices.

This is a very short course, and I’m thrilled that the process gave me the chance to explore and develop an online course that I can utilize later. Now I am ending up with this video. Because of the planning and writing of this specific summary of learning, I was able to reflect on my development and learning throughout my Master of Education program at the University of Regina. The expectations, learning preferences, and interests of students are constantly changing the ways teaching and learning are done. The most recent developments, which changed the conventional classroom, were all centered on technology. As a result, blended learning has become more popular. I now know a lot more about learning management systems, course tools, and the potential future of education with blended learning at its forefront. I want to express my gratitude to you all for your assistance and the knowledge you have provided. I enjoyed a lot in this course with my peers and Katia. It was an amazing journey for me, and I enjoyed the process. 

Here is the link to the video of my summary of learning

https://youtu.be/-DMtRuM45GQ

Here is my final walk-through blog. It was a great journey full of knowledge. At the start of this course, It was a struggle for me to develop an online course at the start of EC&I 834. I had to choose my target student demographic, a course style and toolkit, the course’s content and objectives, the course’s assessment requirements, and basically how the course prototype would be organized overall. I chose Grade 3’s geometrical shape topic from the curriculum as my course prototype. All of the courses and activities in the course that study various types of 2D and 3D shapes will be tied together for the final project. The program will also be related to Saskatchewan’s Grade 3 math standards. Google Classroom will include all lectures and exercises, including tutorial videos that can also be viewed on a YouTube playlist. I made a very interactive video on Lumi. In the beginning, I found it difficult to use the LUMI app. I had never used this kind of online platform before in teaching; even during COVID time, I only taught students through Zoom sessions and Google Slides. It was a great challenge for me to make a video on Lumi but I’ve been motivated by EC&I 834 to work more, learn new skills, and apply them in the real world.I wrote several blog posts that describe various aspects of the creation process You can view them into my blog list.

Lesson plan

My lesson plan is based on Grade 3 Mathematics related to geometrical shapes, which discusses two and three-Dimensional shapes and their vertices and attributes. Here is the link to my lesson plan video.

https://app.lumi.education/run/366QoN/

After attending the class, students will be asked to give answers to the following questions:

1. what are shapes?
2. What is the difference between 2D and 3D shapes?
3. What shapes can you think of that you either see, use, or come across daily?

Throughout the courses, I used a variety of instructional strategies, interactive digital resources, and opportunities for textual and visual learning for the students. I used Google Forms and Kahoot to make a quiz.  I make a presentation on Google Slides to make them understand the concept of geometrical shapes. I also added a worksheet to it. I also tried to incorporate Google Jam boards and quiz activities that would help the students relate their classroom learning to real situations. I used the ADDIE template in this course The ADDIE template was a very helpful tool that really helped me out with the development of my lesson plan. With the help of a template, I planned and organized the course content, assessment tools, and course layout.

There is no doubt that technology makes learning exciting and engaging now that I’ve learned about a range of tools, online and digital resources, and pedagogical components related to online learning environments. An excellent approach for attracting students to interactive learning is through technology. Our classroom doesn’t have to be set up the same way it was in the past because of technology. Technology in education has been the biggest game-changer in teaching that we educators will ever see. So, I believe that technology enhances learning, and realizing this fact was the major takeaway.

The link for my final walkthrough video is here:

https://watch.screencastify.com/v/V5sEiB2JYBMNOZlmwtwK

In the classroom, collaborative learning fosters a supportive and welcoming atmosphere where students and teachers cooperate to accomplish shared objectives. During collaborative activities, there is more opportunity for connection, support, and the sharing of experiences, all of which help to develop deep and meaningful relationships between students and teachers. A strong student-teacher relationship in the classroom is an engagement that tries to foster mutual respect and trust. Getting to know your students better, providing them with alternatives, and inspiring them to study more successfully every day are all ways to build a closer relationship with them. Teachers who engage in this way appreciate their students and acknowledge their individuality. When students and educators get along, a safe and pleasant learning atmosphere is generated in the classroom. This accelerates students’ intellectual advancement. The application of collaborative learning involves teachers and students both learning from one another. There is a sense of mutual progress and appreciation as a result of the teacher appreciating the significance of the contributions provided by the students and the students appreciating the instructor’s efforts to facilitate their learning. I believe that groups can participate in a range of activities, from spontaneous talks to more organized collaborative group activities. Collaborative group learning is one method that students can use to communicate with other students in the course. Successful collaborative group activities give participants a sense of community and give them a shared active role and responsibility within their existing groupings. In well-designed learning environments, higher-order thinking abilities are developed, meaningful learning takes place, and an eLearning community where cooperative group activities are encouraged begins to form for online learners.

It takes time and work to develop a great classroom community, but the rewards are enormous. While supporting students’ social and emotional growth and improving academic achievement, a supportive and connected learning environment can have a long-lasting effect on their general well-being. Online discussion forums are one of the simplest ways to promote student participation and enhance everyone’s learning in order to promote a sense of community in the classroom. Post discussion ideas on a daily or weekly basis to promote discussion and encourage students to approach the course material in new ways. The solution to a dynamic and fascinating online discussion is to use open-ended discussion questions that promote opposing viewpoints. It will be beneficial for me to encourage students to assess the sources, share their opinions, and possibly even stir up some disagreement.  

In my course prototype, I made a video on Lumi, and I also use Google Classroom, where I upload videos, and activities for students. Google Slides, rubrics, and quizzes. I Try to add notes, links, or voice explanations right to the images to make sure students are engaged with my material. These interactive features direct the student and assist them in paying attention to the information we wish to highlight.

In addition to this, I like Zoom and video conferencing because they allow students to connect in smaller groups when they need any kind of aid. Even in a remote setting, Zoom meetings for collaborative learning can be quite productive. To solve their problems, I can set up Zoom meetings. On this platform, I am best able to continually and consistently instruct my students. The Visual Prompt will also be used by me to guide pupils when they closely analyze an image. To separate students into smaller groups for teamwork exercises and conversations, I can use Zoom’s breakout rooms function. Give each group a distinct assignment or subject to work on. Through this learning activity, students learn how to develop conceptual learning techniques, how to think critically, and, how to notice and understand.

In conclusion, for online learners to achieve success and be happy, a sense of community is crucial. Teachers can provide possibilities for the community by planning a course, interacting with students, and providing activities. The work to develop these chances will probably prove to be well worth it. Even when students are only staring at a computer screen, collaborative learning practices can help them feel engaged and connected. Planning ahead and using the right tools are essential to facilitating participation, and I’ll undoubtedly use a variety of technologies to make my course prototype engaging and create a collaborative learning atmosphere in the classroom.

The Content

This module seeks to help students develop knowledge related to 2D and 3D shapes, comprehend the fundamental distinctions between 2D and 3D shapes, identify typical shapes present in everyday objects, and investigate each shape’s unique properties, such as sides, vertices, and edges. The module provides a comprehensive list of standard 2D and 3D shapes found in everyday objects, such as squares, circles, cubes, spheres, triangles, cylinders, and more. Visual representations and descriptions accompany each shape for easy recognition. The module discusses each shape’s crucial properties, such as its sides, vertices, and edges. It illustrates how important these characteristics are for describing and characterizing various shapes.

Activities and tools used in the module

After watching this video students can be able to understand the answers of these following questions: What are shapes? What is a shape called? What shapes can you think of that you either see, use, or come across daily? What are the different attributes of the shape? After watching the whole Lumi video, I will have an open discussion with them regarding 2D and 3D shapes. I will Design mini-games or challenges related to 2D and 3D shapes. For example, students might be tasked with matching shapes, identifying attributes, or solving shape-based puzzles. I will provide them with direct feedback so they feel more comfortable talking to me about their issues related to the shape. I have looked for ways to make sure that there are opportunities for kids to form relationships with their teachers and one another through the use of a variety of digital tools and group activities to create a feeling of community in the classroom.

Learning Outcomes 

With the help of this module, students will be able to understand the properties and characteristics of different geometric shapes, such as the number of sides, angles, and diagonals. In order to solve problems and understand higher-level geometry topics, students should be able to mentally manipulate and visualize geometric shapes in two and three dimensions This module will assist students in building their ability to use geometric principles to solve a range of geometry-related challenges. Students should be able to apply geometric concepts to real-world situations, such as calculating the area of a room or the volume of a container. Depending on the module’s level, students may learn fundamental geometric operations with a compass and straight edge, such as creating perpendicular lines or bisecting angles.

Overall, the creation of this blended learning course has been a process of ongoing learning and in-depth reflection. I’ve made a conscious effort to stay true to my initial goal of using a mixed-learning environment to create a fun and interactive course. I’m excited to collaborate with others to create courses with additional grade levels.

click the following link to watch Lumi video

https://app.lumi.education/run/366QoN/

Course overview and description

Greetings to all, Welcome to my mathematics course profile for the third grade. The course is designed to introduce students to the fundamentals of geometry. I aim to develop their knowledge and understanding of different geometric shapes (regular and irregular), their properties, and their applications in real-life situations. Students will engage in hands-on activities, discussions, and problem-solving tasks to enhance their spatial reasoning skills and mathematical thinking. Learning mathematics must be a fun and joyful experience, and this course is designed to serve that purpose. With your encouragement and suggestions, this is just the beginning of what will eventually be a fantastic course.

Target Audience

This course is intended for students in grades 3 with ages ranging from 8-10. At this age, children start observing their surroundings and questioning the different shapes of objects. Here, I’ll put together a variety of resources to help students understand shapes and the fundamental distinctions between various geometrical forms. This would be an Ideal course for Math teachers who want to make their Math classes more interesting and innovative and add another skill set to their teaching practices. 

Course Timeline

This online course is designed to cover the entire module in four weeks. However, depending on a teacher’s yearlong plan and other relevant considerations, it may take longer or less time. When delivering the course material, the instructor will need to be flexible and consider their audience to see whether particular topics need more or less focus or if some students are struggling to keep up with their learning and assignments.

Course Format (Online/ Blended/ Synchronous, Asynchronous)

One synchronous session, one in-person session, and one asynchronous assignment per week will all be included in the course.

Students must participate in synchronous activities like debates,question-and-answer sessions, and group discussions to easily access their course materials in an asynchronous format and adequately reflect on their learning.

Students may ask questions about the assignments or any other issues pertaining to the week’s theme during the in-person session. Students must use the ‘turn in’ option to submit their work for the asynchronous tasks, which will be uploaded on Google Classroom. The main objective of this technique is to aid students in understanding the learning assessment, textual descriptions, and video explanations connected to their course. While doing this course through self-evaluation, the students will be able to pinpoint their areas of strength and weakness, set goals, and demonstrate strong organizational abilities. Technology is ideal for use in the classroom since it gives students something to be proud of and raises their self-efficacy. Holding students responsible, it keeps them constantly aware of what is happening in the classroom. 

Toolset for the course 

For the purpose of this online course, most Google tools would be used, such as classroom, meet, slides, sheets, calendar, forms, Jam board, and other platforms for providing a variety of learning opportunities, such as YouTube, Kahoot, Mentimeter, etc. In order to run synchronous sessions, the Meet link shared in Google Classroom would be used to access Google Meet. Additionally, during Zoom sessions, I will chat with my students in break-out rooms to see if they are experiencing any academic challenges. I will provide them with direct feedback so they feel more comfortable talking to me about their issues. 

Course material 

According to the student’s grade, this course’s materials are chosen. With the use of pattern blocks, students may create patterns, practice rotating objects, and sort diverse forms. The capacity for pattern recognition is essential for analytical and critical thinking, and it can help pupils find connections between distinct concepts. Geometry may provide excellent hands-on activities to keep your young primary students engaged. Because shapes are easier to understand by viewing them in their natural settings, learning shapes is typically beyond the scope of the course material. In order to present geometric forms to my students, I prefer using audio-visual aids. I’ll encourage them to recognize the forms by giving them the following definitions: A circle has no edges or corners. A triangle is a shape with three sides and three corners. A rectangle has four sides and four square corners. A square is a rectangle that has identically long sides. 

Course Objectives and Learning Outcomes

This course’s asynchronous, blended learning environment is intended to address the learning outcomes specified in the Saskatchewan Grade 3 Math Curriculum every day. Students will learn to recognize and name common shapes such as squares, rectangles, triangles, circles, and hexagons. They will also understand the properties of these shapes, including the number of sides, vertices, and angles. Additionally, they will take part in games, puzzles, and activities that require them to solve problems in order to deepen their grasp of geometrical shapes. To answer tangram puzzles, shape-based puzzles, and pattern identification problems, they will use their expertise. Symmetry in forms and things will be taught to the students. They will recognize symmetry planes and comprehend that symmetrical objects can be split into equal, mirror-image parts. Moreover, Three-dimensional shapes like cubes, spheres, cones, cylinders, and pyramids will be introduced to the students. They will gain knowledge on how to recognize and characterize these shapes’ features, such as their faces, edges, and vertices. I would use real-life objects, visual aids, and drawings when instructing the task. These educational tools will make it easier for all students to understand the curriculum, especially ESL students.

The learning course material is based on the Saskatchewan Math Curriculum for Grades 3. The learning outcome SS3.4 will be taught, which will demonstrate an understanding of 3-D objects by analyzing their characteristics, including faces, edges, and vertices, and will be delivered in a module.This course will cover all these following points

Module – Introduction to Geometric Shapes 

• Differentiating between 2D and 3D shapes
• Naming and identifying common shapes in everyday objects
• Exploring attributes of shapes (e.g., sides, vertices, edges)
• Identifying and describing properties of squares, rectangles, circles, triangles, cubes, spheres, cones, and cylinders

Assessment methods

Formative assessment is the most crucial component in evaluating a student’s development; in fact, it is the most successful type of evaluation for improving student comprehension and performance. Use of Kahoot, Mentimeter, Google Classroom Questions, Google Forms, Google Meet Up, Google Chat, and Jam Board may put this into practice. The final project, which will produce one final report, will act as the summative evaluation. In addition to this, as an instructor, the feedback will be delivered orally or in written form. The monthly progress of the kids will also be represented graphically. We can set up alternate meetings with their parents once a month, as well as some face-to-face time, to discuss their ward’s progress more effectively. 

Assignments

Every week, assignments will be shared in each individual Course Module. As specific students require diverse methods of instruction and assignments, expectations may alter depending on the individual student’s needs.

Rationale

This course is created with the understanding that there are other options for learning outside of face-to-face instruction and that students should have the freedom to switch to an online platform. It is estimated that more than 80% of the students enrolled in the course have access to devices at home and have an adult who will help them submit their assignments and attend class.

Attendance

Students who are not in class but have access to technology and the internet can still complete their education at their own pace because the course is delivered using a mixed approach. If students find it impossible to attend the classes, scheduling video meetings, chat sessions, or email exchanges would be useful for them.

Special considerations

EAL learners: It is crucial to provide students who are English language learners with the finest support since some students will need subtitles and a combination of lecture and visuals in order to make the knowledge relevant. We might also teach students how to use Google Translate and give them adequate time to complete their coursework.

 Access to technology at home and school: For students without access to gadgets or an internet connection, online videos will be available. Videos will be published on the YouTube channel so that anyone can view them and use them as a free source of knowledge. Students who don’t have a device or access to the internet can visit the school library and utilize the wifi and devices there to participate in synchronous sessions.

GOAL SHEET 

The following sheet should be given to the students to provide an outline for organizing their thoughts on their goals:

FINISH THE FOLLOWING SENTENCES… 

1) I am studying Maths ______________________ 

____________________________________________________ 

2) My aptitudes for maths include_____________________________ ____________________________________________________ 

3) My math deficiencies include___________________________

4) The things I plan to improve upon our _______________________

Here is the link to ADDIE template

https://docs.google.com/document/d/1D4RidJ7dCnFfk712SX9jTS0nFqV-a-MxdzdghHjOHFE/edit

My name is Navneet kaur. I am from India, and this is my second course in the Master of Education program. In today’s fast-paced world, Technology plays an essential role in everyone’s life. Technology like computers, laptops, tablets, and smartphones is becoming more and more integral to our daily lives. Technology’s integration into education is inevitable because technology has always been a crucial component of sustaining and developing society. Online education technologies make access to the most recent and superior information possible. Textbooks and other printed materials can soon contain out-of-date content, and updating them might take a long time. I believe that when people use online resources, educational materials are always up-to-date and relevant, and they may be seamlessly incorporated into the learning process. Technology can provide students with access to large amounts of online resources and information. They can conduct independent studies as a result of this, which motivates and supports them. Through the use of instructional films and audio streams, technology can help make learning simpler by making complex concepts easier to understand for a variety of learning styles. Technology helps to keep pupils’ attention, which improves their ability to learn. By moving from a traditional classroom environment to an online learning platform, educators are able to use more interactive tools and approaches that engage students. The transition from static learning materials to more dynamic interactive media content is made possible by technology. When students are actively engaged in academic activities while passively listening to a teacher and reading textbooks, they frequently learn more quickly and effectively. Technology in education is a powerful tool that can enrich and improve the education process for both teachers and students. The use of technology in education has transformed learning and the way that people retain information. It has become a fundamental part of learning, and its development and application should be embraced by all educators in a way that best suits them and their students.

2019 saw the beginning of my use of a virtual learning environment due to pandemic school closings. Due to the pandemic, traditional in-person education has given way to hybrid or distant learning methods. Most of the teachers in my school were getting used to using computers, learning how to best transfer the benefits of in-person training to the online environment, and figuring out how to use technology-supported instruction to enhance student learning. In my classroom, this educational strategy was employed. When I switched to remote study in 2019, I had to make the most of hybrid learning in a completely virtual environment. I had already researched the well-liked classroom model, which combines independent viewing of educational films at home with class time devoted to completing tasks. As I transitioned to remote learning, I worked to replicate the advantages of traditional in-person learning by using live, virtual small-group classes that gave students the opportunity to ask clarifying questions in real-time and to provide peer-to-peer learning opportunities as well as crucial social interactions. I also created activities that promoted participation and engagement among young children in order to teach them. I used many strategies, including online discussion forums, virtual breakout rooms, interactive quizzes, multimedia presentations, and collaborative projects. These strategies helped provide opportunities for students to talk to one another, exchange ideas, and work together on assignments to promote a sense of community. I also used the strategy of the short student presentation, in which I asked the students to make a presentation on the topic of their interest. Short presentations provide an opportunity for students to engage in peer instruction. This type of activity invites students to synthesize and communicate their knowledge In addition to learning from their peers, this enables students to relate the course material to their own interests and personal experiences. Before beginning the actual learning, I tried to show online sources of knowledge and learning. To develop dynamic, inclusive, and personalized hybrid learning experiences, innovative teaching techniques must be combined with new technologies and collaboration tools. Digital tools are used to promote and provide opportunities for teachers to improve their teaching methods. For example, various activities in the learning process could increase motivation and engagement among students. Nevertheless, one of the biggest obstacles to blended learning is teachers’ lack of digital literacy. Teachers must become digitally literate in order to teach a digital curriculum, and students must comprehend how to use technology effectively. In order to improve teachers’ skills and effectively implement blended learning, I think boosting teacher empowerment and professional development funds is essential. In addition to this, Technical and network problems made it difficult to teach and learn effectively. Teachers encountered a variety of technological hurdles, including erratic internet connections, restricted access to hardware and software, and challenges diagnosing technical problems for both themselves and their students.

We rely on technology more than ever before as a result of the COVID-19 pandemic. I still remember the day I started working at D.R.S. Convent School in 2019 after receiving my bachelor’s in teaching. Schools were closed because of COVID-19, and I had been a science teacher. Learn how things function in reality by studying science. I was eager to instruct students in a lab setting because it is a subject that is also highly practical. Teaching students in grades 6 through 10 was a remarkable experience for me, but after COVID-19, everything was different. I started using technology regularly in my classrooms to teach the students. When I initially started teaching online, I fully embraced Google Classroom. At first, I faced trouble using technology, but when I started using it, I learned so many things from it, and after some time, it was quite easy for me to teach students with the help of technology. Using technology has made teaching and learning more enjoyable. I still remember that time when my colleague assisted me in creating a lesson plan and uncovering different methods of instructing students, and thanks to an online and connected design, interactive displays assisted me in tracking student performance and attendance, whether in class or from home. As time goes on and conditions necessitate new modes of instruction, blended and hybrid learning become more common and useful. However, as the value of new educational technology for blended classrooms increases, obstacles also do. The metaphorical digital barrier between students from various backgrounds and circumstances can be addressed by using tools like interactive screens as focus areas for hybrid learning. While online and blended learning offers several advantages, they also come with their fair share of challenges. The digital gap is one of the major challenges I’ve encountered. It is inevitable that not all students and even teachers will have the same amount of access to technology due to economic, social, and personal factors. Families with multiple children may only have one laptop, which makes managing remote learning challenging. A lot of students don’t have personal smart devices, so when they go for in-person teaching, bringing their own devices isn’t an option for them. However, internet access is far from universal in terms of speed and reliability across all households worldwide. Due to the inability of educators to directly address the fundamental causes, these availability gaps provide enormous difficulties when attempting hybrid learning that depends on individual digital devices and ongoing high-speed internet access. The most frequently cited in-class blended learning challenge for learners identified by me was a lack of basic computer and digital skills including being able to navigate different platforms and devices, keyboarding, using a password, etc. Other typical problems were being easily distracted, having poor desire and independence, being afraid of and uncomfortable with technology, and having difficulty understanding others’ languages. Concerning the lack of fundamental digital knowledge and abilities in particular, as well as affective problems and distractions, respondents’ expectations for learners engaging in blended learning outside of the classroom overlapped with those observed within. The two most common issues that I noticed were a lack of or subpar internet service and inadequate or obsolete gear. Poor motivation or self-direction, a lack of time, and poor time management skills were additional difficulties specific to home-based blended learning activities.

Allowing every student to fully engage in their studies and take an active role in their education is the ultimate goal of incorporating technology in the classroom, regardless of their abilities, talents, or requirements. Technology creates an inclusive work environment, increases engagement, provides seamless experiences, promotes transparency, and ultimately saves both time and money. Students will gain self-confidence and empowerment. Teachers have access to a wide variety of instructional resources and materials because of technology. They have access to open educational resources, digital textbooks, online libraries, and educational websites, which broadens their range of possible lessons and improves the caliber of their instruction. Students are provided with new abilities as digital learners with encouraging direction, well-defined objectives, and careful training on how to utilize technology appropriately and effectively. All of these skills assist students in improving their academic performance and achieving success in their professional lives.