3. Thesis statement
The overreliance on technology within
our educational institutions poses a
substantial challenge to the education
sector and the broader community.
However, an achievable solution for
educational institutions lies in
advocating for a balanced approach to
technology integration, coupled with
fostering students' technological literacy
and critical thinking skills.
4. Agenda
KEY TOPICS DISCUSSED IN
THIS PRESENTATION
The impact of technology on education
Setting up a balanced integration of
technology in educational settings
The benefits of setting up a balanced
integration in education
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5. The Impact of
Technology on Teaching
and Learning
Academic Impact:
The sudden shift to virtual classrooms has prompted us to
scrutinize how technology influences our academic performance.
Mental Health Considerations:
Beyond the textbooks and virtual lectures, we must confront the
potential toll on our mental well-being.
Educational Spaces Redefined:
The physical classroom is no longer the exclusive domain of
learning.
6. The solution
Setting up a balanced integration of technology
in educational settings
Promote a balanced approach to technology
integration in education, emphasizing blended
learning as endorsed by Schroeder et al. This
method seamlessly merges traditional and modern
teaching techniques, elevating the overall
effectiveness of education.
7. Benefits of setting up a
balanced integration in
education
Allows teachers to
be more flexible
Enhanced Learning
Experience Foster Social Relationships
Teachers can use different
teaching methods and tools
to suit their lessons or students.
Blended learning allows for a variety
of instructional approaches,
catering to diverse learning styles
and preferences.
The combination of face-to-face
interactions and online engagement
helps build a sense of community
among learners.
9. References
Aucejo, E., French, J. F., Araya, M. P. U., & Zafar, B. (2020, November 1). The impact of
COVID-19 on student experiences and expectations: Evidence from a survey. Journal of Public
Economics. https://doi.org/10.1016/j.jpubeco.2020.104271
Davidesco, I., Matuk, C., Bevilacqua, D., Poeppel, D., & Dikker, S. (2021). Neuroscience
research in the classroom: portable brain technologies in education research. Educational
Researcher, 50(9), 649-656.
https://www.researchgate.net/profile/CamilliaMatuk/publication/353391644_Neuroscience_Research_in_the_Classroom_Portable_Brain_
Technologies_in_Education_Research/links/6108091c1e95fe241aa34db8/NeuroscienceResearch-in-the-Classroom-Portable-Brain-
Technologies-in-Education-Research.pdf
Kremen, F., Kremen, S. (2021, January 1). Features of career self-determination of regional
university applicants in the context of the COVID-19 pandemic. E3S Web of Conferences.
https://doi.org/10.1051/e3sconf/202129105020
Strom, A. (2021). The negative effects of technology for students and educators.
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1322context=educati
