Digital media in education

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Digital media in education refers to an individual's ability to access, analyze, evaluate, and create media content and communication in various forms.^[1] This includes the use of multiple digital softwares, devices, and platforms as tools for learning. The integration of digital media in education has been increased over time, rivaling books as a primary means of communication and gradually transforming traditional educational practices.^[2]

Technological advances, including the invention of the Internet in the late 20th century, introduced the possibility of incorporating technology into education. In the early 1900s, the overhead projector was used as an educational tool, along with on-air classes available via radio.^[3] The first use of computers in classrooms occurred in 1950, when a flight simulation program was used to train pilots at the Massachusetts Institute of Technology.^[4] However, access to computers remained extremely limited. In 1964, researchers John Kemeny and Thomas Kurtz developed a new computer language called BASIC, which was easier to learn and popularized time-sharing, enabling multiple students to use a computer simultaneously.^[4] By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public.^[3] Networking further facilitated the connection of computers into a single communication system, which was both more efficient and cost-effective than previous stand-alone machines, prompting widespread adoption in schools.^[4]

By 1999, 99% of public school teachers in the United States reported access to at least one computer in their schools, and 84% had access to a computer in their classroom.^[5] The invention of the World Wide Web in 1992 simplified internet navigation and sparked further interest in educational settings. Computers were initially integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library resource.^[4]

The World Wide Web also led to the development of learning management systems, which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments.^[6] Advances in digital compression and high-speed Internet made video creation and distribution more affordable, contributing to the rise of systems designed for recording lectures. These systems were often incorporated into learning management platforms, supporting the growth of fully online courses.^[6]

By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant step toward accessible online education.^[6] The creation of YouTube in 2005 further revolutionized educational content distribution. Many educators started uploading lectures and instructional videos, with platforms like Khan Academy, which began posting on YouTube in 2006, helping to establish the site as a valuable educational tool.^[6] In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms after Canvas's release in 2008. That same year saw the introduction of the first Massive Open Online Course (MOOC), which offered webinars and expert posts accessible to anyone.^[6]

As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled teachers to integrate digital tools more effectively in their classrooms.^[7] By 2009, 97% of U.S. classrooms had at least one computer, and 93% had Internet access.^[3]

The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education.^[8] Students attended classes remotely using devices such as laptops, phones, and tablets, utilizing digital platforms as tools for creating at-home learning environments.^[9]

Some schools faced challenges in adapting assessments and exams to the new learning environment.^[10] In a study by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic, students struggled to adapt to online learning in subjects like mathematics, as they were unprepared for the unfamiliar digital platforms. Similar issues were observed among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptation.^[11]