Impacts of incorporated DLE on students learning
(A Resource for Teachers)

By Shamyla Anjum

Use of technology in some institutions is extensive than others. Research suggests that what is of greater impact is not whether technology is being used, but rather how it is being used. Has it enhanced classroom instruction, or has it been consigned to gathering dust? Human interaction and instruction cannot be fully replaced by technology, but it can certainly be used as tools that improve efficiency and effectiveness. Technology in Education is found out to be particularly effective when used in impeccably interconnected ways. In a paradigm of ICT integrated learning, students benefit greatly from external support and guidance (Shah, 2015).

During 20th century, educators, governments, technology companies and the media have promoted the assumption that by introducing a new technology, film, educational TV program or video, a PC or iPad, there would be an immediate improvement in student learning (Lee, 2015). Just by introducing a new digital tool does not make any difference unless it has been guided and supported appropriately to support the curriculum. In this instance, lessons incorporated digital technology required the educator to be trained before delivering a lesson to students.

In everyday classroom or any learning space, it is sometimes frustrating and sometimes exciting to learn and incorporate new digital learning tools. It is a reality that technology is not usually setup to be learner friendly. IT/ICT support is not always available when it is needed. New tools, hardware, and software pop up every now and then. Education is a busy world where educator and learner is involved in knowing more than just how to use technology. However, it is important for all educators to understand and be aware of the personal DLE, school and student DLE. How each of these connects, supports in collaborative learning and creation of new artefact. According to Veletsianos (2016) digital learning environments are central to endeavours to design, develop, and deliver digital learning opportunities.

Despite the growing iPad trend, interactive whiteboards (IWBs) are still a fixture in many classrooms. While a set of iPads have the benefit of engaging more than one student at a time, IWBs still have a lot to offer – for both the students and the teacher. Whether you are engaging students through music literacy and ear-training activities, presenting listening activities or music reading and writing exercises, there are many ways to ensure your IWB is more than an expensive way to show YouTube videos (Katie, 2017).

An effective incorporation of DLE meets the learning needs of all learners. According to a Scottish Government publication (2016) if used effectively and appropriately, digital technology can enhance learning and teaching, equip our children and young people with vital digital skills and crucially, it can lead to improved educational outcomes. (Scottish Gov. 2016). As part of the planning for digital tools schools must look at overall generic needs and then provide specific tools. Emerging tools such as Evernote, Google Apps, Edmodo and others are all part of the DLE decisions to be made by the school community.

Watch this video to see how students feel working with technology.


Katie, W. (2017) Interactive whiteboards and digitisation of the music resources. Retrieved from

Lee, M (2015). Digital Technology and Student learning; the impact of the ecology-part 1. Retrieved from

Scottish Government (2016). Enhancing learning and teaching through the use of technology. pp.3 Retrieved from

Shah, R. (2015). Impact of Digital Learning. Retrieved from

Veletsianos, G. (2016). Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley.

Youtube Video link

Image taken from

Digital Artefact

Digital Literacy in the classroom

Anjum, S. (2017). Digital Literacy in the classroom. Available from