Legal Issues Annotated Bibliography

1. University of Iowa. (2024, August 14). Integrating Technology in the Classroom: Best Practices. University of Iowa; The University of Iowa. https://onlineprograms.education.uiowa.edu/blog/integrating-technology-in-the-classroom-best-practices

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The article explores the importance and implementations of educational technologies. With the rapid growth of technology, it’s essential to know how to adapt and adjust to those changes. Some adjustments may include new operating methods and various problem-solving skills. At the core of these methods is the focus on the goals of education. By adapting to those goals, instructors can best prepare students for the future while still supporting their needs.

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Some other examples of the rationale for educational technologies include instructional technology integration, support for various learning styles, digital literacy, and the advancement of accessibility in instructional technologies. By ensuring instructional technologies are accessible. Ensuring instructors base their objectives on the rationales above is crucial to the instructional process. Instructors need to learn different approaches to delivering their educational materials. The article also explores the importance of being forward-thinking in terms of instructional materials. With the rapid onset of AI, it’s essential to look towards the future while still following the framework laid out in the past. In doing so instructors will help students be prepared for whatever they encounter in their careers.
 

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2. Lea, L., & Beggs, T. (2000). Influences and Barriers to the Adoption of Instructional Technology PERMISSION TO REPRODUCE AND 1 DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY. https://files.eric.ed.gov/fulltext/ED446764.pdf

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The article highlights the pervasive use of new technologies in the learning environment. Written in 2000, the article explores the barriers to technology adoption. Through various surveys, the barriers range from the following:

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·  Fear of failure when using technology.

·  Lack of support staff or the availability of skills related to the technology.

·  Fear of the devaluation of their teaching skills.

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While encouraged, faculty members have differing adoption rates due to a combination of various factors mentioned above. The article details the research conducted to understand why technology adoption was so uneven. Researchers hoped that understanding this would enable them to devise motivators to alleviate faculty members' anxieties about educational technologies. A survey comprising various questions was distributed to faculty to better understand their thoughts, experiences, motivators, and/or reservations regarding technology adoption. After the survey concluded, the results were collated and distributed to develop plans to support technology adoption. Mainly, it was found that the environment is adjusting to facilitate technology adoption and that support from many higher-level decision-makers is also being provided. By the end, it was shown that early adopters of technology have higher-quality results than those who are not.

 

3. Asuncion, J., Fichten, C., Barile, M., Fossey, M., & Robillard, C. (n.d.). Access to Information and Instructional Technologies in Higher Education II: Practical Recommendations for Disability Service Providers. Journal of Postsecondary Education and Disability, 17(2). Retrieved October 5, 2025, from https://files.eric.ed.gov/fulltext/EJ876008.pdf

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This article is a companion to another study done concerning the technology needs of university-based disability service providers. The article primarily focuses on a Canadian community college and its relationship with providers, detailing the strengths and constructive feedback to address any shortcomings in technologies related to disability services. It details some of the current challenges and struggles faced by providers in higher education.

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Over the course of the study, key findings included: service providers having a cumulative 9-10 years of disability services, those service providers not having appropriate knowledge or experience with technological offerings, a small percentage (34% for universities and 17% for communication colleges) of support teams for accessibility technologies, learning opportunities for service providers to become better acquainted with adaptive technologies, and the actual presence of those adaptive technologies in the higher-educational environment.

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The study sought to provide specific examples and best practices for community colleges on how to provide access to adaptive technologies. Several overarching trends were also identified, including the implementation of technologies in the learning environment, the widespread adoption and access to wired networks, and the adoption of new methodologies and the use of adaptive technologies. Here, the intention is to provide access to adaptive technology at the outset of the process, rather than on an as-needed basis.

 

4. Fichten, C., Havel, A., Wileman, S., Jorgensen, M., Arcuri, R., & Ruffolo, O. (2021). Digital Tools Faculty Expected Students to Use During the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses. Journal of Education and Training Studies, 9(8), 24. https://doi.org/10.11114/jets.v9i8.5310

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This article details how post-secondary schools pivoted with the onset of COVID-19. It also presents how this pivot affected students with and without disabilities. COVID-19 had a universal effect on all students. The shift to online and remote teaching modalities negatively affected students in a variety of ways. Some of these included various internet-related issues, course management issues, and other computer-related problems, all of which were part of the study's results.

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The authors of this article employed two approaches in their study: 1) They examined the use of digital tools and applications professors used during the COVID-19 pandemic, and 2) the issues that arose from the use of these tools and apps by their students. The study’s results were slightly skewed due to a small sample size; however, several other recommendations were identified during the study. Like other studies in this document, the importance of accessibility and online equity was made evident. It also emphasized the importance of course planning to align courses with students’ needs.

 

5. Spector, C. (2024b, February 14). How technology is reinventing education. News.stanford.edu; Stanford Report. https://news.stanford.edu/stories/2024/02/technology-in-education

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The article examines the ever-evolving technological landscape in the K-12 education sector. Advancements like AI have rapidly increased students' access to technology. Other technologies, such as virtual and augmented reality, are also being integrated into learning environments. The concept of immersive learning environments has gained momentum over the past several years.

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The article also presents the empirical evidence from the study, detailing the process of data gathering and analysis. The primary positive side effect of the increasing use of new technologies is the substantial amount of data now generated about students’ online activities in the classroom. This gathering of information poses several issues. The most prevalent issue that stems from this information is data privacy. While not discussed in this article, the data privacy concerns are closely related to FERPA and the PPRA. These concerns are crucial to maintaining students' confidentiality. Another issue discussed here is the increase in cybersecurity events. These events are most likely connected to the acute rise in students’ online activities and presence. Due to these issues, it's even more vital to take precautions while still embracing these new technologies.

 

6. Drexel University School of Education. (2020). How to Integrate Technology in the Classroom. Drexel University School of Education. https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-classroom/

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This article details the benefits of technology and its integration within the classroom. Current technology, such as smartphones, computers, and laptops, is an ever-present part of students' lives. The authors of the article aim to provide guidance and perspective on how to use those technologies effectively in the classroom. In exploring various avenues of classroom instruction, such as in-person and virtual delivery, the article also provides pathways for teaching and delivering materials to aid the instructional process.

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Educational platforms such as Kahoot have seen increased use by instructors to allow students to use their devices in class. By allowing student-used devices, instructors have sought ways to increase in student engagement. The inclusion of learning management systems (LMS) in the classroom is another way to increase engagement. These LMS allow students to post their work and ensure they have adequate access to work on their assignments in an organized, self-paced environment.

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By providing that guidance, the article seeks to correct common misconceptions about students' technology use. By countering those misconceptions, the authors have made an excellent argument for increasing engagement with technology use in classrooms.
 

 

7. Kormos, E., & Wisdom, K. (2023). Digital divide and teaching modality: It’s role in technology and instructional strategies. Education and Information Technologies, 28. https://doi.org/10.1007/s10639-022-11488-5

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This article details the various uses of capabilities and modalities within the teaching environment. It places particular focus on the term “digital divide,” including how it’s used and how often. This quantitative study encompassed over 400 participants and found that results depended on a variety of factors. The article notes significant differences between educational levels and learning environments. Participants who had positive results most often had access to adequate resources that contributed to their success. Participants with negative results had combinations of factors. This difference between resources is at the heart of the digital divide.

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The digital divide can also describe the nature of the educational environment and the learners participating in it. This can be observed in the varying representation of different age groups within the academic environment. With the availability of technical resources, some K-12 students can be considered “digital natives,” or those accustomed to technology. Other student groups may not have the same experience with technologies. This is a significant factor within the academic environment. This divide can threaten equity within education.

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The availability of these resources presents a significant opportunity to help overcome the digital divide. This can help guide the educational process away from this divide. While it may not be possible to fully bridge the divide, by providing access to technology this can help provide resources for students to help them best participate within the learning environment.

 

8. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(1), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

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This article discusses the differences between traditional and digital learning modalities. The study outlines the changes to the educational landscape brought about by the introduction of new technologies. These introductions have changed the roles of traditional teaching. The roles have evolved with the rapid emergence of digital technologies, including social media, mobile computer devices, and virtual laboratories.

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The authors here detail three main research objectives regarding the educational environment:

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·  The need for digital technologies.

·  The importance of digital technologies in the classroom.

·  The challenges encountered with digital technology.

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Access to these technologies has transformed classroom instruction. The presence of digital technology in the learning environment offers flexibility in instruction. This builds on a solid framework for technology adoption and use within the academic environment. Access can also aid in addressing learning gaps, provide better access to learning materials, and can allow better capabilities of dispensing and delivering information. Access to these technologies has transformed classroom instruction. This transformation has made teaching more adaptable and aims to help reduce deficiencies in the academic environment.