Teaching and Learning Using Technology

Abstract

Technology transforms education, changes how, when, and where students learn, and empowers students and educators at every phase of their teaching and learning voyages. Students customise their education on these teaching and learning journeys, and technology itself empowers them by granting them control over how they absorb knowledge, enabling them to apply their education to their digital lives as 21st-century learners who are digital natives. With technology and access to unlimited online learning resources beyond the classroom environment, students are inspired to be problem solvers, critical thinkers, innovators and creators. Technology prepares students for 21st-century human resources with modern technology skills and competencies. Virtual Reality (VR), Video Conferencing platforms, Online textbooks, Education technology, (A)synchronous learning tools, hybrid technology, Smart Video cameras and other teaching and learning technology tools can make the classroom or virtual classrooms more energetic. The teaching and learning technology tools can also create a more inclusive learning environment that instils collaboration and inquisitiveness in students. Students who have access to real-time student data, content, apps, and other resources through technology can excel to new heights. Undoubtedly, technology can support teachers in developing blended learning environments, utilising digital tools for evaluations, and introducing cutting-edge teaching and learning models.

1. Introduction

Technology transforms education, changes how, when and where students learn, and empowers students and educators at every phase of their teaching and learning voyages. Technology is known for creating opportunities for students to learn online and cooperate through the exchange of ideas and experiences. Technology provides massive accessibility to an abundance of information without boundaries. The use of mobile devices or devices like laptops, tablets, smartphone, and computers are already a ubiquitous element of everyday life for students and educators to access unlimited digital learning materials. Conversely, teaching and learning using technology make students personalise their learning, technology gives power to students by giving them ownership of how they absorb information, making education applicable to their digital lives as digital natives (twenty-first-century students) for lifelong learning. Consequently, we cannot compare the students of the 16th century with the students of the 21st century, because technology has changed considerably [1]. With technology, students can easily access an endless supply of online learning resources outside of the classroom, inspiring them to be critical thinkers, problem solvers, innovators, and creators. With the help of technology, students can acquire the skills and competencies necessary to become 21st-century human resources. However, technology has its challenges, particularly when it comes to human resources, resources and implementations. The challenges facing technology in the education sector are budget constraints, lack of proper training of educators, weak network infrastructure and coverage, educators not willing to use technology and afraid of technology, load shedding, unreliable and incompetent mobile devices and software. Due to the use of portable devices and the inexperience of educators and educational institutions, students might encounter disruptions or diversions from their studies as well as ineffective teaching methods [2].

Teaching and learning technology tools like Virtual Reality (VR), Video conferencing platforms, Online textbooks, eBooks, Education technology, Asynchronous learning, Synchronous learning, Hybrid technology, Smart video cameras, television and others can make classroom and virtual classrooms more exhilarating. It is expected of educators to acquire cutting-edge knowledge and diverse approaches to use technology as a tool to improve the learning environment, support their instruction, and help students learn through it [3]. The use of technology in teaching and learning may additionally promote a more diverse classroom where students are encouraged to work together and be curious. With access to online pertinent content, learning applications, real-time student data, and more, technology could enable students to achieve new heights. With the use of technology, educators can develop blended learning platforms and environments, influence digital tools for formative and summative assessments, and introduce a new approach to teaching and learning in both traditional classroom settings and visually impaired classrooms. Television used in the classroom is a great help for young and old students as it is a great tool for online teaching and learning. It can help students find more interesting and fun in learning.

In his article, Borysiuk [4] listed the following advantages of using information technologies in the classroom: (1) stronger motivation and interest in learning; (2) individualization of instruction; (3) objectivity of control; (4) activation of learning through the use of visually striking and quickly evolving forms of information presentation; (5) development of skills and abilities for creative endeavours; (6) training of information culture; (7) developing the ability to make operational decisions in complex situations; (8) giving students access to information databases so they can find information fast; (9) a rise in the quantity of assignments finished; (10) reinforcement of independent study; (11) increased motivation and mental activity as a result of the variety of activities, which may include playing games; (12) increased information flow; and (13) new chances for students to participate more actively in the learning process thanks to online education. Additionally, according to Borysiuk’s article [4], using information technology has the following benefits: (1) it fosters greater collaboration; (2) it offers limitless resources; (3) it aids in the development of future-ready skills; (4) it conserves valuable resources; (5) it updates information instantly; and (6) it takes up little space.

2. Challenges facing technology in education

Several challenges faced by technology in education which affect the proper usage of computers, online teaching and learning, amongst others are budget constraints, lack of proper training of educators in using technology, weak network infrastructure and coverage, educators not willing to use technology and afraid of technology, load shedding and mobile devices and software that are untrustworthy and incapable.

2.1 Budget constraint

The huge factor limiting the determination of educators is budget constraints. The biggest obstacle that proponents of education technology must get past to successfully implement technology in their classrooms is budget cuts and limitations, which affect principals, deputies, and department heads’ ability to provide ubiquitous teaching and learning to students in the twenty-first century. Budgetary constraints are particularly difficult to overcome because educational technology tools and software can be highly costly. One of the biggest obstacles to the adoption of technology in underprivileged educational institutions can be the financial strain of procuring, integrating, and maintaining technology in the classroom. If educational institutions could ask themselves how much money would it take to set up a virtual reality (VR) classroom? (Figure 1).

Figure 1.

Pocket 360 Foldable & Compact VR headset.

Here is a summary of a few tools that help provide an exceptional virtual reality learning environment, including VR headsets, extended reality systems, content creation, and software development. Each student in an educational institution will require a VR headset, or students may share and sanitise their headsets to use them in different virtual classes. Since virtual reality headsets are the only means for students to view and interact with VR content, they must purchase them, which can run anywhere from $399 to $1200 plus an additional $150 to $200 for shipping. Alternatively, students have to use the Cardboard Headsets typically costing approximately $10 to $20 of which students cannot interchange them due to health issues. An extended Reality System (XRS) will help the institution of learning to maintain, manage and track their needs for VR education. Typically, these management systems are provided as part of a subscription package that is based on licencing. The total amount of expenses will vary based on how many licences the educational institution will obtain. The creation of content is dependent on the visual content that is readily available. Virtual reality learning programmes, for example, rely on captivating videos and 3D images to captivate users. To create simple 360-degree videos and images, users must download applications for Android and iOS. Additionally, educational institutions must spend between $10,000 and $25,000 on computer hardware and 36oo camera(s) to edit VR content if they want to provide students with a more immersive experience through high-definition graphics. Software development for building applications using Unity need more skills and for an improved VR experience, learning institution needs specialised Unity application(s) that cost approximately between $40,000 and $60,000. Budget limitations can disadvantage some of the learning institutions in implementing technology for online teaching and learning.

2.2 Lack of proper training of educators in using technology

Educators’ resistance in the classroom to incorporate new technologies into their classroom. This could be for a variety of reasons, including the fact that an educator has successfully trained students and shared important information with them for decades without the use of technology. In this case, they might not feel the need to alter their tactics unless they are persuaded that appropriate training is available. Because there are so many different kinds of technology available, many educators feel overwhelmed and are unsure of where to begin. The lack of proper training that many educational institutions offer on how to use technology in the classroom can deter teachers from utilising it. It can be challenging for educators to feel confident in their abilities to use technology in the classroom effectively and efficiently without the right support or training. While countless educators of today were raised in an age before the internet and personal computers, students of the 21st century are brought up in a world where computers permeate every aspect of daily life. These digital natives can intimidate educators who are not exposed to technology and its application, especially teachers with little technological experience and those educators may feel less in control of their classes because proper training of educators in using technology was not done properly [1, 5]. The other challenge facing technology in education is the fact that many educators born before technology are simply unwilling to immediately adopt technology in their teaching and learning.

2.3 Weak network infrastructure and coverage

Technology is radically changing the way we understand the learning process, acquire new ideas, or modify existing ideas, knowledge, behaviour skills, values, or preferences. Poor quality, faulty and outdated Information Communication Technology (ICT) equipment is one of the main reasons for educators not using technology in institutions of learning. Weak network infrastructure and coverage include restrictions on what you can download or install, Blocked websites and firewall issues, and inability to update applications and software. Educators have limited rights to install educational software on the institution of learning’s devices. Educators and students have a limited right to access certain websites which also limits their research scope. With the out-of-date software educators and students are unable to use or update their devices because of restrictions which will make their devices incompatible with modern applications. The network that experiences frequent interruptions, for whatever reason, should be supported by network redundancy, ensuring network accessibility in case of a device or trail failure. Institutions of learning with out-of-date networks or incompetently designed infrastructure risk disrupting the availability of the entire network. A lack of dependable hardware and software can also worsen the absence of a robust and unwavering infrastructure, which can pose significant obstacles to the adoption of educational technology.

Learning institutions function similarly to business settings in that they rely heavily on technology. Examples of this include BYOD programmes for mobile devices, streaming video, wearable technology for students, and new educational technologies like virtual and enhanced reality. Due to the strain these connections place on network capacity limits, overwork wireless network access points, and introduce latency issues in an application, they present challenges as well as extended learning opportunities. An expanding network footprint and a rise in mobile devices also translate into an increase in security flaws or hazards. Educational institutions should use one of four network infrastructure solutions to meet their connection and coverage needs both now and in the future. The 802.11 ac Gigabit Wi-Fi standard, also known as Wave 2, aims to rectify those issues in educational institutions and high-density environments by offering more useful and functional bandwidth than the previous Wi-Fi generation. Edge switches for multi-gigabit Ethernet that supports Wave 2 deployment over current Cat 5e, Cat 6, or Cat 7 cabling. Using a single network controller, software-defined networking (SDN) offers administrators centralised, end-to-end network visibility, including cloud resources. Another method that increases the number of different policy extensions that can be supported and supports a large number of devices without requiring the installation of additional software agents is network access control (NAC). To enable the 21st-century learning environment, the educational institution needs to have a network that is quick, flexible, adaptive, and safe (Figure 2).

Figure 2.

Cat cabling.

3. Teaching and learning technology tools

Utilising for instruction and learning Technology can be used to engage students with online resources that will enable them to finish assignments while continuing to use their devices for electronic purposes. Whether students are working on a research paper, exhibit, science project, or a description of mathematics, educational technology supports them. There are enough tools available to make the process more engaging for students. Accessories for gamification or educational games like Kahoot! By incorporating game elements like competition, rewards, and point accumulation, Quizlet and Gimkit can enhance the appeal and interactivity of learning. With the help of these accessories, students can create tests, flashcards, and other tasks that they can do alone or with other students. By incorporating videos into lessons, video content accessories like Edpuzzle and Playposit can enhance student engagement and make learning more engaging. With the aid of these accessories, instructors can record student progress and incorporate interactive elements into videos, like quizzes and discussion questions. Adding videos to lessons using collaborative tools like Padlet and Google Docs can enhance student interest in learning. With the help of these tools, teachers can monitor their students’ progress and incorporate interactive elements into videos, like debate questions or quizzes. Learning can be made more engaging by using adaptive learning tools like DreamBox and Aleks, which offer customised learning experiences for every student. These tools use algorithms to modify the content’s difficulty according to the individual strengths and weaknesses of each student. By offering immersive experiences, virtual and augmented reality tools like Nearpod VR and Merge Cube can increase student engagement in the classroom. With the aid of these resources, one can carry out scientific investigations, explore historic locations, and represent difficult ideas.

Other augmented reality apps like Wondershare Filmora, Flip, Google Forms, Primary Access, Socrative, Panopto, Class Dojo, Screencast-o-matic, Clickers, Camtasia, Edvoice, Poll Everywhere, Background Noice, Tegrity, Celly, Venngage, Trello, Remind, Cold Turkey, and Xtranormal are also examples of learning technology tools for student engagement. Wondershare Filmora is a video editing software that incorporates all the features that a student or teacher looking to edit a video project would want, such as playable accessories and ease of use. One of the best and most popular video recording devices, Panopto is utilised by hundreds of colleges and universities worldwide to capture every activity that takes place in the classroom. Students can also receive a live feed of lectures that are recorded, and presentations completed in class can be reviewed at a later time. Students can play educational games in the classroom with Class Dojo, an engaging tool. Students create their avatars, award and deduct points for good behaviour in the classroom, engage in debates, and apply other soft skills to the teacher and the class. The programme can track student attendance, generate information-rich graphs for teachers, and provide important metrics that enable teachers to modify their pedagogical approaches while upholding the standards of the classroom.

An online tool called Screencast-0-matic records everything educators do on their computers. The software operates directly through its websites. With the help of the instructor, it can record a video, add audio, and then have the students watch it on a projector. Clickers are a tool that teachers can use to gauge their students’ comprehension of concepts and level of engagement with the material. Teachers can use an overhead projector or a mobile device to project questions, and students can use clickers to respond to them. With the help of this exercise, teachers can accurately assess how well their students understand the material and modify their lesson plans. One of the most widely used and highly regarded classroom flipping tools is Camtasia, which enables teachers to quickly and easily incorporate lectures, flashcards, demonstrations, visual elements, and audio into a video. Edvoice is an additional feature-rich communication tool that includes tools to help prevent harassment in the classroom in addition to lesson planning and rubrics, messaging, announcements, and notifications. Everywhere there is a pool, there’s also a perfect opportunity for students to provide feedback, letting the teacher know what they like and dislike about a presentation or video they have uploaded. Students can focus on the teacher’s presentation in class, on each other, on the material, on an assignment, and more with the help of background noise tools. In addition to reducing excessive noise, background noise helps students focus on their work.

Tegrity uses a computer to record every educational activity, including the addition of sound and visual effects and then publishes it for the students to view. Celly assists educators in forming groups, which are essentially mobile social networks of individuals who can communicate with one another through mobile phones and other wearable technology. To appeal to both visual and textual learners, Venngage develops interactive lessons, over assessments of students, data analysis, real-time student responses, and the ability for educators to visualise their data in an infographic style. Students can use Trello, a free software that is incredibly simple to use, to create workflow diagrams. Multiple students can be added to the same panel, which is great for project teamwork. Another effective tool for instantaneous communication between educators and parents is Remind, which allows for the transmission of brief text messages across multiple devices. Using a tool called “Cold Turkey,” educators can block out specific websites or the entire internet so that students can concentrate on their assigned work. They can even have students use it for a short while during class writing time to increase productivity. Xtranormal is a free technological tool that offers a variety of features that enable educators to create short films featuring virtual characters and incorporate audio through excellent text-to-speech capabilities. Because these extra tools are interactive and simple to use, they can also be used to actively involve or engage students in their learning for online teaching and learning. The ability to use technology as a tool to improve instruction and meet learning objectives, as well as the ability to help students use technology to leverage effective learning, are competencies that educators must possess to successfully integrate technology into their classrooms [5].

4. Using Television for Teaching and Learning

Television (TV) accommodates the four distinct learning types of students, which include visual, auditory, kinesthetic, and reading and writing. This approach to teaching and learning offers a special fusion of sound, vision, movement, and emotion that can help students understand the world more fully and without boundaries [6]. Using a TV in the classroom helps teachers accomplish several goals, such as encouraging additional learning activities, boosting student interest in the subject matter, and consolidating and enhancing previously taught material. Television can be used as an efficient and effective teaching and learning instrument to build literacy skills, address current social matters and bring energy into classroom dynamics.

Several studies indicate that these kinds of TV series encourage letter identification and sound recognition. Basic vocabulary can be picked up by young students, particularly when the communication or conversation of the day is featured in TV shows. Young viewers can investigate more complex literacy ideas such as relative words, synonyms, antonyms, and rhymes. Books, newspapers, printed documents files notebooks, etc. resources often cannot stay completely up to date, but everyday news broadcasts and investigations can help students understand what is going on around them and globally at that moment. Television can benefit students of all ages. Visual encouragement also appeals to students with particular learning styles. Television can be a welcome addition to the classroom if it is used appropriately and wisely. High-quality educational content offered thoughtfully can help students at different educational levels or different learning styles grasp new concepts while students enjoy the entertainment from the television.

Television can serve as a reagent to get kids to interpret television programmes by getting books on the same subjects or interpreting authors whose work was adapted for the particular programme televised. TV can also teach young students morals, values, and lifelong lessons. These are just a few of the many benefits that television offers to young students, according to Caron [7]. TV educational content helps foster socialisation and learning skills in young viewers; news, current affairs, and historical programming can broaden viewers’ awareness of diverse cultures and individuals. TV documentaries can foster critical thinking about society and the world at large. They can also introduce young people to foreign films, classic Hollywood productions, and music that they might not otherwise see.

5. Integrating artificial intelligence for teaching and learning

The integration of artificial intelligence (AI) in education has the potential to change how teachers and students are taught. AI can offer recommendations and personalised responses to students, enabling more engaging and productive learning [8]. AI has the potential to boost academic achievement by keeping students motivated and involved. Notwithstanding these possible advantages, incorporating AI into teaching and learning presents several difficulties, including the requirement for technical expertise, a lack of funding, and ethical concerns. Benefits of AI processes include the ability to analyse student data, adjust to each student’s preferred method of learning, and provide recommendations and feedback based on each student’s unique requirements. Teachers can assist students in gaining a critical perspective on AI and equip them for the opportunities and challenges of the digital age by incorporating AI into their lesson plans.

While integrating AI into teaching and learning has many advantages, there are several obstacles that educators must get past. Technical know-how is one of the challenges; teachers who are unfamiliar with AI may find it challenging to incorporate this technology into their lessons, and they may require assistance and training to get back on track [9]. The expense of AI tools and applications is prohibitive, and many educational institutions lack the funds to buy and maintain the equipment required to incorporate AI into their curricula. When incorporating artificial intelligence (AI) into the classroom, educators may experience ethical concerns and want to make sure their students are safe while utilising this exciting but still in its infancy technology. Selecting a dependable and trustworthy AI partner is crucial for the successful integration of AI in teaching and learning, making it the best practice. The ideal partner can offer assistance, direction, and training to help teachers successfully incorporate AI into their lesson plans. By incorporating AI into instruction, students can develop a critical viewpoint on the field of artificial intelligence and its implications. Teachers’ ought to challenge students’ preconceived notions about AI’s potential applications and ethical implications.

6. Research on using Technology for Teaching and Learning

During the year 2022, as the global lockdown lifted following the devastating effects of the coronavirus disease (COVID-19) in 2019 and 2021, students were allowed to physically attend classes in computer laboratories across various educational institutions. The learning institution consequently had to devise a new approach to teaching and learning students through blended learning, which combines in-person instruction with the use of technology. For teaching and learning, technologies such as the Learning Management System (LMS), Microsoft Teams, Zoom, Gmetrix, and Jasperactive software were employed. In this research, Doctor JS Dirane’s students were exposed to the use of both face-to-face and use of technology teaching and learning, where three face-to-face practical’s, one online theory and one online practical component were taught. Students were exposed to LMS, Microsoft Teams (MS Team), Gmetrix and Jasperactive technology software. Students were exposed to LMS, Microsoft Teams (MS Team), Gmetrix and Jasperactive technology software.

A learning management system is a digital learning environment that oversees every aspect of a business’s or educational institution’s varied training initiatives. Microsoft Teams is the best messaging app for workplaces, providing meetings, file and application sharing, real-time collaboration, and communication all in one location. Gmetrix is a certification preparation tool that is frequently used for Microsoft Office Specialist (MOS) certifications. Its practice exams and exercises are intended to assist professionals and students in getting ready for certifications. Jasperactive is a state-of-the-art learning platform that is hosted on Microsoft Azure. It teaches students a variety of critical technology skills, including business accounting, internet and computer fundamentals, and Microsoft, which is delivered through the Microsoft Office suite of applications (Figure 3).

Figure 3.

Computer laboratory used by students to do all tasks.

Students were registered on the Gmetrix and Jasperactive online programs for them to get unlimited access to Gmetrix and Jasperactive online software anytime and anywhere using their authentication. When students log in to the Gmetrix and Jasperactive online program they receive more than forty (40) different practical exercises from the basic phase to the intermediate phase and introduction to the advanced phase with guidance for each theory and application software like Microsoft Word, Microsoft Excel and Microsoft PowerPoint. The students would have to work on those exercises for each software for four (4) weeks each and the system also allows the students to repeat or drill the exercises as much as they wish so that they can grasp different theories and practical concepts to the fullest. The fifth week was allocated for the online test(s) for each software and theory component which was offered through the use of the LMS platform and Microsoft Teams. Theories and practical concepts to the fullest. The fifth week was allocated for the online test(s) for each software and theory component which was offered through the use of the LMS platform and Microsoft Teams.

The research question was, does the use of technology transform education? The students were divided into different groups from A, B, C, D, E, F, G and H from January to December in the year 2022. The total number of participants for this study was five hundred and eighty-two (582) from January to December in the year 2022. The ICT in Education II subjects consisted of Test 1, 2, 3, 4 and 5 assessments of which data analysis was processed continuously from the written one online theory test (Test 1) and three face-to-face practical tests (Test 2, 3, and 5) and one online practical test (Test 4) done by the students from January to December in 2022. Data analysis was processed through the use of tables and graphs. Table 1 shows all the results of averages, standard deviation, mark type mark and full period marks of all the practical and theory tests written by the students from January to December 2022.

	Online Theory Test1	Face to face Test	Face to face Test3	Online PracticalTest4	Face-to-face Practical Test5	Mark Type Mark	Full Period Mark
Group A
Average	73.00	46.50	49.36	86.64	53.25	59.64	59.64
Standard Deviation	13.92	28.43	28.35	6.56	21.27	15.66	15.66
Group B
Average	70.99	40.93	42.30	76.30	51.27	55.33	53.33
Standard Deviation	21.90	17.85	24.48	24.48	20.31	16.12	16.12
Group C
Average	73.00	46.50	49.36	86.64	53.25	59.64	59.64
Standard Deviation	13.92	28.43	28.35	6.56	21.27	15.66	15.66
Group D
Average	72.25	46.30	46.35	79.95	58.18	58.18	58.18
Standard Deviation	25.83	28.76	29.69	19.59	23.78	19.18	19.18
Group E
Average	73.74	51.40	42.68	88.51	58.77	62.05	62.05
Standard Deviation	14.68	21.68	23.28	13.89	18.48	14.01	14.01
Group F
Average	72.75	46.67	39.93	84.44	57.07	59.39	59.39
Standard Deviation	14.55	18.89	24.95	19.67	16.88	12.78	12.78
Group G
Average	72.23	45.82	40.34	80.93	58.59	59.37	59.37
Standard Deviation	18.17	24.80	25.16	23.49	20.70	17.10	17.10
Group H
Average	65.94	40.48	31.80	81.98	50.37	53.20	53.20
Standard Deviation	20.69	22.68	24.91	21.86	20.95	15.24	15.24

Table 1.

Test 1, 2, 3, 4 and 5 averages and standard deviation.

Table 1 explicitly shows the different results of using face-to-face teaching and use of the technology in teaching and learning. Group A average for the online theory Test 1 was 73.00% and online practical test 4 was 86.64% compared with face-to-face tests 2, 3 and 5 which the percentage varies between 46.50 and 53.25%. Group B’s average for the online theory Test 1 was 70.99% and online practical test 4 was 76.30% compared with face-to-face tests 2, 3 and 5 which the percentage varies between 40.93 and to 51.27%. Group C averages for the online theory Test 1 was 73.00% and online practical test 4 was 86.64% compared with face-to-face tests 2, 3 and 5 which the percentage varies between 46.50 and 53.25%. Group D averages for the online theory Test 1 was 72.25% and online practical test 4 was 79.95% compared with face-to-face tests 2, 3 and 5 which the percentage varies between 46.30 and 58.18%.

Group E averages for the online theory Test 1 was 73.74% and online practical test 4 was 88.51% compared with face-to-face tests 2, 3 and 5 which the percentage varies between 51.40 and 58.77%. Group F averages for the online theory Test 1 was 72.75% and online practical test 4 was 84.44% compared with face-to-face tests 2, 3 and 5 which the percentage varies between 39.93 and 57.07%. Group G averages for the online theory Test 1 was 72.23% and online practical test 4 was 80.93% compared with face-to-face tests 2, 3 and 5 which the percentage varies between 40.34 and 58.59%. Group H’s average for the online theory Test 1 was 65.94% and online practical test 4 was 81.98% compared with face-to-face tests 2, 3 and 5 which the percentage varies between 31.80 and 50.37%.

The work and the tests the students did face to face in their different computer laboratories show that the results are lower graded compared to the work and the tests done by the same students using a technology approach for all groups. Consequently, it indicates with the average results of online teaching and learning that the use of technology can improve the performance of our students in our classes.

7. Conclusion

In conclusion, technology is known to create opportunities for students to learn online and collaborate through the exchange of ideas and experiences. However, technology has its challenges, particularly when it comes to human resources, resources and implementations. There are four network infrastructure solutions that institutions of learning should use to meet that need for connection and coverage today and tomorrow. Utilising technology for teaching and learning allows instructors to take advantage of online resources that provide students with the tools they need to finish assignments while continuing to interact with technology or their devices. AI can offer recommendations and feedback that are specific to each student, making learning more engaging and productive. The research done by Doctor JS Dirane in 2022 indicates that the averages, standard deviation, mark type mark and full period mark of all the practical and theory tests written by the students from January to December 2022 confirmed that the use of technology can improve the performance of our students in our classes. By establishing blended learning environments, utilising digital tools for formative and summative evaluations, and introducing cutting-edge approaches to teaching and learning with technology into classrooms, technology can greatly benefit educators.

Acknowledgments

I would like to acknowledge and give my warmest thanks to the Tshwane University of Technology and IntechOpen for allowing me to write a chapter on one of their books. Their Guidance and advice carried me through all the stages of writing my project.

Finally, I would like to acknowledge the almighty God, for allowing me through all the difficulties. I have experienced your guidance day by day. You are the one who let me finish this project.

Conflict of interest

“The authors declare no conflict of interest.”

Notes/thanks/other declarations

I would also like to give special thanks to my Parents who passed (Daniel Mohlantsweni Dirane and Francinah Lobisa Dirane) my wife (Veronica Phokwane Dirane) my daughters (Thulaganyo Dirane and Kagoentle Dirane) and my whole family for their continuous support and understanding when undertaking my research and writing my project. Your prayer for me was what sustained me this far. (Sifatswana sa ba kgola).

Acronyms and abbreviations

VR	virtual reality
XRS	extended reality system
ICT	communication technology
BYOD	bring your own devices
SDN	software-defined network
NAC	network access control
TV	television
LMS	learning management system
MOS	Microsoft office specialist
AI	artificial intelligence
Cat5	category 5