Description 
The evolution of technology has created an integral dependency on digital systems not only for education but in almost everything we do from an individual to a global degree. This driving question navigates key concepts of how technology influences academic outcome positively and/or negatively and invites us as future educators to interrogate the sustainability and equitability of using technology in schools. 
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Feelings 
In the past I never considered how technology affects education, more specifically how that effect would vary between students in all capacities. With the exponential increase of technology as a means of learning - such as AI - it’s no longer possible to ignore reality. It is crucial that we learn how to use technology as a means of aid in education, not as a hindrance. 

Evaluation 
To properly evaluate this driving question we need to explore the positive and negative outcomes of technology on education. Research has consistently shown that there are significant benefits to online learning. “On average, students retain 25-60% more material when learning online compared to only 8-10% in a classroom. e-learning requires 40-60% less time to learn than in a traditional classroom setting” (Li / Lalani 2020). Additionally online learning has encouraged education for students with “diverse needs — for teenagers who have jobs, children with certain medical conditions, or kids who prefer learning virtually” (St. George, Heim, Natanson, Meckler, Strauss 2021).  
However, the gaping flaw in digital learning is how accessibility is not equitable, therefore inevitably favouring certain demographics over others. “whilst 95% of students in Switzerland, Norway, and Austria have a computer to use for their schoolwork, only 34% in Indonesia do” (Li / Lalani 2020). This reduction in accessibility is linked to a low socioeconomic standing and increased rural living. “Research shows that (these) students… can cognitively fall up to two and a half years behind those with access” (UNICEF, 2025). 

Analysis 
Since the COVID-19 pandemic, schooling systems were forced into a new era of education (Joshi, 2026). Analysing the driving question with the information above to support, makes it undeniable that learning will simply never move away from incorporating technology as we evolve. It is up to future educators to promote equitable and sustainable learning by incorporating technology into classes in a way that promotes the continuation of academic progress in a manner that best suits the majority of students within that class. 

Conclusion 
After interrogating the driving question, I conclude that technology and education will be forever intertwined and for the most part, will support diverse and improved education. However, accessibility will always limit or excel certain demographics unless educators allow technology to be used as equitably as possible in order to perpetuate the academic success for all students. 

Action Plan
This new insight will inform my practice of teaching as equitably as possible with the aid of technology. Such as optimasing the use of digital systems while in a school setting and encouraging offline practical learning at home to help control equal accessibility and promote equitable outcomes. 

References: 

1. Li C, Lalani f. 2020. World Economic Forum. TheCOVID-19 pandemic has changed education forever. This is how. https://www.weforum.org/stories/health-and-healthcare-systems/coronavirus-education-global-covid19-online-digital-learning/
2. Heim J, Meckler L, Natanson H, St. George D, Strauss V. 2021. The Washington Post, How the pandemic is reshaping education. 

https://www.washingtonpost.com/education/2021/03/15/pandemic-school-year-changes/ 

1. UNICEF. 2020. Two thirds of the world’s school-age children have no internet access at home, new UNICEF-ITU report says. 

https://www.unicef.org/press-releases/two-thirds-worlds-school-age-children-have-no-internet-access-home-new-unicef-itu 
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