Online learning offers benefits that may not fit every student such as strict self-discipline, a good work ethic, and a lack of social interaction. Many students perform well independently, but others need a more traditional structure with due dates for support and motivation (Barrington, 2016). Online discussions don’t have the same social interactions as a physical classroom and some students prefer collaboration. Students possess their own unique learning style and they each have to find their method of choice (2016).

Ineffective use of media is allowing students free rein on their cellphones as well as typing class notes on a laptop. Multitasking is not possible by the human brain resulting in lower grades due to the distraction of divided attention (What Research Tells Us about Using Technology in the Classroom, 2018). Distractions affect students in close proximity to the offenders as well. The action of taking notes on a laptop impedes learning because it hinders active learning — the depth of processing in memory that happens when taking written notes (2018).

The use of multimedia empowers educators to engage students with valuable learning experiences (Bhaskar, 2013). Creation and design through multimedia increase students’ use of higher-order thinking skills, improve deep thinking, and provide appropriate learning methods that match their learning styles and abilities (2013).

Technology tools can assist in meeting content and technology standards by extending learning when effectively integrated into the curriculum (What Is Successful Technology Integration, 2007). Extensions of learning through technology allow students access to primary source materials, ways to collect and record information, opportunities to collaborate with people around the world, and genuine assessments through applicable learning (2007).

The SAMR model (Puentedura, 2010) is a useful tool for technology integration by “enabling teachers to design, develop, and integrate digital learning experiences that transform learning, leading to high levels of student achievement” (Terada, 2020). The model consists of four tiers of learning based on the ability to significantly change assignments and raise the level of mastery (substitution, augmentation, modification, and redefinition) (2020).