According to Hackley (2016) technology-mediated distance learning is becoming increasingly important to

business curricula. However, little theoretical development or empirical research has examined teaching
effectiveness in distance learning. Thus, this article draws from research in management communications,
education, and information systems to develop an initial conceptualization of influences on technology-
mediated distance learning outcomes. It then reports on an exploratory study utilizing both qualitative and
quantitative techniques to examine 247 students reactions to such distance learning.

According to McFarlan (2000) is that as it moves from a strictly supporting role in the back office,
computer-based technology offers new competitive opportunities. A company can use this technology,
for example, to build a barrier to entry, to build in switching costs, and even, sometimes, to completely
change the basis of competition. This author shows how some companies have seized the advantage,
while others, more complacent, have ended up playing the difficult and expensive game of catch-up ball.
He also points out that it is important for executives to make this competitive analysis in assessing
where IS fits in their companies, since in some cases it appropriately plays a support role and can add
only modestly to the value of a companys products, while in other settings it is at the core of their
competitive survival. Understanding where a company fits on this spectrum can help the CEO determine
both the proper level of expenditures and the proper management structure for IS.

According to Latour (1990) is that Is it possible to devise a set of concepts that could replace the
technology/society divide? This set of new concepts - association and substitution - might help
to rephrase some of the traditional questions of social order and especially that of the durability
of domination of power. However, instead of using different tools to analyse power and
weakness, it is argued that power and domination are simply different values of variables that
should be studied in their whole range. By reconstructing networks it is argued that a full
description of power and domination may be obtained.

Information technology (IT) allows members of the growing elderly population

to remain independent longer. However, while technology becomes more and
more pervasive, an age-related underutilization of IT remains observable. For
instance, elderly people (65 years of age and older) are significantly less likely to
use the Internet than the average population (see, for instance, European
Commission, 2011). This age-related digital divide prevents many elderly people
from using IT to enhance their quality of life through tools, such as Internet-
based service delivery. Despite the significance of this phenomenon, the
information systems (IS) literature lacks a comprehensive consideration and
explanation of technology acceptance in general and more specifically, Internet
adoption by the elderly. This paper thus studies the intentions of the elderly
with regard to Internet use and identifies important influencing factors. Four
alternative models based on technology acceptance theory are tested in the
context of comprehensive survey data. As a result, a model that explains as
much as 84% of the variance in technology adoption among the elderly is
developed. We discuss the contribution of our analyses to the research on
Internet adoption (and IT adoption in general) by the elderly, on the digital
divide, and on technology acceptance and identify potentially effective paths for
future research and theoretical development.

According to Niehaves, B. & Plattfaut, R. Eur J Inf Syst (2014) is that Information
technology (IT) has significantly changed the way we live and work. For
instance, Internet-based and electronic business has complemented and
sometimes even superseded traditional offline channels. Online channels offer
distinct value (e.g., constant availability) and, due to their cost structure, are
often less expensive than store-bound distributions. As a result, companies
often establish online channels as privileged channels to support their
objectives of cost-cutting and service optimization. An example of a privileged
channel is the online check-in with airlines that is currently strongly
incentivized over the conventional counter check-in. IT is also becoming an
important building block in other areas. Smart homes and national digital
identity cards (Whitley & Hosein, 2008) are two examples of IT steadily
diffusing into more areas of our daily lives. Information technology (IT) has
significantly changed the way we live and work. For instance, Internet-based
and electronic business has complemented and sometimes even superseded
traditional offline channels. Online channels offer distinct value (e.g., constant
availability) and, due to their cost structure, are often less expensive than store-
bound distributions. As a result, companies often establish online channels as
privileged channels to support their objectives of cost-cutting and service
optimization. An example of a privileged channel is the online check-in with
airlines that is currently strongly incentivized over the conventional counter
check-in. IT is also becoming an important building block in other areas. Smart
homes and national digital identity cards (Whitley & Hosein, 2008) are two
examples of IT steadily diffusing into more areas of our daily lives.

According to (Keane, 2002) today's school continue to be challenged by the increased

visibility, roles and cost of instructional technology tools. Considering current trends in
education, a modern classroom would not be complete without computers, software,
internet connections, projectors and a variety of other high-tech device

According to Hasselbring, Barron & Risko, (2000), schools will be equipped with the best
hardware and software in the near future, but it is unlikely that teachers and students will
use them effectively if teachers are not trained. The success of technology infusion in
schools depends on training teachers. In the digital age, schools will require teachers to
have competent technology skills and be able to effectively implement the use of
instructional technology in classrooms. Therefore, it is logical to require teachers to be
trained to handle such technologically equipped classrooms..

According to (Cuttance, 2001) technology has had a significant impact on teaching and
learning in schools.

According to Siegel (2016) recent developments in technology such as the internet also led
to a decline in normal social behaviors. The old-fashioned caf provided a way to both
share and abandon solitude, but sitting in your screen world is a whole other story. You are
socially and psychologically cut off from your fellow caffeine addicts In ages past, you could
walk around town for a whole day without seeing all the people you know. Now, everyone
you know is within arms reach, taking that certain psychological feeling out of seeing
people. You see them every second of every day, and hear nearly every single thought of
theirs as soon as they think them.

Years ago, it was predicted by many that the future would be an amazing and surreal place,
yet, no one really seems very shocked about the advances. You can see evidence
everywhere. The news is a great example- you see or read an interesting story, think about
it for a second, and then you brush it over your shoulder, without any critical thinking, or
wondering how it will affect your life.