Thus, the application of technology in shaping and influencing teaching and learning outcome explores the opportunities and strengths that advocate for accountability and improved performance. Similarly, technology as a learning and teaching tool promote data-driven models, capacity building, and corporate social responsibility in education and school programs.
The articles apply similar patterns subjectively in addressing technology themes, as well as the issues raised. For example, there are converging ideas and thoughts in nurturing and solving teaching and learning problems. According to Lindahl and Folkesson (2012) ICT’s ideas, integration of computers in preschool setting is used as ICT norm and a component of technology in creating a successful, competent and independent learning. Similarly, Ayres and Sansosti (2013) mobile technology ideas are applied in teaching and learning of exceptional students. Lindahl base his findings and conclusion in supporting mobile technology and integration of computers in schools to increase students learning outcomes. In this regard, technology application in schools in learning and teaching programs gains greater outstanding support in which a valid and reliable generalization can be obtained. The shared ideas and borrowing of concepts and theories from various sources to support the proposed arguments demonstrates an excellent coverage of research that illustrates accurate results. For example, when moderate/severe intellectual disability (MSID) or autism spectrum disorder (ASD) are managed by technological strategies, the students affected students becomes competent and independent. Thus, sharing of ideas and concepts of technology by different authors foster the quality and quantity of student’s learning that engage technology to a meaningful and independent learning outcome (Mutisya & Rotich, 2015).
Although uniformity of writing patterns and thoughts is used throughout the articles, slight