1. INTRODUCTION
Digital innovation has impact on all aspect of life including teaching and learning. All sectors of the economy had been touched and this have changed the way we do things. During the era of face-to-face mode of teaching, teachers are always at the center of learning where all learning process are determined by the teacher. Today, things have changed with regards to how learning should occur, where learning will take place and those that will be involved in the learning process.
Technology has given us the opportunity to determine what to learn, where to learn, when to learn and how learning should take place. With this flexibility, technology has made learning easy, affordable, and available irrespective of geographical location and time zone. Technology has aided learning in a variety of ways which cannot be underestimated. Anyim (2018) opined that technology has made it easier for learners to access information from a wide range of sources, including the internet, digital libraries, and online databases. This has enabled students to research and learn about topics that may not be available in their local libraries or classrooms. Also, with the use of technology, teachers are able to provide personalized learning experiences to students based on their individual needs and learning styles (Chassignol et al., 2018). This can be achieved through adaptive learning software, online tutoring, or learning management systems (Alam, 2022). Similarly, technology has made learning more interactive and engaging through the use of multimedia tools such as videos, animations, and simulations. These tools can help students visualize abstract concepts and make learning more fun and enjoyable. As stated by Pirdayanti et al, (2022), technology has made it easier for students to collaborate and communicate with each other and with their teachers, even when they are not in the same physical location. This can be achieved through online discussion forums, video conferencing, and messaging apps. It is worth noting that technological advancements have made it easier for teachers to analyze student learning and deliver feedback in real time. Online quizzes, automated grading, and digital feedback systems can help with this. Overall, technology has revolutionized the way we teach and learn, making education more accessible, engaging, and effective for students of all ages and backgrounds.
Despite these benefits, it is clear that not every learner can benefit from technology-enhanced learning for various reasons. Although, it may be difficult to say which learners may not benefit from technology-enhanced learning as it largely depends on the individual’s learning style, preferences, and needs. However, some learners may face certain challenges with technology-enhanced learning, including learners who prefer face-to-face interaction, learners with limited access to technology such as those from remote and regional areas, learners who require individual attention, learners who have disabilities, learners who lack self-discipline, students from low social-economic background and learners who are not permitted to use technology for security reason (incarcerated students).
This paper is concerned about the last set of learners who are restricted to access technology-enhanced learning because of security. Incarcerated students are individuals who are currently serving time in a correctional facility or prison and are enrolled in an educational program. Some of these students are seeking to obtain a degree, vocational training programs, college courses or further their education while incarcerated. Incarcerated students face a number of challenges in pursuing education while incarcerated, including limited access to educational resources, a lack of technological infrastructure, and restrictive schedules. However, research suggests that education can be an effective tool for reducing recidivism and improving post-release outcomes, making it an important resource for incarcerated individuals (Ellison et al., 2018, Beaudry et al., 2021).
Also, this paper tends to look at various research done in favor of the use of technology enhanced learning for incarcerated students. With this systematic review, it will enable intending researcher(s) to know what has happened before, the present state of research in this area and the future. It will serve as a guide through that will equip researcher(s) with current trends in this area.