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.