The integration of technology into education has reshaped learning environments, pedagogical methods, and knowledge dissemination. While digital tools offer unprecedented opportunities for personalization, accessibility, and engagement, they also introduce challenges related to behaviourist learning, gamification, and the commodification of attention. The increasing emphasis on visual, bite-size learning, and gamified practices risks undermining critical thinking and deep learning, reducing education to an entertainment-driven, externally motivated process. Furthermore, the assumption of technology as a neutral force overlooks its embedded political, economic, and social structures, which influence how knowledge is produced and controlled. As mobile and digital technologies redefine education through seamless integration, they also blur the boundaries between work, play, leisure, and learning. This paper critically examines these shifts, arguing that while technology can enhance education, its implications must be scrutinized to ensure it fosters agency, autonomy, critical reasoning, and meaningful intellectual engagement to empower individuals, including children with special educational needs.
Abdullah Çiftçi (2025) studied this question.