Sample Paper on Use of Technology for Administration and Teaching in Learning Institutions

Governing a learning institution is demanding and time-consuming for most administrators. However, technology reduces the workload and increases administrative efficiency. Technology improves communication flow between the institution’s administrators and staff at both teaching and non-teaching levels. For administration purposes, information can be shared through the school’s websites, online journals, or learning portals to reach many people within a short period. The administration can easily monitor the school’s financial status through the use of technology. They can track every financial transaction, hence reducing cases of fraud since it promotes transparency and accountability. The administration also uses technology in the storage of students and staff information. The information can be accessed quickly, unlike the traditional forms of storage in paper files, which brought various challenges, especially when dealing with many people. The use of computers and other external storage technological tools has helped reduce storage space and minimize insecurity cases.

Teachers can monitor the students’ performance easily using technology through software, such as SPSS and STAT, in analyzing, interpreting, and presenting data. These tools can be of help to teachers in evaluating students’ performance. Unlike the traditional form of teaching, the use of technology increases the focus on individual students. Teachers are also able to measure and evaluate their own performance progress using technology (McKenney & Visscher, 2019). Correcting the students’ tests or assignments is very tiresome and time-consuming. Automation can help in combatting the challenge. Teachers can post a video or revision material that can be viewed by many students in different areas. Hence, technology has transformed learning outcomes in institutions.


McKenney, S., & Visscher, A. (2019). Technology for teacher learning and

performance. Technology, Pedagogy and Education28(2), 129-132.