Education informatics has influenced how learners and stakeholders engage in learning and instruction. Data collected through information systems is analyzed based on the user’s information behaviour whereby relationships can be identified. Informatics supports the improvement in educational systems through data collection and analysis for teachers, students, instructional resources and assessment results. The data assists educators in differentiating instruction, creating individualized education programs for students and curate resources. Educators can best respond to students’ needs through the support of informatics discovery information and resources to facilitate learning (Mardis, 2004).

Educational informatics is made available through the implementation of technology into learning environments. Technology has changed the learning environment, expanding it beyond classroom walls to encompass a virtual learning environment. Devices, software and programs have dictated how technology supports education. These technological factors control how technology is used by educators and students; they also collect data that can be analyzed to continually improve education with a data-driven focus. Prior to technology integration, data was limited to assessments and standardized tests. It is through programs such as Google analytics that programs can be adapted to suit student and educator’s needs. The continual feedback cycle is responsive as users continue to interact with Web 2.0.

Technology in education has changed the process and tools available to support students. Researchers have studied the effective use of technology to support student learning and technology-based pedagogical practices. How technology is used in the classroom is the next step for researchers according to Selwyn (2010). Innovation is driven by businesses and has quickly adapted society through the ever-evolving production and advancements of technology.

References
Mardis, M. A. (2014). Mapping an Agenda for Education Informatics in the K-12 Domain. iConference 2014 Proceedings. Retrieved from http://hdl.handle.net/2142/47379

Selwyn, N. (2010). Looking beyond learning: notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. doi: 10.1111/j.1365-2729.2009.00338.x