When I began attending school the main constituents of digital technology were the overhead projectors used to assist with lessons and the desktop computers that were mostly utilized for keyboarding classes.
As I progressed through school, overhead projectors were replaced with projectors and document cameras along with other technical modernizations, but structural, pedagogical change would come much slower. As my peers and I matured our technical education shifted from, an introduction to hardware use, to a more vocational approach to learning. we were instructed on how basic computer literacy is valuable in business context.
As someone who always had an interest in computers and their applications my exposure at school was hardly satiating. At home I was experimenting in python, assembling my first computer, and continuing to play video games with my friends.
Thus far my collegiate experience has been one with relatively a smooth integration of technology. It is typical and expected that students and instructors both have, at least, basic competency with network operations on computers. Instructors utilize many of the same types of assets as earlier (online resource distribution and submission as well as many other benefits associated with having a course sight) and have most notably introduced technology that can facilitate interactive learning even in larger settings by using things like survey tools and other input devices. Another benefit of these types of tools are that if students are using their phones and computers to interact with their course material they are not being distracted by other media on those devices. Moving to college, i had also been able to save up to purchase my own laptop and become more familiar with OSX.