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Assessment through resources could be affected if there are compatibility issues. For example, if multimedia content will not load in certain browsers or devices.

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Assessment data is useful to monitor progress. Closed questions, like 'true' or 'false', would be satisfactory. However, using open-ended questions, for example, "what colour is the sun?" - if their answer is not an exact match, including case sensitivity, then a student could be unfairly marked down. Additionally, some questions could be subjective, for example, the colour of the sun can be classed as 'yellow', 'orange', or 'red'. This could produce inconsistent data.

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Assessing through devices could be an efficient method and could be inclusive as the device may have tools to work for everyone, such as audio and video. If there are technical problems with the device then it could be problematic and may assess incorrectly.

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Statistical data enables teachers to monitor students' academic progress. As there are many students in schools, it is useful to track data in order to be organised and assist children with their studies. However, with pressure from the Department of Education,  Ofsted, parents, and competition between schools, teachers could subconsciously dehumanise and view children as a statistic, with the aim to improve school statistics as opposed to each child's education.

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Digital resources are useful in creatively presenting and communicating ideas to students, such as Powerpoint slides. This creates experiential teaching as opposed to didactic teaching methods. However, if a teacher is a 'digital immigrant' and uncomfortable using technology this could be difficult to adjust to.

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Devices assist teachers with their role, such as computers. This allows teachers to become more organised and store files safely. Data being stored on devices poses risks for data breaches.

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Data can allow students to become more organised and improve, for example, viewing grades they achieved. However, students may become more focused on final outcomes as opposed to the actual process of their learning.

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As technological culture expands, younger generations are becoming more exposed to and connected with technology. Therefore, devices, such as tablets, could encourage students to engage with learning in school. However, this could expose children to too much technology if they also use it at home. Long exposure may pose health risks, such as LED devices damaging eyesight, and causing headaches. It can also challenge parental values if they chose to raise their children with a dystopian view of technology.

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Resources like VLE's can be a useful way of encouraging students' to engage with learning. They replace traditional learning with digital learning, such as using a keyboard instead of a pen. This begs the question of whether traditional skills will be lost in the future and if this is important to society.