Impact of Information and Communication Technologies On Education

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Impact of Information and Communication Technologies on Education
Introduction
Information and communication Technologies have taken over almost in all aspects of
life. As the world is moving at a fast to digital technologies, so for people to be in the
race of survival it has become a necessity for everyone to be able to have the ability
and skills to interact with the new dimension of life; including the computer, internet,
smartphones, etc. According to Sampath Kumar and Basavaraj (2016), Information
and Communication Technology (ICT) is one of the rapid development technological
fields in the global society. Also to implement Information and Communication
Technologies in education is an important need for every country, to upgrade their
education standards. As stated by Demirci (2009), it is becoming increasingly
important in our daily lives and in our educational system. Implementing ICT in
classroom make classroom interactive and student-centered. Castro Sánchez and
Alemán (2011) stated that ICT assists in transforming a teaching environment into a
learner-centered one. According to Lu, Hou and Huang (2010) since learners are
actively involved in the learning processes in ICT classrooms, they are authorized by
the teacher to make decisions, plans, and so forth. By ICT it means the computers,
smartphones, projectors and not only this using teleconferencing, E-learning (learning
through online portals), distance learning (attending video lectures at home) for
learning are all included in ICT. It not only benefits students but also educators as
Serhan (2009) stated that ICT fosters autonomy by allowing educators to create their
own material, thus providing more control over course content than is not possible in
a traditional classroom setting. In another research Samuel & Zaitun (2007) stated
that, ICT in its different “shapes” and “shades” is also expected to, massively, cut
down the workload of teachers and students by making planning and resources
available on the Internet.
Research Questions
1. What are Information and Communication Technologies (ICT’s) and is there any
influence of ICT on the teaching-learning process?
2. What are the benefits of implementing ICT in education?
3. What are the barriers in implementing ICT in education?
4. Which tools in ICT are most popular and has the most positive impact on the
teaching-learning process?
5. Based on the research, what do the investigator feel should be done to implement
ICT’s in the education system of Pakistan?
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Literature Review
What are Information and Communication Technologies?
Pelgrum and Law (2003) state that near the end of the 1980s, the term ‘computers’
was replaced by ‘IT’ (information technology) signifying a shift of focus from
computing technology to the capacity to store and retrieve information. This was
followed by the introduction of the term ‘ICT’ (information and communication
technology) around 1992, when e-mail started to become available to the general
public.
According to UNESCO (2002) information and communication technology (ICT)
may be regarded as the combination of ‘Informatics technology’ with other related
technology, specifically communication technology. The various kinds of ICT
products available and having relevance to education, such as teleconferencing, email,
audio conferencing, television lessons, radio broadcasts, interactive radio counselling,
interactive voice response system, audiocassettes and CD ROMs etc. have been used
in education for different purposes.
In the view of the above definitions, Information and Communication Technology
(ICT) encompasses all technical equipment and facilities that convert, process, save
and transfer various types of information in digital form. It includes voice telephony,
data communication and computer, radio, television and similar technologies. Copper
wires, fibre optics and a variety of wireless technologies can be used for
communication and for the exchange of data.
Information and Communication Technologies in Education:

Kent and Facer (2004) indicated that school is an important environment in which
students participate in a wide range of computer activities, while the home serves as a
complementary site for regular engagement in a narrower set of computer activities.
As Weert and Tatnall (2005) have pointed out, learning is an ongoing lifelong activity
where learners change their expectations by seeking knowledge, which departs from
traditional approaches. As time goes by, they will have to expect and be willing to
seek out new sources of knowledge. Skills in using ICT will be an indispensable
prerequisite for these learners.
According to Davis and Tearle (1999) ICTs have the potential to innovate, accelerate,
enrich, and deepen skills, to motivate and engage students, to help relate school
experience to work practices, create economic viability for tomorrow's workers, as
well as strengthening teaching and helping schools change.
Current research has indicated that ICT assists in transforming a teaching
environment into a learner-centered one (Castro Sánchez and Alemán 2011).
Hepp, Hinostroza, Laval and Rehbein (2004) claim in their paper “Technology in
Schools: Education, ICT and the Knowledge Society” that ICTs have been utilized in
education ever since their inception, but they have not always been massively present.
However, the use of information and communication technologies in the educative
process has been divided into two broad categories: ICTs for Education and ICTs in
Education. ICTs for education refers to the development of information and
communications technology specifically for teaching/learning purposes, while the
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ICTs in education involves the adoption of general components of information and

communication technologies in the teaching learning process.
Benefits of Using ICT in Education:
ICT in Education has been very beneficial. ICT can be used as:
Assist students in accessing digital information efficiently and effectively:

One of the most vital contributions of ICT in the field of education is- Easy Access to
Learning. With the help of ICT, students can now browse through e-books, sample
examination papers, previous year papers etc. and can also have an easy access to
resource persons, mentors, experts, researchers, professionals, and peers-all over the
world. This flexibility has heightened the availability of just-in-time learning and
provided learning opportunities for many more learners who previously were
constrained by other commitments (Young, 2002).
As Brush, Glazewski and Hew (2008) have stated, ICT is used as a tool for students to
discover learning topics, solve problems, and provide solutions to the problems in the
learning process. ICT makes knowledge acquisition more accessible, and concepts in
learning areas are understood while engaging students in the application of ICT.
Support student-centered and self-directed learning:

ICT increases the flexibility of delivery of education so that learners can access
knowledge anytime and from anywhere. It can influence the way students are taught
and how they learn as now the processes are learner driven and not by teachers. This
in turn would better prepare the learners for lifelong learning as well as to improve the
quality of learning.
According to Moore & Kearsley (1996), in concert with geographical flexibility,
technology-facilitated educational programs also remove many of the temporal
constraints that face learners with special needs. Students are starting to appreciate the
capability to undertake education anywhere, anytime and anyplace.
Students are now more frequently engaged in the meaningful use of computers
(Castro Sánchez and Alemán 2011). They build new knowledge through accessing,
selecting, organizing, and interpreting information and data. Based on learning
through ICT, students are more capable of using information and data from various
sources, and critically assessing the quality of the learning materials.
Produce a creative learning environment:

ICT develops students’ new understanding in their areas of learning (Chai, Koh and
Tsai 2010). ICT provides more creative solutions to different types of learning
inquiries. For example, in a reading class, e-books are commonly used in reading
aloud activities. Learners can access all types of texts from beginning to advanced
levels with ease through computers, laptops, personal digital assistants (PDAs), or
iPads. More specifically, these e-books may come with some reading applications,
which offer a reading-aloud interface, relevant vocabulary-building activities, games
related to reading skills and vocabulary acquisition, and more. Therefore, ICT
involves purpose designed applications that provide innovative ways to meet a variety
of learning needs.
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Promote collaborative learning in a distance-learning environment:

As stated by Lim and Chai (2004), ICT can be used to remove communication
barriers such as that of space and time.
Koc (2005) mentioned that using ICT enables students to communicate, share, and
work collaboratively anywhere, any time. For instance, a teleconferencing classroom
could invite students around the world to gather together simultaneously for a topic
discussion. They may have the opportunity to analyze problems and explore ideas as
well as to develop concepts. They may further evaluate ICT learning solutions.
Students not only acquire knowledge together, but also share diverse learning
experiences from one another in order to express themselves and reflect on their
learning.
Offer more opportunities to develop critical (higher-order) thinking skills:

Based on a constructive learning approach, ICT helps students focus on higher-level
concepts rather than less meaningful tasks (Levin and Wadmany 2006).
McMahon’s study (2009) showed that there were statistically significant correlations
between studying with ICT and the acquisition of critical thinking skills. A longer
exposure in the ICT environment can foster students’ higher critical thinking skills.
ICT presents an entirely new learning environment for students, thus requiring a
different skill set to be successful. Critical thinking, research, and evaluation skills are
growing in importance as students have increasing volumes of information from a
variety of sources to sort through (New Media Consortium, 2007).
ICT may also make complex processes easier to understand through simulations that,
again, contribute to authentic learning environments. Thus, ICT may function as a
facilitator of active learning and higher-order thinking (Alexander, 1999; Jonassen,
1999).
Kennewell et al. (2000) feel it is essential that computers be placed in the classroom,
in order to maximize the opportunities for curriculum activity. Thus, schools are
strongly advised to integrate technology across all of the learning areas and among all
learning levels. Where this is done, students are able to apply technology to the
attainment of higher levels of cognition within specific learning contexts.
Improve teaching and learning quality:

As Lowther et al. (2008) have stated that there are three important characteristics are
needed to develop good quality teaching and learning with ICT: autonomy, capability,
and creativity. Autonomy means that students take control of their learning through
their use of ICT. In this way, they become more capable of working by themselves
and with others. Teachers can also authorize students to complete certain tasks with
peers or in groups. Through collaborative learning with ICT, the students have more
opportunity to build the new knowledge onto their background knowledge, and
become more confident to take risks and learn from their mistakes.
Further, Serhan (2009) concluded that ICT fosters autonomy by allowing educators to
create their own material, thus providing more control over course content than is
possible in a traditional classroom setting.
With regard to capability, once students are more confident in learning processes, they
can develop the capability to apply and transfer knowledge while using new
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technology with efficiency and effectiveness. For example, in an ESL listening and
speaking class, students may be asked to practice their pronunciation using an online
audio dictionary. They are required not only to listen to the native pronunciation from
the dictionary, but also to learn the definitions and examples of a new vocabulary
item. They then have to make a recording of their own pronunciation and provide
examples of how this new word is used in context. Before completing this task, they
have to know which browser to use in order to search a suitable online audio
dictionary. They will have to browse several online dictionaries, and select the one
that best meets their learning needs. In addition, finding good software to record their
voice is another prerequisite for these learners. Therefore, the whole learning process
enriches students’ learning skills and broadens their knowledge beyond what they
already know.
By using ICT, students’ creativity can be optimized. They may discover new
multimedia tools and create materials in the styles readily available to them through
games (Gee 2007, 2011), CDs, and television. With a combination of students’
autonomy, capability, and creativity, the use of ICT can improve both teaching and
learning quality.
Support teaching by facilitating access to course content:

Watts-Taffe et al. (2003) found that teachers can act as catalysts for the integration of
technology through ICT. If the encouragement, equipment, and necessary
technological support are available from institutes for the teachers, developing an ICT
class will be easier for them. The main responsibilities of these teachers will be
changing their course format, creating and explaining the new assignments, and
arranging for the computer lab through their technology learning specialists or
assistants.
In sum, as Reid (2002) has indicated, ICT offers students more time to explore
beyond the mechanics of course content allowing them to better understand concepts.
The use of ICT also changes the teaching and learning relationship. Based on the
findings of Reid’s study, teachers reported that the relationship between teacher and
learner is sometimes reversed with regards to information technology. This
relationship boosts students’ confidence when they are able to help teachers with
technical issues in the classroom.
Therefore, ICT changes the traditional teacher centered approach, and requires
teachers to be more creative in customizing and adapting their own material. While
ICT is changing teaching and learning for the better in several ways, the existing
literature has also identified some barriers. In the following sections, these barriers are
classified into four categories based on the perspectives of students, teachers,
administrators, and ICT infrastructure.
Barrier to Implementing ICT in Education:

While ICT is changing teaching and learning for the better in several ways, there are
some barriers also in its implementation, which are as follows:
1. Frederick, Schweizer and Lowe (2006) showed that student mobility, special
needs, and anxiety over standardized test results are the main challenges
associated with ICT use.
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2. Whelan (2008) also identified more barriers from the student perspective,
including: subpar technical skills that reduce access to ICT in classroom; an
insufficient number of academic advisors and lack of timely feedback from
instructors; and reduced interaction with peers and instructors.
3. Low teacher expectations and a lack of clear goals for ICT use in schools (Al-
Bataineh et al. 2008).
4. A lack of teacher collaboration and pedagogical support, as well as a lack of
experience among cooperating teachers (Ertmer and Otternbreit-Leftwich 2010).
5. Insufficient time to master new software or integrate ICT during a class period
(Almekhlafi and Almeqdadi 2010).
6. Insufficient skills for managing teaching materials (Frederick, Schweizer and
Lowe 2006).
7. Low software competence and habitual ways of conceptualizing what and how
students should learn (Goktas, Yildirim and Yildirim 2009).
8. Limited knowledge and experience of ICT in teaching contexts (Honan 2008).
9. A lack of specific knowledge about technology and how to combine it with the
existing pedagogical content knowledge to support student learning (Hutchison
and Reinking 2011).
10. Excessive focus on teaching technical or operational skills rather than course
content (Lim 2007).
11. Pressure to improve scores on national examinations (Liu and Szabo 2009).
12. A lack of recognition and encouragement of the timely and effective use of ICT
(Tezci 2011a).
13. A lack of in-service training on the use of ICT (Yildirim 2007).
14. Technical problems in the classroom (Yildirim 2007).
15. Classroom management with large class sizes (Tezci 2011a).
16. A lack of motivation, and technical and financial support (Liu and Szabo 2009),
17. Uncertainty about the possible benefits of using ICT in the classroom (Yildirim
2007).
18. Lack of specific and definite ideas about how integrating technology into
instruction will improve student learning (Al-Bataineh et al. 2008).
19. School inspectors focus more on the quantity of course content and student test
scores than on ICT usage (Yildirim 2007).
20. A lack of appropriate administrative support for the effective use of ICT (Lim
2007).
21. Administrative mandates to improve examination results, which shifts the focus
away from using ICT to engage students in higher-order thinking activities
(Goktas, Yildirim and Yildirim 2009).
22. A lack of appropriate course content and instructional programs (Yildirim 2007).
23. A lack of appropriate hardware, software, and materials (Yildirim 2007).
Solution of the Barrier to Implementing ICT in Education:

1. Providing more authentic group- and problem-based learning activities, and
adequate learning support (Whelan 2008).
2. Castro Sánchez and Alemán (2011) encourage students to acquire specific
technical skills to facilitate learning in ICT environments.
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3. Provide professional development activities related to technology to update

teachers’ skills and knowledge, and offer technical support when needed (Al-
Bataineh et al. 2008).
4. Support partnerships that help teachers share effective technology practices and
experiences (Ertmer and Otternbreit-Leftwich 2010).
5. Provide workshops that allow teachers to reflect upon effective strategies for
technology integration into instruction and unveil issues that are central to
understanding the process of technology integration into instruction (Almekhlafi
and Almeqdadi 2010).
6. Offer opportunities to virtually observe teachers who use technology (Frederick,
Schweizer and Lowe 2006).
7. Augment curricula with technology-enhanced materials (Goktas, Yildirim and
Yildirim 2009).
8. Provide enough freedom for teachers in selecting and covering curriculum
materials (Honan 2008).
9. Provide effective, timely, and continuous training to improve ICT skills and
manage a technology-rich classroom (Hutchison and Reinking 2011).
10. Encourage positive attitudes about the significance of integrating ICT into
instruction (Lim, 2007).
11. Provide adequate technical support (Liu and Szabo 2009; Tezci 2011a; Yildirim
2007).
How is ICT used in Education?

Tools:
Simulation, Blended Learning, Smart Boards
Definitions
Friesen found that, in the early
days of
blended learning, the term
could mean ‘almost
any combination of
technologies, pedagogies and
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even job tasks’. Definitions

might cover any in-
structional technology at all, or
restrict them-
selves to web-based
technology; they might not
mention technology
specifically, but instead fo-
cus on blending different
theoretical approaches
[3]. Procter defined blended
learning in 2003 as
‘the effective combination of
different modes
of delivery, models of
teaching and styles of
learning’ [4]. According to
Chew, Jones and
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Turner, ‘blended learning

involves the combina-
tion of two fields of concern:
education and edu-
cational technology’ [5]. The
broad nature of
these definitions meant that
critics such as Oliver
and Trigwell could attack the
concept as ill-
Definitions
days of
any combination of
10

might cover any in-
restrict them-
selves to web-based
mention technology
learning in 2003 as
different modes
Chew, Jones and
11

education and edu-
broad nature of
concept as ill-
Definitions
days of
any combination of
12

might cover any in-
restrict them-
selves to web-based
mention technology
learning in 2003 as
different modes
Chew, Jones and
13

education and edu-
broad nature of
concept as ill-
Definitions
days of
any combination of
14

might cover any in-
restrict them-
selves to web-based
mention technology
learning in 2003 as
different modes
Chew, Jones and
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education and edu-
broad nature of
concept as ill-
Blended Learning:
Procter defined blended learning in 2003 as “the effective combination of different
modes of delivery, models of teaching and styles of learning”. According to Chew,
Jones and Turner, “blended learning involves the combination of two fields of
concern: education and educational technology”. An influential early definition was
that of Graham, who proposed that “blended learning systems combine face-to-face
instruction with computer-mediated instruction”. For Staker and Horn, blended
learning is “a formal education program in which a student learns at least in part
through online delivery of content and instruction with some element of student
control over time, place, path, and/or pace and at least in part at a supervised brick
and-mortar location away from home”. This definition emphasizes that content and
instruction must be delivered online, meaning that a traditional face-to-face course in
which students are encouraged to use the internet for research does not qualify as
blended learning. For Krasnova, blended learning may be defined as a “method of
teaching that combines the most effective face-to-face teaching techniques and online
interactive collaboration, both constituting a system that functions in constant
correlation and forms a single whole”. Aside from the broad nature of many early
definitions of the concept, Oliver and Trigwell made one more important criticism of
blended learning. They argued that by focusing on modes of delivery, theorists were
actually focusing more on teaching than on learning. While this critique might not be
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wholly fair, it does highlight the danger of pursuing technology without adequately
considering how it contributes to the learning process.
Smart Boards:
According to Blau, 2012, “the interactive whiteboard can lead to a pedagogic change
and improve students’ achievements”. Tikochinski, & Zorman, 2011 stated that, “Use
of smart boards includes possibilities offered by the regular whiteboard, together with
other means that enable interactive teaching and learning. Blau (2011) listed three
characteristics that transform the smart board into an efficient pedagogical tool:
A. Divergent learning—the ability to skip from pages on the screen to the internet in a
structured and fluid manner. This ability simulates the associative organization of the
student’s brain and contributes to the organization and clarity of the lesson as
perceived by the student.
B. Smart boards serve as a cognitive tool that expand students’ mind and facilitate
supported joint thinking. Since some of the mental load is transferred from the
students to the board, they are free to engage in higher thinking processes.
C. Interactive learning—smart boards enable interactions between study contents and
the students themselves, both face-to-face and online.
Advantages and Disadvantages of the Smart Board:
Many studies show that students’ achievements increase significantly once interactive
whiteboards are used for teaching purposes. Teachers who use smart boards in class
report a rise in the quality of teaching. This rise is facilitated by the ability to conduct
lessons that combine multimedia, which attract the students’ attention and
imagination in creative ways. According to Becker & Lee, 2009, “the interactive
whiteboard has the advantage of adapting the manner in which the study material is
conveyed to the students’ personal learning style”. Dori & Kurtz, 2015, states the
major contribution of smart boards is that, “they afford choices on various topics,
contribute to understanding the material, to developing knowledge, organizing
information, self-efficacy in carrying out assignments in a friendly environment,
increase the efficiency of learning at any location and contribute to it, as well as to the
representation of products that generate a sense of success, pleasure, and contribute to
a more creative and higher standard learning product”. Manny-Ikan et al., 2011, found
that, “smart boards contribute significantly to both parents and students, and therefore
it is necessary to add smart classrooms throughout the entire school system”. Clark
(2012) claimed that “the benefit of smart boards is that teachers can save comments
and explanations on the smart board, and thus record lessons for future use by
students who missed class due to an absence or illness”. However although many
studies show that use of smart boards improves learning and makes teaching
meaningful, a study that examined the ability to solve problems and thinking skills
among students in smart classrooms and students in classrooms with regular boards,
found that it was the students who study in classrooms with regular boards who were
better off. Students who studied in smart classrooms claimed that there were often
technical problems and that the teachers were not sufficiently proficient. Shuck &
Kearney, 2007, “claimed that the smart board encourages motivation to learn, raises
the level of concentration, and has a strong effect on behavior”. In conclusion, the
disadvantages and advantages appear to be rooted in the teacher and students’ use of
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the smart board. The efficiency of smart boards depends on wise use by the teacher,
with the aim of making the material accessible for the students. Hadad & Gazit, 2012,
suggested that, “teachers must teach how to use smart boards, prepare themselves well
for each lesson, and use all the aides available to them”.
Simulation:
The term simulation is used to describe the activity of producing conditions which are
similar to real ones. Hyland (2009) has declared that, “a simulation is a problem
driven event that occurs in a clearly described realistic situation. Teachers can use
simulations as an ideal technique to use language communicatively and creatively”.
There are various kinds of simulations used in different fields of knowledge (e.g.,
marine simulations, the medical simulations, flight simulations, military simulations,
computer and educational simulations). The training and educational simulations in
turn fall in three categories:
A. Live simulations in which real people use simulated equipment in the real world.
B. Virtual simulations in which real people use simulated equipment in a virtual
environment or a simulated world.
C. Constructive simulation in which simulated people use simulated equipment in a
simulated environment.
In simulations, for instance, the necessary facts are provided to the participants for the
functional part such as their age, job, gender, etc., while in role plays, participants
have to invent facts or act out scenes based on a provided specific description or
script. Moreover, participants in simulations take on functions, responsibilities, and
duties according to their own preferences and personalities, instead of acting or
playing the role. In addition to these differences, imagination may be involved in
simulation, however avoidance of invention of key facts is a must. Consequently, as
Bambrough, 1994, points out, “simulations are different from other role activities in
which the roles function within a structure and the elements of this structure are
represented in a dynamic way”. Another distinction can be made between simulations
and games. Considering the similarities, both simulations and games are autonomous.
However, the participants of a game have only one role who has the same duty, they
are always players and their duty is to win the game. The difference between the two
techniques lies within the degree of reality of function. Simulations provide reality
(i.e., simulations always present a high degree of reality of function, otherwise they
are not simulations) whereas games present little or no reality of function. In this
regard, there is no clear-cut division between simulations and games; rather it is a
continuum. Ranalli, 2008, stated that, “it helps learners to set realistic and
communicative goals, assesses the features of a language use situation, and helps
students to plan responses and have control on the execution of such plans”. In a
similar vein, Freiermuth, 2002, stated that, “simulation gives learners the opportunity
to solve problems without the authoritative persuasion of the teacher by providing a
learner-centered context”. Simulation can have a salient influence on the way students
perceive their classroom activities and environment. Such perceptions reflect one’s
needs, emotions, and expectations. In the domain of education, students’ perceptions
of classroom activities consist of four main constructs namely; interest, challenge,
choice, and joy (Gentry, Gable, & Rizza, 2002) each of which has a significant
association with other student-related issues, such as, student involvement (Lee, Yin
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& Zhang, 2009); self-regulating learning and motivational beliefs (Kharrazi &
Kareshki, 2010; Ghanizadeh & Alishahi, 2010); students’ goal-orientations
(Jahedizadeh, Ghanizadeh, & Ghonsooly, 2016).
Methodology:
Research Population:
The overall total of respondents for this research was 53 teachers from private
primary and secondary schools. The questionnaire was randomly distributed to the
respondents with teaching background regardless of gender, race, and teaching
experience. There are no preferences set as long as the respondents come with
teaching. Since the targeted respondents for this research are meant for individuals
with teaching background. Hence, the questionnaires distributed are not equal in
numbers where teachers from secondary schools dominate the overall population as
compared to teachers from primary schools.
Research Tool:
A survey questionnaire with a total of 41 items was used as the main instrument in
this study to analyze the impact and effectiveness of ICT integration in teaching and
learning in private schools. A total of 53 questionnaires were distributed where all
respondents were asked to read the statements given and choose their answers based
on 4-Likert scale ranged from 4= Strongly Disagree, 3= Disagree, 2= Agree and 1=
Strongly Agree. The questionnaires consisted of 4 sections. Section A is about the
demographic background of the respondents consists of 6 items that includes gender,
teaching experience, type of school, preference of teaching style, highest academic
qualification and the ability of handling ICT in teaching. The other 3 sections in the
questionnaire focus more into teacher’s perception and the elements of effectiveness
of ICT integration in schools. Section B comes with 15 items that looks into teacher’s
perception of ICT in teaching, section C consists of 10 items that looks into the
effectiveness of ICT integration for students in learning meanwhile section D comes
with 10 items that looks into the effective elements of ICT integration in teaching.
The questionnaire used for this quantitative study was adopted and modified from the
original questionnaire designed by Gulbahar and Guven (2008) that is considered
suitable for this research. Some of the items are designed and developed accordingly
with the title chosen so that the items developed are able to provide the answers
needed for research questions.
Procedure:
The questionnaire was modified before it is being finalized and distributed to the target
group of respondents. The data was collected within 1 weeks through random distribution.
After 1 week, all the complete filled-up questionnaires were gathered and collected for
further data analysis to get the output and findings for the research.
Research Design:
In this research, quantitative methodology was used to collect and analyze the data
obtained from all the respondents. The questionnaire was developed and finalized it
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before being distributed to the targeted group of respondents. Few sections on the
questionnaire were designed specifically to address research objectives in regard with
the effectiveness of ICT integration for students in learning and effective elements of
ICT integration in private school. Therefore, the questionnaire was distributed to
obtain the data from the respondents.
Statistical Analysis:
All the data collected from the respondents were gathered together to be analyzed. The
analysis includes both descriptive and inferential analysis. Descriptive analysis is used to
analyze the frequency and percentage of the overall population in the demographic
background. Besides, it is also used to determine the mean, standard deviation, frequency
and percentage to identify the effectiveness of ICT integration for students in learning as
well as the effective elements of ICT integration in teaching in private schools.
Results:

Impact of Information and Communication Technologies On Education

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1

Impact of Information and Communication Technologies on Education

Impact of Information and Communication Technologies on Education

Information and Communication Technologies in Education:

ICTs in education involves the adoption of general components of information and

Assist students in accessing digital information efficiently and effectively:

Support student-centered and self-directed learning:

Produce a creative learning environment:

Promote collaborative learning in a distance-learning environment:

Offer more opportunities to develop critical (higher-order) thinking skills:

Improve teaching and learning quality:

Support teaching by facilitating access to course content:

Barrier to Implementing ICT in Education:

Solution of the Barrier to Implementing ICT in Education:

3. Provide professional development activities related to technology to update

How is ICT used in Education?

even job tasks’. Definitions

Turner, ‘blended learning

even job tasks’. Definitions

Turner, ‘blended learning

even job tasks’. Definitions

Turner, ‘blended learning

even job tasks’. Definitions

Turner, ‘blended learning

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