Importance Of Ict In Students

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USEFULNESS OF ICT TO TEACHERS AND STUDENTS
According to Yusuf (2005), the field of education has been affected by ICTs, which have undoubtedly affected teaching, learning and research. A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate Erich, 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 (Davis and Tearle, 1999; Lemke and Coughlin, 1998; Cited by Noor Ul-Amin, 2014).
ICT increases the flexibility of delivery of education so that learners can access knowledge every time and from anywhere.
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According to Becta (2003) Cited by Khalid (2009) five factors influence the likelihood that good ICT learning opportunities will develop in schools: ICT resourcing, LCT leadership, ICT teaching school leadership, and general teaching.
Classification of the hindering factors: Different categories have been used by researchers and educators to classify hindering factors to the availability and use of ICT for teachers and student use. several studies have divided the hindering factors into two categories: extrinsic and intrinsic factors. however they differ in what they meant by extrinsic and intrinsic factors. Ertmer (1999) cited by Khalid (2009) referred to Extrinsic factors as first-order and cited access, time, support, resources and training and intrinsic factors as second-order and cited attitudes, beliefs, practices and resistance; whereas, Hendren (2000 as cited in Khalid, 2009) saw extrinsic barriers as pertaining to organizations rather than individuals and intrinsic barriers as pertaining to teachers, administrators, and
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Becta (2004) grouped the barriers according to whether they relate to the individual (teacher-level barriers), such as lack of time, lack of confidence, and resistance to change, or to the institution (school-level barrier) such as lack of effective training in solving technical problems and lack of access to resources.
Another perspective presents the obstacles as pertaining to two kinds of conditions: material and non-material. The material conditions may be the insufficient number of computers or copies of software. The non-material obstacles include teachers insufficient ICT Knowledge and skills, the difficulty of integrating ICT in instruction, and insufficient teacher time (Khalid, 2009).
 Lack of teacher confidence: Several researchers indicate that one barrier that prevents teachers from using ICT in their teaching is lack of confidence. According to Becta (2004), much of the research proposes that this is a major barrier to the uptake of ICT by teachers in the classroom. Balanskat et al (2006) found that limitations in teacher’s ICT knowledge makes them feel anxious about using ICT in the classroom and thus not confident to use it in their teaching study by Becta (2004) showed that many teachers who do not consider themselves to be well skilled in using ICT feel anxious about using it in front of a class of children who perhaps know more than they
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