Reflection on the Research

The research was about the use of Information and Communication Technology (ICT) in education. In the research it was defined that Information and Communication Technology (ICT) includes computers, internet, and electronic delivery systems such as radios, televisions, and projectors which is widely used in today’s education field. Kent and Facer (2004) stated that school is an important environment where students participate in a wide range of computer activities, and home act as a complementary site for regular engagement in a narrower set of computer activities. The benefits of using Information and Communication Technology (ICT) were also being stated such as 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, and support teaching by facilitating access to course content.

Despite the benefits of Information and Communication Technology. It got some barriers such as school inspectors focus more on the quantity of course content and student test scores than on ICT usage, a lack of appropriate administrative support for the effective use of ICT in Education, a lack of appropriate course content and instructional programs and a lack of appropriate hardware, software, and materials. Even the factors which influence the use of ICT was being discussed where it was stated that external factors such as technology availability, accessibility of ICT equipment, time to plan for instruction, technical and administrative support, school curriculum, school climate and culture, faculty teaching load and management routine, and pressure to prepare students for national entrance exams. Internal factors related to teachers such as understanding of ICT use, attitudes toward technology integration; perceptions, including intention or motivation to use ICT, self-confidence and knowledge, technology skills, readiness to use ICT and technology self-efficacy also influenced the use of ICT. 

Palak and Walls (2009) conducted a mixed study to investigate whether teachers who frequently integrate technology and work at technology-rich schools shift their beliefs and practices toward a student-centered paradigm and the results showed that their practices did not change. The importance of school culture on ICT use was also being stated. It was stated that focusing on the importance of school culture for ICT integration, Pelgrum and Law (2009) indicated that effective ICT integration depends on the perceptions and vision of school leaders rather than teachers’ ICT skills. School culture has a mediating role that influences teachers’ actions, beliefs, and attitudes. Synopsis of previous research on ICT use in education and possible directions for future research discussed that among all the teaching methods and strategies, collaborative learning, problem-based learning, and the constructivist approach are the most widely used teaching strategies to deal with the challenges of ICT use. To achieve successful integration of technology requires an effort from teachers, students, and school administrators. Thus, this research was all about the current situations, barriers to, and solutions for ICT integration in the classroom.