Anderson and Glen (2003) explain the origins of the educational application of the term

information and communication technology (ICT), as deriving from previous terms like
information technology (IT) and new technologies. They comment that the addition of
communication to information technology (IT) emphasizes the growing importance attributed to
the communication aspects of new technologies. They define ICT as generally related to those
technologies that are used for accessing, and gathering, manipulating and presenting or
communicating information. The use ICT in education is obviously not a new rally for the
protection and promotion of life. There are many evidences that the use of ICT in education
provides positive pedagogical, social and economic benefits (Rodrigo, 2001).

According to Okebukola (2006), quality is judgement which determines the extent of preparation
and efficiency of teachers, adequacy and accessibility of materials and facilities needed for
effective teaching and learning, and how the teachers can cope with the challenges ahead of their
job. The principal contribution of a university to society turns out on the quality of knowledge it
generates and impacts, the habits of critical thought and problem-solving it institutionalizes and
inculcates in its graduates, and the values of openness and democratic governance it promotes
and demonstrates. The easiest way to ascertain these contributions is the caliber and commitment
of lecturers to continuous improvement in teaching, research and community interactions; the
range and quality of the curriculum and pedagogy; the quality and extent of educational
facilities; commitment to evaluation and review of the activities to seek continuous
improvements (Sawyer, 2004; Liston, 1999).

According to Shyamal Majumdar, director general of the Colombo Plan Staff College for
Technician Education (cited by Oliva, 2008), ICT in education has at least four stages: emerging
stage which means awareness, applying stage which means learning, infusing stage which means
the use and integration into the curriculum, and transforming stage which means innovative
learning by developing new ways of teaching-learning using ICT.

ICT is changing the developed world’s attitudes and approaches to education” (Loxley,
2004). E-learning, blended learning, open and distance learning, learner-centered environment,
mobile learning are just the few dramatic changes in these countries. In contrary, ICT in
education in the developing countries has been a long way to go and ICT infusion in education is
an emerging issue. On the positive side, government, non-government organizations, industries
and other stakeholders have closely work together to promote ICT for the promotion and
betterment of life of every citizen.

Tinio (2002) concurs noting that that the groundswell of interest in the newer computer and
internet technologies to improve educational efficiency and effectiveness, distracts attention
from the longer and richer history of older technologies such as the radio, television and print to
support instructional delivery.
Unwin (2004) laments the tendency to interpret ICT as being restricted to the newer
technologies. He considers that our understandings for ICT use in professional development
should be broadened to include the value of blended learning solutions which he defines as the
‘combination of printed text materials, radio, video and face-to-face practical experiences
alongside the use of computers and the internet (to enable) people to learn effectively in ways
that are appropriate to their needs.

Leach and Moon (2002) defend a differentiation in interpretation between older and newer
technologies in terms of their potential impact for educational transformation. There have been
they note ‘past disappointments with technologies’. In line with several writers they
believe that it is the reach of new cybernetic technologies that can provide new and potent
opportunities to revolutionize both access to, and the quality of professional learning. The
‘revolutionary’ potency lies principally in new technology features such as web 2.0 where
interactive written communication, multi-media text/image/sound/video combinations, hypertext
creation, many-to-many communication in forms hitherto thought of, provide opportunities for
learners to become producers of knowledge and not just consumers of information (Papert 1993,
2004; Leach and Moon 2002; Kirschner and Davis, 2003; Warschauer, 2006; Thompson, 2009).

The rhetoric of revolutionary potency inherent in new tools is carried forward in Haddad’s
(UNESCO, online) description of ICT as a ‘third revolution in the dissemination of
knowledge and in the enhancement of instruction’. Drenoyianni (2006) questions the validity
of the rhetoric pointing to international evidence which argues that technology ‘cannot
revolutionize but can only strengthen, further and reinforce established educational goals,
curriculum contents, teaching and learning methods. Pulkkinen (2009) concurs pointing to
evidence from more recent reports on technology for development (UNCTAD, 2007) which
make clear that ‘introducing a technology, no matter how innovative, does not necessarily
change the reality at school level, if there is insufficient capacity and knowledge to develop new
processes, to alter the institutional settings and to effectively utilize the given technologyâ€
™.Shafika (2006) defines Teacher Professional Development (TPD) as ‘a systematized, initial
and continuous, coherent and modular process of professional development of educators in
accordance with professional competency standards and frameworks’. Teacher professional
development would also include training in the adaptation to the evolution of change of the
profession of teachers and managers of education systems.

This is a definition that hints at the state of flux in which the teaching profession finds itself – a
state exacerbated with the introduction and gradual infusion of new technologies into education
systems. The definition presents a concept of Teacher Professional Development in ICT which
‘should equip teachers not just with basic ICT skills, but should encourage the evolution
towards integrating technologies into teaching subjects and practices’ (emphasis added). The
implication is that TPD in ICT is not simply about how to use technologies but also about why
and when to use them in transforming teaching practices (SchoolNet Africa 2004).
Hallissey (2009) notes that whereas most national ICT plans contain the term ‘ICT
integration’ there are few explicit definitions of the concept and how it can be measured.
Despite this lack of clear criteria there is agreement in the literature that ICT integration denotes
a change in pedagogical practices that make ICT less peripheral in classroom teaching (Law,
Pelgrum&Law, 2006)The integration of ICT in teacher professional development according to
Perratonet al. ( 2001, cited in Anderson and Glen 2003) involves two sets of activities or
roles:One is training teachers to learn aboutICT and its use in teaching as computers are
introduced to schools.… The other role of ICT is as a means of providing teacher education,
either as a core or main component of a programme, or playing a supplementary role within it
(emphasis added)

Collis and Moonen (2001, cited in Davis and Kirschner, 2003) elaborate on the goals of
professional learning about ICT as centered on learning how to use ICT and learning with ICT.
In learning with ICT, instruction is presented and distributed primarily through ‘web
environments or systems offering an integrated range of tools to support learning and
communication’. Davis and Kirschner, (2003) clarify the distinction between the role of ICT
as a core and a complementary (supplementary) technology for professional learning settings.
Butler (2001) contends that new models for TPD represent a ‘reconceptualization’ of
teacher professional learning for a digital age. The models look beyond how teachers
‘engage’ with technology, to how teachers use technology as they work alongside their
students to redefine learning itself and to become ‘co-learners’ in the process. It is through
learning about their own learning styles and about the phenomenon of learning itself that she
believes that teachers become empowered ‘to contribute both to inspirations for new
technologies and to the education of new generations of technology innovatorsâ

Kirschner and Davis (2003) present a theoretical framework in which to situate new TPD
programmes for technology integration based on twelve dimensions of interactive learning each
presented on a continuum. The theoretical principles underpinning the new models tend towards
a kinship with social constructivist epistemologies to learning. Haddad (2002) cautions on the
limitations of the ecological ecosystems of education environments to make shift happen, noting
that:Bureaucratic walls, conventional methodologies, attitudes about innovations and reforms,
and management of the teaching/learning process under the influence of examinations and
timetables, represent powerful forces that tend to pull teachers back into pre-training modes.
Drenoyanni (2006:405) explains that the assimilation of new technologies cannot be understood
in isolation from the broader context of the prevailing and more powerful social, economic and
political contexts and dynamics. The incorporation and use of ICT in teacher professional
development will ‘mirror to a certain degree contemporary socio-economic problems and
prevailing educational conditionsâ
Related StudiesA related study conducted by del Rosario (2007) entitled “Technology
Integration in Teacher Education Programs in the Philippines,” revealed the complexity of
integrating technology because of many variables, that are by themselves complex, impact
technology integration. Accordingly, these variables include national, state and school policies;
state and local technology plans; funding; teacher skills; the rapidly changing nature of
technology; learning goals and objectives; teacher training and professional development; and
technology support. The results of del Rosario’s study also point to emerging themes found to
be attendant in technology integration, to wit: within the framework of developing countries, the
influence of modernization and the desire of these countries to become modernized and
developed by using ITs as strategic tools; whether IT is introduced as an added course or infused
in the curriculum; the evolving nature of technology, in particular the emerging trend of mobile
technology and how this impacts technology use. Research has indicated that the use of ICT can
support new instructional approaches and make hard-to-implement instructional methods such as
simulation or cooperative learning more feasible. Moreover, educators commonly agree that ICT
has the potential to improve student learning outcomes and effectiveness.

Moreover, the study of Tan (2011) concludes that “HEIs should try to capitalize on 21st
century tools and technologies to address 21st century issues and challenges”. These
technologies include computers, the Internet, broadcasting technologies, and telephony that
enable people to work together, and combine to form networks every corner of the globe.
Similarly, the Philippines’ Commission on Information and Communications Technology
defined ICT as the totality of electronic means for end-users such as computer systems, office
systems and consumer electronics, as well as networked information infrastructure, the
components of which include the telephone system, the Internet, fax machines and computers.
ICT tools are evolving and so implementation strategies have changed to better align on the
current needs. A good illustration of the evolution of ICT in education is the Singapore’s ICT
Master Plan in Education (cited in UNESCO, 2011). Lastly, 2009-2014 it aims to have better
integration of ICT right from the planning of curriculum and assessment, and calls for teachers to
consider pedagogical applications of ICT starting from lesson design and planning stage.
What is Computer Education?
Gaining basic knowledge as well as skills to operate computers to perform better jobs. Computer
education is all about extending to its various branches of study in different fields & sectors.

Computer, along with internet facility is the most powerful device that children can use to learn
new skills & abilities in education.

Computer plays a significant role in each n every field of life. They help us in several ways. For
example, they find applications in medicine, industrial process, aviation industry, making bills in
various big shops & malls, creating presentation slides in application software for making notes
& delivering lectures in colleges, universities and a lot more. In short, not only in just one, but
the Computer plays an all-rounded role in the field of education of students.

How does Computer help in the education process?

Innovation in Computer technology has a profound impact on education. It forms a part of the
school curriculum as it is an essential part of every individual today.  Computer education in
schools plays a major noteworthy role in the career development of young children.

Computers in Teaching & Learning Process (CAL)

Being actively used in various educational institutes like schools, colleges & big universities,
computers are used to aid the learning process of students. Professors in colleges & teachers in
schools take help of audio-visual techniques to prepare lesson plans for children. For this, they
use Microsoft PowerPoint to prepare electronic presentations about their lectures.

These electronic presentations can be shown on multimedia and sound projectors in classrooms.
It is an interesting and simple method to learn for students. Multimedia (Sight and sound)
presentations are easy to deliver for teachers also as these presentations spare a great deal of time
and effort.

Research
Computers can be used for online education & research. With the help of the internet, students
can find useful information about their projects, assignments and also can take useful help from
other researchers as they store & organize their research materials in computers.

Computer-Based Training (CBT)

In CBT (Computer Based Training), various projects & educational programs are prepared or
set up with the assistance of expert educators and audio-visual media help. These educational
programs are generally set up in the shape of lectures on a specific subject/ topic & are given on
CDs. Students can learn when they wish at their homes.

Benefits of Computer Education

 It enhances creativity & thinking skills.

 Provides efficient & better use of IT Technology.
 Proves beneficial for career aspiration.
 Improves research work & helps in communicating with different education
providers.
 Gives instant information on any topic in just a single click, & many more.

Uses of Computer in Education

1. Huge & organized store of information

Vast or Immense storage is yet another main great characteristic of a computer. Students and
teachers can download and store a lot of educational materials, books, presentations, lecture/
address notes, question papers, and so on in computers.

Students can find many different ways to solve a certain problem given to them. Through
Computer, they can interact with people having same issues & decisions.

2. Quick processing of data

Speed is the fundamental attributes of a computer. We can easily find information with just a
single touch of a button.

3. Audio-visual guides in teaching process for a viable learning 

One of the primary uses of computers in education is ‘the Access to the Internet’ for information
search about any topic.

Appealing and Better introduction (presentation) of data through applications programming

software like Microsoft PowerPoint to introductions for creating splendid presentations for
lectures & notes.

4. Parents can know their wards’ progress

The Computer has helped parents & guardians a lot as they can likewise know by checking every
minute progress of their children through computers and the web by browsing the school’s
website. They can check different assessment results, attendance reports, participation in
curricular and co-curricular activities, and significantly more.

5. Quick Communication & Correspondence

Another main advantage of using computers in the education field is the improvement in the
quality of teaching-learning process and communication between students & teachers. For this,
they use Microsoft PowerPoint to prepare electronic presentations about their lectures.

Computer revolutionizes the way of study while making education smoother and quicker.  It also
connects us to different sources, which show us different ways to understand a particular topic or
idea.  In general, a computer has helped the education world and also has changed the way we
work & learn.

Computers are playing an important role in the information age. They deeply impact in many
areas, undoubtedly, in the area of education to improve the quality of learning as well as
teaching. Various resources and technologies have been used to improve the quality of the
education system. Prospective teachers, as well as teachers in-service, must aware about the
impact of computers in the field of education as well as their subject area to make learning
effective. This will help teachers to know the integrated technologies helps in their classroom
teaching. This paper will discuss the various usage of computers which make effective learning
as well as a teaching process.

HARDWARE

Simply put, computer hardware refers to the actual components that enable a computer system to
function. It includes the motherboard, graphics card, CPU (Central Processing Unit), ventilation
fans, webcam, power supply, and other circuit board components that work within a PC or
laptop.

APPLICATION SOFTWARE

Application software, or app for short, is software that performs specific tasks for an end-
user. ... For example, Microsoft Word or Excel are application software, as are common web
browsers such as Firefox or Google Chrome.

USER

User interfaces are the access points where users interact with designs. They come in three
formats: Graphical user interfaces (GUIs)—Users interact with visual representations on digital
control panels. A computer's desktop is a GUI. Voice-controlled interfaces (VUIs)—Users
interact with these through their voices.

SYSTEM SOFTWARE

System software controls a computer's internal functioning, chiefly through an operating

system, and also controls such peripherals as monitors, printers, and storage devices. ...
falls into two broad classes: system software and application software. The principal system
software is the operating system.

OPERATING SYSTEM

An operating system (OS) is system software that manages computer hardware and software
resources and provides common services for computer programs. Nearly every computer
program requires an operating system to function. The two most common operating systems are
Microsoft Windows and Apple's macOS.