CHAPTER II

REVIEW OF RELATED LITERATURE & STUDY

This chapter includes related studies that has been examined by the

researchers and offers insightful recommendations to implementation of ICT into

the educational process.

Integration of information communication and Technology (ICT) will assist

teachers to the global requirement to replace traditional teaching methods with a

technology-based teaching and learning tools and facilities. In Malaysia, ICT is

considered as one of the main elements on transforming the country to the future

development. The Ministry of Education, through the latest Education Blue print

(2013-2025), insights the importance of technology-based teaching and learning

into the schools national curriculum, Simin Ghavifekr and Wan Athirah Wan

Rosdy (2015).

This literature acquired to replace traditional teaching methods with a

technology-based. In this status ICT is not only used as an educational tool. It is

also considered as one of the main elements in transforming the country to the

future development. This literature aims to analyze teacher’s perceptions on the

effectiveness of ICT integration to support teaching and learning process in

classrooms.

In this sort of condition, getting the basic data completely and on

schedule; utilizing the obtained data in expert and self-development and in this

manner getting to be and skilled instructor are largely legitimately identified with

the competency to utilize the computer-based technology successfully for these

aims (Konan, 2010).

 In accordance with Vahedi, Zanella, & Want (2021), Research has

frequently found that students use their information and communication

technologies such as smartphones and laptops for non-academic uses in the

classroom. These uses include sending messages as well as checking email and

social media accounts.

However, students also reported negative attitudes toward policies that

would restrict their information and communication technology use in the

classroom but had positive perceptions of attempts to integrate information and

communication technology use. We propose that information and communication

technology integration can be an effective method of increasing student

engagement--and therefore "decreasing" non-academic information and

communication technology use. (Vahedi, et al. 2014)

The advent of ICT has made monumental changes in the world presently.

This digital phenomenon has had effect in every facet of human life or endeavor.

The introduction of ICT in education helped to improve the quality of education at

the point where teaching and learning eventually became an engaging active

process related to real life. The present study intends to collate the findings from

a review of array of available literature related to the effects of ICT on education.

The 21st century teaching and learning skills emphasize the need to transform

the conventional teacher-centered pedagogy to more learnercentered

methodology. Active and collaborative learning conditions facilitated by ICT helps

to develop a knowledge-centered student community (Amponsah, 2020).

 Information and Communications Technology (ICT) brought a significant

change in society, even in education. Most of the schools at present times are

now incorporating ICT in the education process. To effectively integrate ICT in

education, it is imperative to catechize and extrapolate the teacher's

preparedness and acceptance of ICT integration in teaching (Hero, 2020).

Hence, this research tries to look into a way to understand the correlation

of teacher's preparedness and acceptance towards ICT integration and their ICT

integration practices in private schools in the district of Obando Bulacan,

Philippines. Using a descriptive-correlation survey method, the researcher

believes in finding a link between and among variables. The respondents of the

study consist of seventy-two (72) private school teachers. Results revealed that

teacher's possessed preparedness on ICT integration (Hero, 2020).

Moreover, they accept the tenets and principles of ICT integration in

teaching. Further, teachers are well-versed or highly practiced ICT integration in

teaching. Results of the correlation substantiated that teacher's preparedness

and acceptance in ICT integration correlated significantly with their ICT

integration practices. It is recommended that more training and professional

development programs should provide by the school for their teachers more

prepared and equipped on the ICT integration in education and further unfold

their ICT integration practices in teaching (Hero, 2020).

Teachers can employ a variety of criteria. They have computers in their

classes. The objective of this study aims to pinpoint some crucial elements

adding to the use of computers by the teachers. This essay's first objective is to
talk about computer self-efficacy. Explaining teaching experience is the second

objective. a third. The intention is to describe the poor computer technology

assistance. The fourth objective is to examine teachers' pedagogical practices

(Gilakjani, 2013).

In accordance with J.A. Abbott, two of the three instruments revealed a

statistically significant difference in the mean scores from pre- to post-course

surveys, suggesting that both the Computer Attitude Questionnaire (CAQ,

Knezek and Miyashita 1994) and the modified Computer Attitude Scale for

Secondary Students (CASS, Jones and Clarke, 1994) adequately ascertain shifts

in attitudes toward computers when adding a technology component to existing

literacy courses. The results of this study suggest that increases in positive

attitudes toward computers may have resulted from instructional approaches,

meaningful assignments requiring technology, and supportive faculty.

Recommendations for instrument use in evaluating the effectiveness and

usefulness of technology strands integrated into teacher education programs are

included.

Many teacher education programs are integrating technology experiences

into professional education courses. This study examined the attitudes toward

the use of computers by pre-service teachers before and after a semester-long

literacy course that required the use of technology to complete assignments and

activities. Sixty-three undergraduate education students participated in this study

by completing pre- and post-course surveys consisting of three attitude-toward-

computer instruments (Abbott, 2014).

 ICT in education has intensely reformed learning and teaching processes.

Furthermore, it has expanded new opportunities for learning and accessing to

educational resources beyond those traditionally available. In this condition, the

use of ICT in education creates a method of training called E-learning. This paper

attempts to investigate advantages, disadvantages, conveniences and limitations

of applying ICT in conjunction with E-learning to agricultural students. The paper

accentuates the role of ICT on Iranian students in Agricultural Higher Education

in particular (Talebian et al. 2014).

A quick look at historical development of educational systems thorough

different ages shows that these changes are closely linked to variations in each

period. Simple training in agricultural age, classical education in the industrial

age and also the transition from classical training to virtual education in the

information age or individualism represents both the desired and uninvited

changes in education because of the fact that the educational system should

reflect the educational needs of society in that period (Talebian et al. 2014).

Use of Information and Communication Technology (ICT) in education has

been widely advocated as much needed 21st-century skills by governments and

policymakers. Nevertheless, several challenges in integrating ICT into the

curriculum have been reported in previous research, especially in studies on

Sub-Saharan African countries. Focusing on the case of Kenyan public primary

schools, this study investigated the availability of ICT facilities; teacher capacity

to integrate technology into their lessons; and teacher perceptions towards

technology in schools. In particular, the study is premised on the constructivist

learning theory and the Technology Acceptance Model (Murithi, 2021).

A total of 351 teachers completed an online questionnaire. Teachers

perceived that ICT facilities were inadequate in schools, which presented a

challenge in the integration of technology during the implementation of the new

curriculum. Most of the teachers answered that they received only basic

computer literacy training. Although teachers perceived the use of computers as

necessary, they faced difficulties integrating technology in their lessons. The

effect of age and gender on teacher capacity was also investigated in inferential

statistics, specifically with Welch tests and Games-Howell post hoc comparisons.

Teachers in their 40s had a higher perception of usefulness than teachers in the

30s. Implications of the study are discussed as well as future research topics

(Murithi, 2021).

As stated by Hwang, D.J., Yang, H., & Kim, H. (2010) ICT, and ICT alone,

has the capacity to provide the means by which the widely-used concept of

lifelong learning has an operational meaning. Without ICT, concepts like equal

access to education and education for all are condemned to the fate of a slogan:

however right they may be, without the means to share the knowledge generated

by formal and non-formal educators, they can never be more than an empty call

to promote equity and justice. It was in recognition of this fact that, in the closing

years of the last century, UNESCO’s General Conference created the UNESCO

Institute for Information Technologies in Education (IITE).

 Located in Moscow, it was tasked first, with developing and implementing

the Organization’s programmes in education and second, with serving as a

centre of excellence and technical expertise in this field. It continues today as the

only such body in the entire organization and as such, plays indeed is expected

to play not only a regional but global role in promoting the application of ICT

technology to a full range of formal and non-formal learning environments

(Hwang et al. 2010).

In agreement with Sanchez, J., Salinas, A., & Harris, J. (2011) linear-

analytical case study on the development of ICT within the educational systems

of Chile and South Korea. Through a comprehensive meta-data analysis and

bibliographic review, we collected information on both educational systems and

their ICT adoption policies.

Based from Mali Y.C.G and Salsbury T.L. (2021) the global, national, and

local top-down technology-related policies and initiatives indicate the essential

place of technology in education. However, little is known about classroom-based

and self-reflective understandings of how the integration of technology can

facilitate or distract students’ writing processes in the context of higher education

in Indonesia, specifically from the eyes of English as a Foreign Language (EFL)

writing lecturers in the country. In response, this qualitative study aims to delve

closely into the lecturers’ reflection of integrating technology to support their

students in completing English language learning tasks in an EFL writing

classroom.
 Key differences necessary to understand how both countries have

developed their educational systems by integrating ICT were analysed, including

the educational system structure, the organization of state entities responsible for

educational ICT, cultural characteristics, the creation of policies regarding ICT in

education, and the effectiveness of such policies for the expansion of

infrastructure and the ICT curriculum integration. We analysed these key

differences in order to understand two cases of ICT integration initiatives on a

national level, so that we might better understand the primary factors that

influence successful ICT integration, as well as those that may hinder progress in

this area (Sanchez et al. 2011).

Data were gathered from three female writing lecturers. They completed

four self-reflective checklists and were interviewed to clarify the checklists and

their technological practices related to five stages of process writing, namely

planning, drafting, editing, revising, and submitting. The analysis of the data

indicated that the most successful experiences in using technology were in the

planning stage. Meanwhile, technology applications in the drafting, editing, and

revising phases were mainly used to submit work and provide feedback. Various

technology applications used in the writing class, some issues in using the

technology in the writing stages, and directions for further research are discussed

(Sanchez et al. 2011).

Globalization and rapid changes in technology have created a knowledge-

based economy in the 21st Century. Consequently, governments have invested

in the integration of ICT in education at all levels to equip the learners with the
skills needed for modern life and beyond, (Wambiri & Ndani 2016). This inclusion

and massive investment in educational technology is believed to have had a

positive effect in some countries like South Korea where extraordinary economic

growth has been experienced since the 1970s, (Sanchez et al. 2011).

Further, a study by Langat (2015), found out that infrastructure and ICT

equipment shortages were among the challenges facing the implementation of

ICT in primary schools in Kenya. The study that targeted 40 primary schools and

450 teachers noted that 94% of the schools did not have ICT equipment, all

schools had a shortage of classrooms and only two private schools had

functional computer laboratories. Similar challenges were noted in other studies

that identified inadequate or limited academic use of computers in primary

schools in Kenya as well as a lack of digital customization of classrooms

(Tonui, 2016; Muinde & Mbataru, 2019).

Aktaruzzaman, (2011) further assert that, when used in the right manner,

ICTs in education can bring several benefits such as increased access to

education making it more relevant, as well as improving the quality since they

make teaching and learning an active process. According to Hennessy (2010),

add that ICTs help in shaping a continued desire for learning that can develop

throughout a person’s lifetime, a skill that is needed to survive in a rapidly

changing society.
 They posit that for effective use of technology in education classrooms

should be equipped with learner’s devices, teacher’s devices, shared display

projectors, network connectivity as well as other enabling installations. This

argument is corroborated by Mingaine (2013), who notes that facilities such as

power, computer devices, software, and connectivity are essential for effective

ICT integration.

Technology in education also brings a change to the teaching methods

used by teachers from the traditional teacher-centered approaches to heuristic

styles (Mingaine, 2013). This change makes classrooms interactive as learners

get the opportunity to manipulate technology adding to their creativity and

thinking skills needed in the 21st Century (Mwangi & Mutua, 2014).

Computer-based technology has infiltrated many aspects of life and

industry, yet there is little understanding of how it can be used to promote student

engagement, a concept receiving strong attention in higher education due to its

association with a number of positive academic outcomes. The purpose of this

article is to present a critical review of the literature from the past 5 years related

to how web-conferencing software, blogs, wikis, social networking sites

(Facebook and Twitter), and digital games influence student engagement. We

prefaced the findings with a substantive overview of student engagement

definitions and indicators, which revealed three types of engagement (behavioral,

emotional, and cognitive) that informed how we classified articles (Schindler et al.

2017)
 .

  Learning process and scientific thinking in the classroom activity of

engineer students with ICT (information and communication technology,

including also graphic calculator) are presented: visual modelling with ICT, action

research with graphic calculator, insight in classroom, communications and

reflection of integrative actions. How can we show our students the beauty of

science (and mathematics) with ICT and the way scientists think and try to find

the truth? Is it possible to create the motivation in science learning for students

using ICT or graphic calculator? How can we organize the engineer training on

such professional activity in class- room? In this paper we try to answer the

questions using methodology of visual modelling and technology of resource

lessons in high engineering school (Smirnov, Bogun, 2010).

The study aimed to describe how secondary teachers in rural arears

integrate technology into education and also to gain an insight on their perception

and attitudes towards the integration of technology into teaching and learning.

This research used a qualitative case study research design, to describe

secondary school teachers’ viewpoints. Convenient sampling method and Focus

Group Discussion were used to collect data from twenty-four (24) teachers in

Kandimi Circuit. The study stipulated that the most used technology is computer,

because of its multi-functioning aspects. The study also found out that there were

challenges such as lack of skills, ICT tools, cell phone usage stigma, just to

mention a few. The study shows evidence that most teachers have the right
attitudes and positive perceptions on the meaningful use of ICT in teaching and

learning (Waiganjo, 2021).

Therefore, they must be encouraged in using ICT to embrace Namibian

education sector. The study also indicated that the majority of teachers in school

management have no positivity in integrating technology in teaching and they

resist changes. Finally, there was a proposal for a proper ICT training that should

be implemented by ICT Champions whom the government has to appoint. The

study further established that there is a need to provide all schools with adequate

internet access (Waiganjo, 2021).

Integration of Information and Communication Technology (ICT) assist

teachers and students to the global requirement in replacing traditional teaching

and learning methods with the adaptation of technology-based teaching and

learning tools and facilities. In this status the used and development of new

technology based-works and learning are being productive. It is not only used as

an educational tool, it is also considered as one of the elements in transforming

country to future development. Integration of ICT exploits future possibilities and

opportunities that allow teachers and students in developing and improving each

capability to be prepared in engagement and adaptation of the current

globalization.