ICT INTEGRATION IN SCIENCE EDUCATION: A REVIEW OF

RELATED LITERATURES

A review paper submitted to the Regional Institute of Education (NCERT),

Bhubaneswar under Utkal University, Bhubaneswar for the partial fulfilment of
Coursework for Doctor of Philosophy in Education

Session- 2023

SUBMITTED TO
Department of Education
Regional Institute of Education (NCERT)
Bhubaneswar

SUBMITTED BY
Lisamayee Das
Ph.D. Scholar
Roll No:09
Department of Education
Regional Institute of Education (NCERT), Bhubaneswar

UTKAL UNIVERSITY, BHUBANESWAR

July, 2023
INTRODUCTION

In this digital era, it is hard to ignore the use of Information and Communication Technology
(ICT) in our everyday life. Within a very short span of time, ICT has become one of the basic
building blocks of modern society. Human beings are surrounded by different media sources
such as television, radio, computers etc., from waking up in the morning till they sleep. This
reflects how much ICT has infiltrated in our life. In fact, many countries have now accepted
the fact that understanding ICT along with reading, writing and numeracy, and mastering the
basic skills and concepts of ICT are the core part of education.
Here, it is important to know that UNESCO (2002) refers the term ICT as the “forms of
technology that are used to transmit, process, store, create, display, share or exchange
information by electronic means. This broad definition of ICT includes technologies such as
radio, television, video, DVD, satellite systems, computer, network hardware, software, as
well as the equipment and services associated with these technologies, such as
videoconferencing, electronic mail.”
In National Policy on Information and Communication Technology in School Education
(2012), it is mentioned that “ICT enabled teaching-learning encompasses a variety of
techniques, tools, content and resources aimed at improving the quality and efficiency of the
teaching-learning process. Ranging from projecting media to support a lesson, to multimedia
self-learning modules, to simulations to virtual learning environments, there are a variety of
options available to the teacher to utilise various ICT tools for effective pedagogy. Each such
device or strategy also involves changes in the classroom environment, and its bearing on
effectiveness. Availability of a wide range of such teaching-learning materials will catalyse
transformation of classrooms into ICT Enabled classrooms.”
Studies suggested that ICT enabled classrooms have more impact on the students’ learning
(Osborne & Hennesy, 2003; Wellington, 2003; Hogarth et. al., 2006). In the same line the
studies which conducted to analyse the impact of integration of ICT in science education
suggests that ICT integration makes learning environment more engaging, pragmatic,
relevant, self-directed, reflective as well as it encourages the learners to study topics in a way
that leads to deep and understandable knowledge based on learning objectives (Osborne &
Hennesy, 2003). It also boosts motivation, interest and participation in teaching-learning
activities (Denby & Campbell, 2005).

1.Importance of ICT in education

Dhillon and Singh (2016) in their book ‘Enriching Learning through ICT’ has discussed in
detail the concept of ICT and its role in the teaching learning process. The book starts with
the introduction of the concept of computer, its classification, its various input-output devices
and software related to the system. It enlists various ICT related inventions in the field of
hardware and software such as audio-visual hardware, internet, MS Office and operating
system. The use and application of the same in the various aspects of teaching as well as
learning have also been explained in a systematic manner.
Shamir-Inbal et al (2009) carried out a study on how online technologies could be assimilated
into the school culture. The aim of the research aimed at designing and evaluating a model
for teachers to use for assimilating online technologies into their school culture using a socio-
constructivist approach. Their findings showed that teachers could play an important function
as partners in designing educational technologies and also as autonomous designers and
developers of their own online activities. Their model enabled teachers to successfully take
this role.
Bakhshi (2010) carried out a study on “Digital Culture: How arts and cultural organisations in
England use technology”. An online survey was conducted and 891 respondents completed
the questionnaire. A large number of respondents felt that digital technologies have had an
impact on art and cultural work. More than three quarters of the respondents felt that the
internet and digital technologies have played a huge role in broadening art and culture. The
study also stated that digital technologies help organisations to fulfill their mission.
Amin (2013) in his research paper ‘An Effective use of ICT for Education and Learning by
Drawing on Worldwide Knowledge, Research and Experience: ICT as a Change Agent for
Education’ analyses the role of ICT in teaching learning process. He points out that ICT is
helpful in enhancing the level of teaching learning process, its quality, helps in improving the
educational environment and motivation of the learner. He concludes that the impact of ICT
on educational process may be sometime small, but it is definite. Amin firmly states that the
impact of ICT will increase in the coming years and will be quite visible in all educational
institutions in a positive manner.

Nidup (2022) indicated the expansion of ICT in the teaching-learning process in Bhutan, and
the country is witnessing a valuable outcome. The author explains how the internet first
appeared in Bhutan, where it was only introduced in 1999. Subsequently, stakeholders
concentrated on how to effectively integrate ICT introeducation. As a result, the ICT nation
Master plan was developed to hasten the nation’s overall development and the educational
process. Master plan 2020-2024 is operational and has focused on ICT integration in the
teaching-learning process.

Ngao, Sang, and Kihwele (2022) worked to understand the teacher educators' perceptions and
practices about ICT integration in teacher education programs. They found that teachers were
confronted with ICT's hegemonic role and were under pressure to adopt it in globalization.
The digitalization of education creates new possibilities for the complete integration of ICT in
the teaching-learning process. They stressed the need for digital literacy, suggesting that
teachers should be digitally literate for the holistic development of the education system and
any nation.
2.Integration of ICT in Science Education
Kazmi and Muhammad (2023) conducted a study on “Use of Information and
Communication Technologies in Teaching of Science”. This research attempts to highlight
the use of ICT by science teachers with respect to their classroom practices, administration,
personal use and professional development. The findings of statistical analysis revealed that
browsing internet to collect learning material and to prepare science lessons were practiced
by teachers more frequently. In order to enhance their knowledge and skills, science teachers
can use various software and they can keep themselves updated with the technological
advancements in their field Many teachers have undergone either introductory or equipment-
specific training, however very few of them have received training in advanced courses on
internet use (creating websites, video-conferencing, etc.). As far as perception of science
teachers regarding use of ICT in science teachers was considered, findings revealed that most
of the teachers were found very optimistic in using ICT while teaching.

Manzano (2023) In this paper “ict integration in science, technology ,and society (STS)
course”. The study utilized a descriptive research design. It uses purposive sampling (N=10)
in administering the survey questionnaire to Science, Technology and Society (STS) teachers
who voluntarily participated from three state universities in region 8. The findings of this
study were, teachers in higher institutions consider ICT integration as highly important in
delivering instruction and providing quality education. To attain successful and sustainable
implementation, support from the administration is likewise necessary. It is therefore,
recommended to have a comprehensive and integrated ICT framework of the university.

Rahmat(2023) in this research paper “Integrating Technology into Science Learning in Junior
High School: Perspective of Teachers” .The objectives of this study was to introduce
technology that can be integrated into science learning and report the perspective of science
teachers with different educational backgrounds in integrating technology into the learning
process. The study uses a qualitative method by using interviews to collect data. The
participants were selected randomly from the Association of Science Education Teachers in
West Bandung, Indonesia . Six teachers chose to be interviewed based on different teaching
experiences and educational backgrounds. The study found that science teachers with
different educational backgrounds have different perspectives on the difficulty of teaching
science concepts. But they have the same solution to this problem: integrating technology
into the learning process. All participants in this study have experience integrating
technology in learning but are the first experience in using AR technology.

Kolawole(2023) in this research paper “blended learning: a new approach for the teaching of
library and information science”. The objectives of this study was new model of learning
that could be adopted by the library and information science community. The findings of
this study was treated blended learning and revealed new ways library and information
science could be taught. It discussed the concept of blended learning; explained the types of
models of blended learning; the teaching of Library and Information Science; the approach
used in introducing blended learning to Library and Information Science; the roles
blended learning plays in library and information science education; and the challenges.
3.Attitude, Acceptance and Competency of users
Oye, Iahad, Madar, & Rahim (2012) studied the impact of ICT integration in education on
students‟ performance. The study was conducted at a tertiary institution in Malaysia. Data
were collected using questionnaires which were distributed to 300 students from the faculty
of Computer Science and Information Systems. The results showed that ICT integration in
education significantly affected students‟ performance. Those who used ICT more had a
better academic performance. Perception, attitude and intention were found to significantly
affect the use of ICT in education.
Buabeng-Andoh (2012) explored teachers‟ perceptions, skills and practices of ICT in
education. A survey was carried out in the second cycle schools in Ghana. Simple random
sampling was used to pick a sample of 273 teachers. These were given questionnaires and
241 teachers completed and returned their responses. Most respondents perceived that the use
of ICT could improve teaching and learning by allowing teachers to access a lot of resources
from the internet, increasing student participation and improving student’s language writing
skills. Teachers‟ perceptions of ICT use in the classroom were generally positive. Most
respondents were moderately competent in word processing but they lacked skills in the use
of databases. The teachers used computers often. The researcher concluded that education in
second-cycle schools in Ghana was still very much teacher-centered and it had not been
transformed by the introduction of ICT in teaching.
Meier (2007) carried out the project “Enhancing intercultural understanding using e-learning
strategies”. The aim of the project was to enhance awareness and intercultural understanding
among students in Finland and South Africa through developing e-learning content and
educational applications. This study explored the possibility of ICT actually influencing
culture and hence this study explored the relationships between these variables.
Singh & Muniandi (2021) investigated the factors which affect school administrators‟
choices in adopting ICT. The study also analysed the processes used in selecting ICT
infrastructure deemed suitable for schools and identified barriers to ICT integration. The
study employed a qualitative research approach. The results indicated that the teachers
willingness to integrate technology and cooperation among themselves influenced ICT use in
schools. The existence of ICT knowledge and skills among the teachers, maintenance of ICT
infrastructure and the availability of technical support were also found to influence ICT
integration. Insufficient time to use ICT in the classroom in the presence of heavy teaching
loads, inadequate infrastructure and unwillingness of teachers to change their teaching
methods were identified as the main barriers to integration of technology.

4.Challenges and Barriers

Mandonga, Matswetu, & Mhishi (2013) studied “Challenges and Opportunities in Harnessing
Computer Technology for Teaching and Learning”. The study was carried out in Makoni East
district of Zimbabwe. A case study of five schools was done and data were collected using
interviews and questionnaires. The respondents were the school heads and teachers. Results
showed that computers were used in the schools for administrative purpose but there was a
very low use of computers for teaching in the schools assessed. In most cases computers were
only used in Computer Studies lessons but not in other disciplines.
Andoh (2012) reviewed several research articles to find out various factors responsible for
ICT integration by teachers and students. The researcher developed three categories in order
to sort out the factors which responsible or encumber technology integration. The three levels
were teacher –level, school-level and system-level that promote/prevent technology use by
teachers. The teacher level factors were ICT skills, confidence of teacher to use or not,
pedagogical knowledge, etc. The school level factors were ICT infrastructure, access to ICT,
old or poor computers, software, technical support etc. System level factors were traditional
school system, restrictive curriculum, organizational structure, etc.
Padmavathi (2013) conducted a cross-sectional survey to study the competency of senior-
secondary school teachers of Pondicherry to use ICT in their classroom teaching. The sample
for the study comprised 134 teachers selected randomly. To study the competencies of
teachers, the researcher developed a questionnaire and analysed the data using qualitative
norms and the SPSS 15.0 for quantitative analysis of the data. The results highlighted that
teachers were unable to use simple software packages appropriately due to lack of
competency to prepare lessons using technology. It was further highlighted that teachers
reported that no training was given to them for technology integration. The data analysed also
highlighted that mostly teachers were not competent to use power point for classroom
presentation, word processor, excel and could not use internet planning lessons.
Vitanova et al. (2015) tried to study factors responsible for the development of ICT
competencies. The sample of the study comprised 220 primary school teachers. The
researcher used survey method to explore factors which affect their ICT competencies.
Descriptive statistics and structural equation model was used to identify factors responsible.
Results from the descriptive statistics revealed that basic ICT application like online
resources, text editor, multimedia, spread sheets and blogs were used by most of the
respondent competently, but it was observed that use of data base was limited. The
competency to use computer operation was high in 58% of the respondent, rest of the
respondent perceived to be at initial and average competent. The results of the structural
equation model revealed that professional use of ICT by teachers is the strongest factorthat
impact ICT competency.
Tondeur (2008) conducted a research to study ICT integration from the point of school
improvement approach. For the purpose the researcher conducted the research on 60 schools
of Flanders, a region in Belgium. As many as 574 teachers and 53 principals were asked to
fill the questionnaire related to ICT infrastructure plan and policy. The results depicted that
major barrier apart from ICT policy goals were the limited technological skills of teachers to
integrate technology and lack of support from ICT administrators/principals.
Carver (2016) explored the perception of K-12 teachers‘ regarding barriers and facilitators
which promote or hinder technology integration in classroom instruction. The sample of the
study was 8 pre-service teachers. The researcher developed an online tool to gather responses
from the pre-service teachers about their experiences with enables and barriers to technology
integration. The data was analysed quantitatively and qualitatively. The results revealed that
technology increases student engagement in learning was the most perceived benefits to
integrate technology. The first order or external barriers to technology integration were lack
in availability of ICT infrastructure, lack in communication technology and functionality of
available infrastructure.
Martin, Khaemba, & Chris (2011) investigated the teacher training needs which need to be
addressed for effective ICT integration in education. They carried out a survey in Bungoma
district of Kenya. The target population was secondary school teachers. The respondents were
selected using stratified random sampling. The factors which were found to be significant in
contributing to teachers competence in using ICTs in teaching were: dissatisfaction with the
status quo, the teachers confidence in their ability to use ICT, the availability of hardware,
software and technical support, rewards and incentives for using ICT, commitment,
educational leadership in policy making, financial allocation, and program implementation.
Teachers also needed time to adapt to the use of ICT.

RESEARCH GAPS
Based on the review of Literature the research gaps were identified for the study.
Empirical Gap- Though India is catching the pace with other universities around the world,
still lots of research using different new media technologies has to be conducted for Indian
education system. In Indian education system, only a few new media technologies (social
networking and massive open online courses) were used to enhance the classroom teaching
among students and teachers.

Knowledge Gap- Many teachers are not aware of the emerging new media technologies used
in the classroom. Lack of training facilities to teachers for updating new media technologies
and integrating the new technologies into their teaching methods. Most of the science
teachers are not interested to teach the student through different kind of ICT related
technology. ICT policy goals were the limited technological skills of teachers to integrate
technology and lack of support from ICT administrators/principals.

Methodological Gap- Most of the research studies are used Experimental & Survey research
design. Some of the researchers used mixed method research but the qualitative part in
researches were found negligible.

Theoretical Gap- Still there were no theories, frameworks, & Guidelines were developed
India related to ICT integration in science education.

Population Gap- Researchers conducting research on ICT mostly target on teacher and the
students .Less no of studies were conducted on creating content , use of ICT , Technological
training.

Application Gap- ICT integration is very much helpful for learning science . Lots of content
are not available. But some studies resulted that it is not very much effective for all type of
learner. ICT integration is also not very much effective for overcrowded classroom.
Availability of ICT infrastructure, lack in communication technology and functionality of
available infrastructure. Lack of training facilities to teachers for updating new media
technologies and integrating the new technologies into their teaching methods.

OVERVIEW

Review of all these studies cleared the fact that, rapid developments in hardware and software
paved way for new possibilities. Yet there are considerable gaps between the aspirations of
the experts and the classroom reality. Researches have been done to analyse the effectiveness
of using ICT in science teaching and to what extent it is being used by the school teachers
(Osborne & Hennessy, 2003; Newton & Rogers, 2001; Juuti et al., 2009), but country like
India needs more researches to be conducted in order to understand the contribution of
teachers’ role in determining the effectiveness of ICT in science lessons. Thus, further
investigation should be done to analyse usage of ICT by science teachers for their classes,
administrative purposes, personal use and professional development while teaching science at
school.

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