BENEFITS OF USING ICT IN EDUCATION – (IN A LITERATURE VIEW)
The merits of ICT in education have been extolled in the
literature. The use of ICT has been found to:
Assist students in accessing digital information
efficiently and effectively
As Brush, Glazewski and Hew (2008) have stated, ICT is used
as a tool for students to discover learning topics, solve problems, and provide
solutions to the problems in the learning process. ICT makes knowledge
acquisition more accessible, and concepts in learning areas are understood
while engaging students in the application of ICT.
Support student-centered and self-directed learning
Students are now more frequently engaged in the meaningful
use of computers (Castro Sánchez and Alemán 2011). They build new knowledge
through accessing, selecting, organizing, and interpreting information and
data. Based on learning through ICT, students are more capable of using
information and data from various sources, and critically assessing the quality
of the learning materials.
Produce a creative learning environment
ICT develops students’ new understanding in their areas of
learning (Chai, Koh and Tsai 2010). ICT provides more creative solutions to
different types of learning inquiries. For example, in a reading class, e-books
are commonly used in reading aloud activities. Learners can access all types of
texts from beginning to advanced levels with ease through computers, laptops,
personal digital assistants (PDAs), or iPads. More specifically, these e-books
may come with some reading applications, which offer a reading-aloud interface,
relevant vocabulary-building activities, games related to reading skills and
vocabulary acquisition, and more. Therefore, ICT involves purposedesigned
applications that provide innovative ways to meet a variety of learning needs.
Promote collaborative learning in a distance-learning
environment
Koc (2005) mentioned that using ICT enables students to
communicate, share, and work collaboratively anywhere, any time. For instance,
a teleconferencing classroom could invite students around the world to gather
together simultaneously for a topic discussion. They may have the opportunity
to analyze problems and explore ideas as well as to develop concepts. They may
further evaluate ICT learning solutions. Students not only acquire knowledge
together, but also share diverse learning experiences from one another in order
to express themselves and reflect on their learning.
Offer more opportunities to develop critical
(higher-order) thinking skills
Based on a constructive learning approach, ICT helps
students focus on higher-level concepts rather than less meaningful tasks
(Levin and Wadmany 2006). McMahon’s study (2009) showed that there were
statistically significant correlations between studying with ICT and the
acquisition of critical thinking skills. A longer exposure in the ICT
environment can foster students’ higher critical thinking skills. Thus, schools
are strongly advised to integrate technology across all of the learning areas
and among all learning levels. Where this is done, students are able to apply
technology to the attainment of higher levels of cognition within specific
learning contexts.
Improve teaching and learning quality .
As Lowther et al. (2008) have stated that there are three
important characteristics are needed to develop good quality teaching and
learning with ICT: autonomy, capability, and creativity.
Support teaching by facilitating access to course content
Watts-Taffe et al. (2003) found that teachers can act as
catalysts for the integration of technology through ICT. If the encouragement,
equipment, and necessary technological support are available from institutes
for the teachers, developing an ICT class will be easier for them. The main
responsibilities of these teachers will be changing their course format, creating
and explaining the new assignments, and arranging for the computer lab through
their technologylearning specialists or assistants.
Thank You !
Reference:
Retrieved from :/International
Journal of Education and Development using Information and Communication
Technology (IJEDICT), 2013, Vol. 9, Issue 1, pp. 112-125
