Literature Review

The interest in using ICT in class room is tremendously increasing. The integration of
ICT highly beneficial both for students and teachers( Cope & Ward, Naidu Cunnington &
Jassen2002).The activity theory (Engestron1987) also suggests that ICT must be studied
and through the using of ICT there is comprehensive learning of digital technology. It is
very important that students develop attitude of learning technology but some time it is
ignored but technology must dominate in education. According to Symonds(2002) in the
coming years school will become “Hightech”.Bennet(2002) suggests that technology
must be included in in school curriculum. Teachers must have also command in teaching
technology and they must also facilitate students in learning the use of technology
Teacher,s training in technology is also important factor (Diem2000)It is some time
observed that teachers do not have command over the use of different devices .Diem
suggests that it is urgent need that teachers must be fully conversant with the use of
technology.
According to (Tolmie2001) unless the teachers know the use of technology , it is obvious
that itself technology can not have impact on students.According to (Tierman2002)
students must have access to to computer technology. It means that to create a technology
learning environment there should be adequate availability of software (Shaver1999).
Moor,s Law suggests that computer technology enhances the pace of learning ,outdated
software must be replaced by latest software and apps. Sometime there is issue that
schools lack in resources and further most of the students do not have computers at home,
but this trend is now changing. Now students have more technology orientation and as
such they do computer work through laptop and other available devices.
Fiske and Hammond(1997) describe instructional technology a key to quality education.
Globally now it is the era of technology. Experts believe that technology increases the
effectiveness of teachers and students learning. According to these experts technology
changes the role of teachers to technology managers(JONASSEN et al 1999). Attran and
Van Laar(2001) suggest that with the use of technology lot of time is saved in
administrative matters and in record keeping through increasing the efficiency of teachers
and students. Due to networking and computer technology teachers are at more ease in
giving instructions to students. Further students also retrieve valueable study material
through the use of computers. When students jointly carry out the study and complete
their assignments the use of computer technology is an added advantage for them. The
researchers like OTTO and ALBIAN(2004) consider that there is some deficiency in
integration of technology in teaching.
Leadership has an important role in technology intergration. Dinhan(2005) suggest that
leader should develop schools equipped with innovative technogy and they must
encourage quality teaching and learning environment. It is the duty of pricipals to
reienforce the integration of technology in schools and students learning. The role of
principal is vital in technology integration(Wilmore and Betz 2000). They further state
that through integration of technology principals must support and manage activities of
students and teachers thus create benchmarks and learning standards. If technology is
properly integrated in teaching it will certainly support the professional development of
students and teachers.
In this modern age of information technology ICT must be inducted in day to day
activities. An effective technology leader can do this job if integration is properly
implemented in the learning environment. According to Hope,Kalley,Guyden(2000),
technically leaders must be fully aware and understand the importance of integration of
technology and how this can be applied in students, teachers learning. Gibson(2002)
suggested that principals must fully remain focused on all aspects of technology
integration. This includes use of technology in administrative issues, curriculam
development, personnel matters, traning and development of staff, communication
between teachers, students and parents and other related issues. Principal must develop
such culture that supports the integration of technology.
Fullan(2003) stated that advancement in schools reforms can only take place if leadership
is truly involved in such change. Principal is always considered a facilitator for ICT
change. According to Schiller(2003) , if principal takes active role in technology
integration he can produce conducive integration oriented environment that will
ultimately help the students and teachers. Hope,Kalley,Guyden(2000) suggest that
school teachers should be competent in the use of technology in the schools. Segall(1998)
suggested that the school principal must remain seeking advice and assistance from
computer experts and they should appoint those teachers who have better command in the
use of information technology. Smith et al (1999) stated that school administrator
understand the integration and implementation of technology. Through technology we
generate knowledge and different processes that expand and strengthen human working
capacities. Through technology people access, collect information to improve self
knowledge and as well as for the benefit of overall community. In the evaluation of
education quality and standards the technology plays important role. (Wobber 2003)
Through the use of ICT students and teachers can use knowledge that have positive
impact in their studies and learning (Volman and Van Eck 2001). ICT replaces the old
conventional teaching studies with new innovative methodologies. ICT is considered a
significant tool that enhances teachers and students learning. It develops students learning
skill, problem solving and communication skills. (Plomp et al 1996, Voogt 2003). One of
the challenges in current era is creating awareness in communication technologies.
Business people, educationists and ordinary people, all are concerned for development of
information technology. Information and Communication technology includes television,
radio and digital technologies like computer and internet. These technologies can bring
revolutionary change in education sector. When ICT is properly used it created new
methodologies of leaning for students and teachers. ICT is helpful in “active learning”
and in “collaborative learning”. ICT can help in direct class teaching , school
broadcasting and in general educational programming.
The roll of teachers have been important in the implementation of Information
,Communication and Technology in education.They are facilitators in ICT teaching
process. In the cuurent age of modernization their role have shifted from mere knowledge
provider to teahing language through ICT Albirini ( ) argues that teachers are the
“end-users and real agents” in planning technology further implementation of
technology.
With the emergence and rise of tnternet governments of all over the world have realized
that technology has an important role in education.Now particular attention is being paid
to induct technology in educational programs. It is very important that teachers and
students understand the role of technology in education. Not only in education but in
social and cultural sectors technology role is considered important. In education
technology is being used in instructional design, global issues in educational technology,
online teaching, curricular integration, and professional development. ICT is considered a
driving force not only for education but also for economic development. According to
Smith and Smythe (2002) this development is empowering both people and
organizations to use ICT effectively.
Many researchers address the issue of ICTs integration in higher education and suggest
that policymakers and teachers can play an important part in this dimension [7,8,]. Both
groups (policymakers and teachers) need to understand how technology and the
education system interact with each other. The integration of ICTs in higher education
brings many opportunities and also causes more challenges; that is why it is very
important befor implementing the use of ICTs to make sure that suitable levels of
investment is in place, adequate training, good policy, careful planning, restructuring the
teaching process, and a systematic approach also are require when integrating
ICTs in education in order to achieve maximum educational benefits. It is also vital to
think carefully about purpose of education or the context in which the ICTs can be used
before implementation. In our previous work we
defined education as an engine for the development and improvement of any society

ICTs is a strong tool for spreading knowledge and information.The use of ITC in
education is growing rapidly all over the world. Their fast growth it has already taken
place all over the world; however the integration of ICTs in education has deep effects
for the whole education process ranging from investments to use of technologies in
dealing with key issues of access, equity, management, efficiency, pedagogy, quality,
research and innovation [10]. The growing use of ICTs as an instructional medium is
changing and will possible continue to change many of the strategies employed by both
educators and students in the teaching and learning process.
Many researchers address the issue of ICTs integration in higher education and suggest
that policymakers and teachers can play an important part in this regard. It is also vital to
think carefully about purpose of education or the context in which the ICTs can be used
before implementation. In our previous work we defined education as an engine for the
development and improvement of any society.
With these results it is convinced that the presence of ICT in education sector is also
increasing steadily. As Neeru Snehi (2009), argued that ICTs can play enormous role for
improving access and equity in education system in general and higher education in
particular. As regards with
education, the use of ICTs offers benefits to both teaching and learning activities also
leads to the changing in teaching and learning process. In the follow section we will
answer two questions that arising in the use of ICTs in education. ll paragraphs must be
indented. All paragraphs
must be justified, i.e. both left-justified and right-justified.
The use of ICT in education provides problem based learning and enables students to be
independent, have a critical thinking. The impact of ICTs on learning can be approached
in various ways to meet the need of learners. Research has shown that the use of different
approaches offered by ICTs enhance teaching and learning by transforming the
environment into the one that is learner-centered and promote deep learning.
This is a major question of all when thinking about the integration of ICTs in education.
But the answer this question is NO. It is obvious that by integrating the use of ICT’s in
education, educators/teachers will develop strategies that will promote deep learning and
change the learning environment into the learner-centered environment.
Kounin (1970) defined effective classroom management as .producing a high rate of
work involvement and a low rate of deviancy in academic settings. It includes .the
provisions and procedures necessary to establish and maintain an environment in which
instruction and learning can occur and the preparation of the classroom as an effective
learning environment. (Fraser,1983, p.68). A well-managed classroom is then one in
which pupils are consistently engaged in the learning tasks with few pupil off-task
behaviours. The literature discusses the classroom management issues that create a
conducive environment for the effective integration of ICT in schools.( Ping, Teo, Wong,
Khine, Chai, and Divaharan(2003)

Pelgrum (2001), in a worldwide survey among schools from 26 countries, found that the
most frequently mentioned problem of integrating ICT in education was the insufficient
number of computers. This was echoed by Williams, Coles, Wilson, Richardson, and
Tuson (2000) who found that a limited availability of ICT led to problems of classroom
management and organization of resources. Cheung (1997) observed that pupils tended to
lose concentration when the group working on a computer was too big. Given the large
number of members in the group and the limited amount of time a teacher has for each
lesson, there was not enough opportunity for each pupil to have a turn at the computer.
Beside the issue of an insufficient number of computers, Pelgrum (2001) found that
insufficient peripherals and learning software were in the top ten list of problems related
to ICT integration in schools. When peripherals such as earphones and microphones, and
copies of learning software were insufficient, teachers experienced great difficulty in
planning and conducting lessons even if there were enough computers (Cheung, 1997).
Using ICT in the classroom involves organising supporting activities for the ICT tool.
Potter (2000,) recommended the principle of discussing with pupils .the difficulties that
they have to overcome in familiarising themselves with the onscreen layout of the
particular piece of software.. Potter (2000) suggested that teachers could print out screens
to help the pupils become familiar with the new layouts they would be encountering.
Indeed, one cannot simply assume that pupils are comfortable with any ICT software or
hardware that they handle. It is thus the responsibility of the teachers to conduct ICT-
based activities in such a way that every pupil understands and follows whatever is going
on in the lesson.
In any learning environment, ICT-based or non-ICT-based ones, some degree of order
and regularity is essential if pupils are to work productively and consistently toward
instructional objectives (Doyle, 1990; Gettinger 1988). A classroom without any
guidelines for appropriate behaviours is very likely to be chaotic and unproductive. Potter
(2000) suggested that a bank of regular sayings, which emphasised good practices, be put
on the notice board of the computer room for all pupils to see. These are the rules and
procedures that state the expected pupil behaviour to create an effective and harmonious
learning environment in ICT-based lessons. Evertson,
Emmer, Clements, and Worsham (1997) suggested five different categories of rules and
procedures for the classroom: (a) procedures for room use, (b) procedures for teacher-led
instruction, (c) Procedures for moving in and out of the room, (d) Procedures for group
work, and (e) general procedures, such as distribution of materials and fire drills.
These rules and procedures are to be integrated into a workable system by teachers and
should be deliberately taught to the pupils. By making the rules and procedures .concrete,
explicit, and functional,. order in the learning environment and pupils. work
accomplishment are achieved (Doyle, 1986,). Although many of these rules and
procedures are established in .regular. classrooms, they can still be applied in ICT-based
learning environments (Wong, 2000).
In addition to the previously mentioned issues and strategies, teachers also need certain
support to effectively integrate ICT in their lessons. According to Wong (2000), the most
common problem a teacher faces when conducting an ICT-lesson is pupils encountering
technical problems. It is therefore crucial to provide teachers with technical support,
especially help in trouble-shooting ICT-related problems (Parks & Pisapia, 1994). The
teachers can then concentrate on conducting the actual lessons. Technical support can
come from a variety of sources, such as a computer technician employed by the school,
and from the pupils themselves. The latter can be trained to assist other students in
solving simple technical problems (Marcovitz, Hamza, & Farrow, 2000).
Despite the contention that the effects of technology integration are generally not well
documented (Hayes, 2004), there has been an increasing use of information and
communication technology (ICT) in Australian schools (Bruniges, 2003; Finger, 2003;
Finger & Trinidad, 2002; MCEETYA, 2005; Meredyth, Russell, Blackwood, Thomas &
Wise, 1999). There has similarly been a demonstrable incremental movement of ICT
from the peripheral to the mainstream of school life as progress is made towards meeting
the specific national aim to “integrate information and communications technology into
all facets of education and training, including the administrative functions and e-business
models required to support learning” (Bruniges, 2003, para. 4). The purpose of
integrating ICT has been stated as being “to improve and increase the quality,
accessibility and cost-efficiency of the delivery of education, while taking advantage of
the benefits of networking learning communities together to equip them to face the
challenges of global competition” (Bruniges, 2003, para. 6). As a background to (and
arguably driving) these directions in education, ICT is being charged with the capacity to
transform society (Fullan, 1993, 1997; Fullan & Miles, 1992; MCEETYA, 2005) and,
consequently being held to be central to school reform (Prestridge & Watson, 2002; State
of Queensland, 2002).
The rapid growth in Information Communication and Technologies (ICT) have brought
remarkable changes in the twenty-first century, as well as affected the demands of
modern societies. ICT is becoming increasingly important in our daily lives and in our
educational system. Therefore, there is a growing demand on educational institutions to
use ICT to teach the skills and knowledge students need for the 21st century. Realizing
the effect of ICT on the workplace and everyday life, today’s educational institutions try
to restructure their educational curricula and classroom facilities, in order to bridge the
existing technology gap in teaching and learning. This restructuring process requires
effective adoption of technologies into existing environment in order to provide learners
with knowledge of specific subject areas, to promote meaningful learning and to enhance
professional productivity (Tomei, 2005).
In a higher education context, “curriculum” is a notion worthy of exploration and
elaboration. It plays as “a construct that could both consolidate such initiatives
undertaken to date and highlight coherent strategies or foci for the provision of more
valuable and meaningful learning opportunities in higher education” (Hicks, 2007).
According to Gaff and Ratcliff (1997), the curriculum in universities is now “an
intellectually rich concept that may be viewed and analyzed from many different vantage
points. One can look at purposes, experiences, or outcomes of the curriculum”.
Ratcliff also claims that “the vision of what is a curriculum is heavily shaped by
disciplinary values, educational philosophy, the diversity or homogeneity of students
enrolled, and the social and institutional context”. Besides, Mortimer and Sathre (2007)
suggested that curriculum is a corporate responsibility that the collective faculty of the
educational institution must share. They also note that “A program of study is not just a
faculty responsibility, but a responsibility of the institution as a whole”. Many faculties
prefer to select the courses and the content they want to teach, and how they want to
teach them, in part, based on the nature of academic freedom and autonomy (Innes,
2004). Furthermore, Candy, Crebert and O’Leary (1994) determined that, “the concept of
curriculum in the university setting was unfamiliar to many academics, which developed
and taught units or courses to reflect their own interests with little attention to ensuring
coherence or identifying the aims and objectives of teaching.
In view of the aforementioned area of discussion, it is of utmost importance that
educators be made aware of the value of ICT, as well as how to incorporate it in their
classrooms. Integrating ICT into the curriculum is more complex than we think: thus, we
should strive to further propose ways through which to implement it into classrooms. We
will need to adapt and accommodate in order to ensure that what is taught will change as
much as how it is taught rather than use computers to deliver the existing curriculum
(Mojkowski, 1987). It is essential to focus on the pedagogy and ensure that the
instruction is tied to the appropriate media to have the effective use of technology
(Ferdig, 2006). We need to build more complex curricular and instructional contexts in
which technology is already embedded in order to parallel the existing concerns for
access to the curriculum, and to achieve the learning outcomes of the curriculum
(Woodward & Cuban, 2001). According to Shuva (2010), the chief purpose of ICT
integration into a curriculum is to create an environment, not only for interaction among
educators and students, but also for the utilization of technological facilities.
There exists a myriad of important issues in the integration of ICT into the curriculum in
education - a multifaceted process, some of which include the following: educational
policy and planning, curriculum and pedagogy, infrastructure, institutional readiness,
educator competencies, capacity building, and financing. These issues should be
considered by policymakers, educators, and education administrators. There is not one
single solution for defining the best level of ICT integration in the educational system
(Kisla, Arikan et al., 2009). There are, however, certain factors which aid in easing the
transition from traditional to ICT classrooms, one of which being lecturer’s attitudes The
incorporation of ICT into the educational systems presents important challenges to the
curriculum. Veen et al. (1995) stress that curricula innovations should go hand-inhand
with ICT implementation. Technology will result in new approaches to the curriculum
(Tweddle, 1993). To accommodate the technological functions, the curriculum content
will likely change pragmatically when the implications of the technology for education
are addressed (Knight and Knight, 1995).
The role of ICT in connection with the curriculum is seen as twofold: as a facilitator for
the delivery of the curriculum and as a factor for the reformulation of the curriculum.
Specifically, Tagg (1995) identifies the role of ICT as (a) to support and enhance the
existing curriculum, as a tool to enable a more effective delivery of the curriculum; (b) to
extend the curriculum – method and content, product and process – into new and useful
territories which have not been possible in the past.
Before deciding the connection between ICT and the curriculum, educational systems
must specify their aims. McKinsey and Company (1997) provide a framework for the
clarification of such objectives:
1. What we want children to learn and whether the emphasis should be on learning facts
and vocational or practical skills, or on capabilities and concepts.
2. Where learning should take place, and the relative importance of the classroom, the
school and the community, and the correct balance of resources between elementary and
secondary education.

CURRICULA CONSIDERATIONS IN ICT INTEGRATION

3. How children can be enabled and encouraged to learn reflects debates over selection
and streaming versusmixed-ability classes; large and small groups; the intensity and
amount of time spent learning; the balance between prescriptive and child-centred
teaching, and methods of assessment (p. 25).
McKinsey and Company (1997) argue that whatever philosophy an educational system or
institution has, the connection has to be made between educational objectives and the
objectives for ICT, e.g. (a) different views on where children should be taught affect
where computers are provided – whether in the classroom, laboratory or elsewhere (b) the
balance to be struck between children learning facts and practical skills versus broader
capabilities affects which software is chosen.
The present study contributes to theory by providing insights into teachers’ actual ICT
integration stages. The level of teachers’ ICT integration and quality of their use
determine whether or not they create any added values to teaching practice. Studies
examining the issue of ICT integration in teaching and learning mostly concentrate on the
factors affecting the integration on a holistic approach. That is; integration stages models
and models explaining the factors that are affecting the integration do not concentrate on
the individual teachers as the unit
of analysis. Rather, they describe certain characteristics of ICT integration stages in terms
of teachers’ behaviors,students’ behaviors, arrangement of classroom environment,
quality or lack of administrative support, ect (Alev,Altun, and Yiğit, 2009; Katic, 2008;
Jimoyiannis and Komis, 2007, Leng, 2008).
These and many other variables are important factors affecting the integration.
Nevertheless, trying to determine the individual teacher’s integration stage with this
design of this current research is unique, and has it advantages over other studies. Hall
(1995) argues that implementation of a change in any innovation has to be assessed at the
individual level. The present study attempts to identify at which stage the teachers are in
ICT integration on an individual basis, and then investigates factors affecting their
integration stages.
The present study contributes to theory by providing insights into teachers’ actual ICT
integration stages. The level of teachers’ ICT integration and quality of their use
determine whether or not they create any added values to teaching practice. Studies
examining the issue of ICT integration in teaching and learning mostly concentrate on the
factors affecting the integration on a holistic approach. That is; integration stages models
and models explaining the factors that are affecting the integration do not concentrate on
the individual teachers as the unit
of analysis. Rather, they describe certain characteristics of ICT integration stages in terms
of teachers’ behaviors, students’ behaviors, arrangement of classroom environment,
quality or lack of administrative support, ect (Alev,Altun, and Yiğit, 2009; Katic, 2008;
Jimoyiannis and Komis, 2007, Leng, 2008).These and many other variables are important
factors affecting the integration. Nevertheless, trying to determin the individual teacher’s
integration stage with this design of this current research is unique, and has it advantages
over other studies. Hall (1995) argues that implementation of a change in any innovation
has to be assessed at the individual level.
It is widely accepted that ICT would lead to significant educational and pedagogical
outcomes in the schools, beneficial for both students and teachers (EC, 2004; ICTL,
2004; OFSTED, 2002). A great amount of research has shown that proper use of ICT in
education can increase students’ motivation and deepen understanding, promote active,
collaborative and lifelong learning, offer shared working resources and better access to
information, and help students to think and communicate creatively (Jonassen, 2000;
Webb, 2005).
Nowadays, ICT is perceived to be inherent to the educational reform efforts necessary for
the 21st century society, since it has changed the key aspects of the nature of knowledge
and the way we access it. Moreover, ICT appears to change the very nature of teaching
and learning, since the teaching profession is evolving from an emphasis on teacher-
centred instruction to student-centred learning environments (Webb & Cox, 2004).