Beruflich Dokumente
Kultur Dokumente
Review of Related
Literature
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Chapter 2
Review of related literature
Introduction
The focus of the present chapter is to review the research work that has already done in
effectiveness of ICT programmes and also to identify the explored areas that need to be
studied with reference to various dimension of ICT programmes. An attempt was made to
Papert (1980) studied on ‘Children, computer and powerful idea’. He understood the
importance of digital media and how it could be used to enable children to learn better
assemble and modify their ideas, the traditional tools such as pencils, copies and texts
were inadequate. He felt that computers were the appropriate tool to enable the learner to
take control of the learning process. He found that a complementary relationship exists
between technology and constructivism, the implementation of each one benefiting the
other. Recent attempts by educators to integrate technology in the classroom have been
effective learning occurs when the senses are stimulated. Online instruction allows
learners to use their sensory systems to register the information in the form of sensations.
He found that the vast majority of knowledge held by adults (75%) is learned through
seeing. Hearing is the next most effective (about 13%) and the other senses - touch, smell
and taste account for 12% of what they know. He claims that the use of the Internet for
research or producing a website to publish their project results can enhance students'
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organizational skills, connect them with a real audience and foster a better understanding
Davis (1993) in his study ‘Tools for learning’ believes that there is no single magical
formula for motivating students. Many factors affect a given students' motivation to work
and to learn: Interest in subject matter, perception of its usefulness, general desire to
colorful and attractive graphics, interesting and illustrative animations, appropriate sound
using ICT in teaching process can gain the learners' attention, motivate students to spend
more time on learning activities with greater concentration, and engage them through
production work. ICT can extend the range of alternative teaching methods beyond the
Learning with Software website (1996) suggested that with the use of software in
b) Needs-only basis,
c) Computer as reward,
was more general and a bit crude. The division according to the software used was a more
complicated one which included more detailed observations. The division according to
pedagogies and practices in the classrooms was better for incorporating ICT in teaching.
Nason (1996) conducted study on ‘Format- free data base and the construction of
small group to generate a format-free computer database, it was a very effective way of
Bates (1997) reported lack of training and skills as obstacle to ICT use in institutions of
classrooms’. They reported that there were positive changes in student attitude. Their
interest and motivation typically extended to the last week of school and as students
became involved in working on computers, the time they spent on assignments and
projects often increased. Students' enthusiasm and interest resulted in greater on-task
behavior and they were highly involved in their assignment and frequently able to work
with little assistance. The project increased student initiative as they worked beyond the
classrooms’. He found that when student use data bases and spread sheets it leads to a
real life context enhanced the teaching and learning in an enjoyable and practical way,
and developed students' general thinking processes and problem solving skills. Students
were enthusiastic and fascinated when using the electronic tools to solve problems.
Dalton (1998) in his study ‘Computers in schools’ asserts that training is directed at
changing people's knowledge, experience, skills and attitudes. The scarcity of adequately
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trained and experienced analysts, software engineers, systems and network managers,
that learning through the Internet is very compatible with constructivism. Constructivism
assumes that learners are active and curious and the process of knowledge construction on
the Internet is in keeping with these paradigms. The Internet is a powerful resource to
support learners' natural curiosity. The Internet rethinks the idea of the teacher as the sole
the Internet, teachers can focus less on being the centre of learning and allow for more
discoveries on the part of the student. Instead of being passive recipients listening to their
teachers, students can devise their own ways of gathering information. Effective use of
the Internet can help teachers move toward facilitating constructivist learning
environments.
Krysa (1998) in his study ‘Factors affecting the adoption and use of computer
technology in schools’ stated that computer training should not be limited to teachers who
teach computer but all teachers should train computer and its usage. The need for
computer training is explained by the fact that most of the presently recruited teachers
teaching. It could also be a reflection of the need to update teachers’ knowledge in the
educational use of computers gains special importance when considering integrating the
computer into regular curriculum. Teachers need to know how to use computers first
before they can integrate them in the curriculum. This could make ICT innovation simple
to adopt and implement as the innovation becomes compatible with the current objectives
of the users.
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He points to professional development and training as a solution to successful ICT
schedules so that teachers can practice what they have learned (or to continue their
learning); encouraging and facilitating team teaching and peer coaching allowing teachers
scheduling regular meetings among teachers using technology to plan and evaluate
instruction.
Teo et al. (1998) in his study ‘Factors influencing desktop computer usage among novice
and experienced users’. They found that competence of individual teachers handling
computers is very low. Most of them lack both educational and technical training.
Research findings indicated that there is need to equip teachers with computer technology
skills and knowledge through effective training on how to use computers in teaching.
Dix (1999) investigated study on ‘Enhanced mathematics learning: does technology make
Farrell (1999, cited in Sife et al, 2007) reported that ICT training and workshops are
needed not only to improve the skills of the instructors, but also as a means of getting
32
Jonassen et al. (1999) conducted study on ‘Learning to solve problems with technology’.
They reported that after analyzing applications of IT in various schools and projects
grouped these learning activities around several mind tools, which can be used by
teachers to enable students to learn effectively. These are Databases, Semantic Networks,
teachers’. He found that while schools are obtaining increased levels of ICT infrastructure
and increasing the number of computers, state education systems in Australia and the
United States have also highlighted the importance of the professional development of
teachers. He noted that teacher training should precede the integration of ICT into
• Teachers first: teacher professional development comes before integrating ICT into
programs
• Workability: assessing whether the new technology improves teaching and learning and
• Equity: ICT leads to a re-allocation of resources, and this should produce an equitable
result.
He argues that any planning for integration of ICT into education has to include two
response to the issue of teachers’ resistance to change is further training. Such programs
can assist teachers in acquiring new skills, knowledge, and support, and help them
twelve 11-12 year old girls in a private girls’ school in Melbourne, using Cabri
geometry’. They found that the girls each had their own notebook computers but had not
33
used the software before. The study suggested that Cabri can result in significant progress
lessons.
Bransford et al. (2000) reported the pedagogical paradigm needs to shift toward more
countries with teacher-centered educational traditions. The literature suggests that four
broad sets of changes should accompany the integration of ICT and the move toward a
that projects fall short of expectations because the educators continue working
within a traditional vision of rote learning. Teachers need to believe that new
approaches to teaching are effective and will make a difference for their students
Changes in how students engage with content: Research in the learning sciences
what they are learning) that can change the way students interact with the
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should change how students interact with the content through new types of
learning activities.
teacher can be very important for learning. Research in many different countries
Changes in the use of ICT tools to promote students’ learning: The ICT
factors-such as teacher knowledge, time, access to ICT tools, and the alignment
of ICT use with pedagogical goals-appear to help teachers integrate ICT and to
Charp (2000) noted that educational researchers find a positive connection between the
integration of ICT and the successful curricula outcomes when ICT is properly deployed.
Hasselbring et al. (2000) in his study ‘Technology to support teacher development’ had
shown that improving the quality of an education system depends upon teachers’ training
and development. He argues that teachers should be trained to view ICT as a resource and
to use technology in classroom activities, whilst earlier added that education authorities
Knezek et al. (2000) reported that educators with higher levels of skill, knowledge, and
Kong et al. (2000) investigated study on ‘Possibilities of creative and lifelong learning’.
They found that the integration of IT and curriculum is the main force in promoting the
Law (2000) in his study ‘Changing classrooms changing schools’ found that teachers
and students have variously gained in their mastery of ICT skills. When the focus was on
35
technology supported teaching, the teachers were all generally more competent, and many
support as problems that prevent teachers from using computers in their teaching.
Cuban (2001) investigated study on ‘High access and low use of technologies in high
schools’. He found that teachers who used computers in their classrooms largely
continued their customary practice, A very few fundamental changes in the dominant
other words, most teachers had adapted an innovation to fit their customary practices, not
to revolutionize them. He noted that the overwhelming majority of teachers employed the
with 21 teachers he found that 13 said that their teaching had indeed changed because of
communicating with colleagues and parents far more via the Internet, securing education
materials from the Internet, having an additional tool in their customary set of teaching
their teaching. Of the 13 teachers who said that their teaching had changed, only four said
that they had modified their daily practices in major ways: organized their class
differently, lectured less, relied more on securing information from sources other than the
textbook, gave students more independence, and acted more like a coach than a performer
on stage.
Grabe (2001) stated that technology should facilitate meaningful learning in the
classroom. Also, it should engage the thinking, decision making, problem solving and
schools’. They found that there was a consistent trend for pupils in schools with better IT
resources to achieve better grades for English, math and science. It also indicated that
schools that used IT to support a particular subject, tended to achieve better in that subject
Mooij et al. (2001) in the study ‘Modeling and supporting ICT implementation in
secondary schools’ found that teachers’ competence and confidence in their skills were
one of the main factors to influence teachers’ willingness to integrate technology in their
teaching and learning process. They claimed that educators lack of knowledge is a serious
barrier to integrate ICT into secondary schools. Educators must attain and maintain an
effective.
Pelgrum (2001, cited in Afshari et al, 2009) conducted study on ‘The educational
innovations depends largely on the skills and knowledge of teachers. The study reported
that teachers lack of knowledge and skills is among the most inhibiting obstacles to the
Anderson (2002) conducted case studies on ‘The network and administrative’. The
students’ learning activities. He understood that how the innovative practices led
to a greater emphasis upon students who take responsibility for their own
They found clear evidence that students appropriated ICT resources as tools to construct
revisit resources over time had the potential to strengthen effectiveness and heighten
students’ interest in science teaching. Although the project included pre-service and in-
service teachers, the experience of using CD ROMs in teaching and learning applies
Green et al. (2002) in a study of the ‘Impact of the Internet on teacher practice and
classroom culture’ found that students were engaged when accessing the Internet. Girls
were comfortable searching for information on the Internet and reading multiple pages of
text, and were likely to take the time to read what they found.
Haidar (2002) in his study ‘Emirates secondary school science teachers’ perspectives on
the nexus between modern science and Arab culture’ found that secondary school science
teachers did not view modern science as part of European culture and perceived no
differences between modern science and Arab culture. It appeared that Arab teachers
lacked an understanding of the social component of science and training was required in
this aspect of science. The author argues that when they are discussing culturally critical
scientific issues in class, Arab science teachers should assume the role of cultural brokers
delivering the content of science within their community’s ethnic traditions and cultural
knowledge.
Hawkins (2002) reported that school administrators offer very little structural support
and incentives to teachers in effective use of ICT in the classroom. Though lecturers
administrative support given in reference to ICT is not adequate. Teachers use computers
more often for their teaching-learning process if they perceived an adequate support from
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the school administration. Teachers who receive adequate ICT support from the
administrators are more likely to use ICTs in their teaching practice while those who do
not receive ICT support from the higher authorities in school are less enthusiastic in using
principal acts as a mediator to integrate ICT into the educational system by playing a key
role in encouraging, supporting, and helping the teachers to use computers in their
encourage and promote teachers willingness to use the computer as a medium to deliver
instruction. Thus, the role of the school administrator is crucial in providing the force,
support and conditions to enhance the use of computer in the teaching profession. Much
and implementation.
Levin et al. (2002) point out those students think of the Internet as an important way to
collaborate on project work with classmates more effective. They referred that the
Internet provides ways of presenting material that differs from how it is presented in class
and it is also a resource that is always available, patient and non judgmental.
Agaba (2003) conducted study on ‘Challenges and the way forward’. He found that lack
Berner (2003, cited in Afshari et al, 2008) in a case study on the ‘Relationship between
computer use in the classroom and two independent variables: beliefs about computer
competence; and administrative support’, found that the faculty’s belief not computer
competence was the greatest predictor of their use of computers in the classroom.
Therefore, teachers should develop their competence in ICT skills through training based
on the educational goals they want to accomplish in order to use computers in teaching.
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Blackmore et al. (2003) in the study ‘Effective use of information and communication
technology (ICT) to enhance learning for disadvantaged school students’ found that using
Deaney et al. (2003) in their study ‘Pupil perspectives on the contribution of ICT to
teaching and learning in secondary schools’ found that students viewed ICT resources as
helpful in tasks and presentations, and also useful in refining project reports and trial
options. They associated ICT with change in the study environment and classroom
relations; ICT applications raised interest and increased motivation on their part.
Nevertheless, whilst the participants valued independent study and the challenge of ICT,
they were concerned that this reshaping of learning might be displacing valuable
teaching.
mathematics and science teachers in secondary schools’ found out that teachers with
lower ICT proficiency are not willing and have less confidence to use ICT for teaching.
This suggests that teachers information communication technological skills are critical for
Rogers et al. (2003) in an analysis of 350 lesson reports submitted by secondary schools
facilitates science learning rather than displacing it. Further, teachers rated 92 per cent of
their lessons with ICT as having successfully fulfilled their objectives. The researchers
also reported that successful outcomes were influenced by the following teaching
practices:
Lesson objectives are clearly identified and tasks are clearly defined.
science.
Teachers recognize and build upon the technical skill already acquired by pupils.
integration of ICT into schools in the Gulf Cooperation Council countries were a lack of
computer skills training for teachers and insufficient technical support, plus costs. A
recent Omani higher education survey concerned a questionnaire based on literature from
applying ICT to their teaching practices: lack of equipment, lack of institutional support,
Nachmis et al. (2004) stated that staff training should be a continuous process for regular
updates with the development of ICTs. Faculty staff requires ICT training not just in the
choice and use of appropriate technologies, but on how people learn and in instructional
design.
Schaffer et al. (2004, cited in Afshari et al, 2009) reported that when technology is
introduced into teacher education programs, the emphasis is often on teaching about
technology is one of the reasons that teachers do not systematically use computers in their
classes. Teachers lack the necessary skills and thus need to be given opportunities to
programs so that they can see ways in which technology can be used to augment their
classroom activities. Teachers are more likely to adopt and integrate ICT in their courses,
when professional training in the use of ICT provides them time to practice with the
41
technology and to learn, share and collaborate with colleagues. The statement suggests
that training teachers to update their ICT skills may aid the integration of computers into
the classroom setting. To promote ICT integration in schools, school leaders should adopt
strategies that make ICT part of their daily routine or tasks of the teachers. These
strategies may include using e-mail as the mode of communication among staff, accessing
the Intranet to download data and using a word-processor to complete lesson plans for
submission.
Bauer et al. (2005) stated in their study ‘Towards technology integration in schools’ that
although teachers were having sufficient skills, were innovative and easily overcame
obstacles, they did not integrate technology consistently both as a teaching and learning
tool. Reasons being outdated hardware, lack of appropriate software, technical difficulties
and student skills levels. The study found that professional development has a significant
influence on how well ICT is embraced in the classroom. This implies that teachers
training programmes often focus more on basic skills and less on the integrated use of
ICT in teaching. Despite the numerous plans to use ICT in schools, teachers have
reported that education reform is occurring throughout the world and one of its tenets is
the introduction and integration of ICTs in the education system. The successful
integration of ICTs into the classroom warrants careful planning and depends largely on
how well policy makers understand and appreciate the dynamics of such integration.
Integration of ICTs in education has been a contentious issue he claims some people
argue that technology will change the educational landscape forever and in ways that will
Kozma (2005) have demonstrated that ICT can help deepen students’ content knowledge,
engage them in constructing their own knowledge, and support the development of
42
complex thinking skills. He reported that ICT alone cannot create this kind of teaching
and learning environment. Teachers must know how to structure lessons, select resources,
guide activities, and support this learning process; many traditionally-trained teachers are
communication technology diffusion’. They found that lack of ICT skills as a key barrier
indicated that the failure of ICT change derives from the traditional beliefs of managers
and ICT experts that technology is a magic bullet and so neglect role of people in any
change management task. Solving technical issues can minimize users resistance to
perceive ICT as a beneficial tool, compatible with their current activities, easy to use and
have observable outcomes, they could demonstrate positive attitude towards ICT. This
UNESCO (2005) reported that teachers, professors, technical and administrative staff
must be given training that enables them to integrate new information and communication
technologies into their teaching programs. The lack of technical skills of maintaining the
Akankwasa (2006) conducted study on ‘Problems affecting the levels of computer use
that although many teachers share beliefs that educational technology could promote
learning and that the use of ICT is desirable, they are reluctant to use educational ICT
Albirini (2006) stated that technology competence comprises not only technology
knowledge but also the skills and experience essential to put them into use. Technology
43
competency allows the teachers to turn into most efficient individuals in dealing with
daily tasks such as to communicate with the students’ parents; to keep records; to do
therefore, can be observed in terms of teachers beliefs concerning their knowledge, basic
Also he reported that computer competence refers to educators’ beliefs about their
computer knowledge and skills. Computers are an essential part of many work places and
employers need both men and women with computers skills. Although some come to the
job with computer related education, many workers need training or retraining to keep up
study of pedagogy and ICT use in schools in 22 countries. The study focused on the role
of ICT in teaching and learning in mathematics and science classes, and examined the
extent to which practices conducive to the development of “21st century skills” were
present, in comparison to traditionally important practices. The study found that the
impact of ICT use on students was highly dependent on the teaching approaches adopted.
Greater student gains in 21st century skills were reported by teachers who provided more
student centered guidance and feedback and who engaged more frequently in advising
students on group work and enquiry projects. On the other hand, the study found that
higher levels of reported ICT usage did not necessarily equate with higher levels of
learning gains. No significant correlation was found between using ICT in traditional
in classrooms among science and mathematics teachers in Kisoro District’, reported that
in addition to social support from colleagues, perceived support from the school
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influences teachers adoption decision. The study suggested that continuous support to
teachers gives them confidence in using computers in teaching their relevant courses in
effectiveness’. He found that the availability of computer hardware and software should
be accompanied with training of the users and constant technical support. Without this,
even though high quality hardware and software are available, they could be wasted or
Cox et al. (2007) conducted study on what factors support or prevent teachers from using
ICT in their classrooms? The researchers argue that decades after the introduction of ICT
into classrooms, there were unanswered questions about the impact of technology on
students’ learning, and the manner by which it affects simple and complex learning tasks.
In relation to the outcomes and recommendations for their study, they highlight the
Farrell (2007) conducted study on Survey of ICT and education in Africa. He found that,
trains staff in e-learning and support e-learning in the whole university, comparatively
few teachers have the skills to make pedagogical use of ICT for teaching across the
curriculum. This could be due to inadequate ICT training skills, lack of time and negative
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Fleming et al. (2007) studied on ‘Predicting preserves teacher competence in computer
pre-service teachers on their training experience and computer technology skills. Results
suggest that the more extensively pre-service teachers observe computer technology being
used and the more they use ICT in and out of the student teaching classroom, the more
Hennessey et al. (2007) studied on ‘Teacher perspectives on integrating ICT into subject
pedagogical approaches to use ICT tools such as multimedia simulations, data logging
tools, and interactive whiteboards, and the means by which they may be adapted to the
cognitive and structuring resources available in the classroom setting. The researchers
found that teachers were moving away from only using practical experiments towards
scientific concepts and physical processes; thereby bridging the gap between scientific
and students’ informal knowledge. ICT was also integrated with other practical activities
classroom in Taiwan’ found that although many teachers share beliefs that educational
technology could promote learning and that the use of technology is desirable, they are
reluctant to use computers (ICT) because of insufficient support and resources provided
proficiency and computer literacy) are critical for successful implementation of ICT in the
order to engage students in ICT-based learning activities successfully. Teachers who have
lower ICT proficiency are usually not willing and have less confidence to use ICT for
46
teaching. Teachers who have strong engagement towards their own professional
integration of ICTs into teaching and learning processes. It can be argued that
administrators can provide the conditions that are needed, such as putting in place an ICT
policy, incentives and resources. He stated that for the adoption of ICTs to be effective
technology, and they must have a broad understanding of the technical, pedagogical,
Malcolm et al. (2008) reported that lack of professional development programs for
implementation administrators.
Yang (2008) in a case study ‘Examining university students and academic understanding
teachers who received support from administrators had a high commitment to the
adoption of ICT for teaching and learning. Data in the study suggested that the adoption
of ICT in teaching and learning would be promoted by greater support of the change at
the management level of the University. A crucial factor contributing to the promotion of
number of computers in the school available for students and teachers for educational
purposes, and the quality and functioning of equipment (speed of processors, peripherals
and access to the internet) as well as available software. However, availability of ICT
support. He also reported that lack of technical support as one of the major barriers that
resulted in computers being underutilized in the classes. Teachers do not use computers in
teaching when they are not sure where to turn for help in case something goes wrong.
47
Priscilla et al. (2008) conducted study on ‘Factors that could possibly influence the use
of laptops among educators’. They reported that guidance from a head of department is
encourage computer use for the specific subject in the teaching-learning environment.
The study found out that the success of integrating ICT into the teaching-learning
interaction among school teachers depends on the support provided by the principal of the
school.
Abdi et al. (2009) conducted survey research ‘The utilization and integration of ICT in
chemistry teaching in Iranian high schools’. They found that in general they highly need
to change chemistry curriculum using ICT and they had very positive views toward ICT
Afshari et al. (2009) studied on ‘Factors effecting teachers’ use of information and
communication technology policy for education’. They stated that schools should work to
convince ICT staff on how ICT integration in classrooms is very important. Ministry of
Education and Sports should encourage Schools to purchase highly reliable technologies;
improve systems for checking and maintaining ICTs in the classroom. This could be done
by creating new approaches (including staff training) to guarantee that extremely rapid
responses are made to breakdowns. They reported that with information technology
support, teachers are able to access school network, internet and computer accessories
(printer, digital camera, data projector, large TV screen, scanner and video camera). They
also reported that as beginners of computer use, teachers need technical training support
to assist them in teaching-learning process when they face constraints whereas for
competent teachers, they are eager to share their expertise and provide technology support
computers confused teachers to integrate ICT in the classroom. They found the effective
use of computers by teachers depends not only on their attitudes, but also on the training
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they have received Teachers competence presupposes: positive attitudes to ICT,
Bahr (2009) in his study ‘Technological barriers to learning’ found that the complex ICT
environments of ICT. Further, a framework for ICT in education needs to consider the
Beauchamp et al. (2009) conducted research on ‘Pupils’ attitudes towards school science
as they transfer from an ICT-rich primary school to a secondary school with fewer ICT
school who moved to a less ICT-oriented secondary school in rural UK. They found that
the lack of ICT in the secondary school caused some frustration; however, the group
remained predominantly enthusiastic about science. The students particularly enjoyed the
practical aspects of science lessons, something that they had not experienced in the
primary school, and which they reported compensated for the relative lack of ICT in
science teaching.
pedagogical framework for e-learning’. The study was pedagogical framework for online
learning in secondary schools from static e-learning and mobile (m-learning) approaches.
experience, the teachers’ knowledge improved and their opinion of the program’s
effectiveness increased. The researchers note that effective implementation of the ICT
49
framework offered scope for both collaborative and autonomous learning which improved
of achievement, attitudes toward science, and career aspirations of Korean middle school
students’. The researchers found some evidence that ICT assists high-achieving students
Wolcott et al. (2011) in their study ‘Faculty participation: Motivations, incentives, and
rewards’ found that intrinsic motives, such as job satisfaction and trying new technology
tools and teaching strategies, were the most influential factors in faculty decisions to get
involved in online learning. They found that faculty who wanted to participate were
least influenced by extrinsic motivations such as monetary support, course release time,
and tenure and promotion credit. Furthermore, some universities who did not provide
faculty release time to develop online courses have had other staff members do this
Young et al. (2012) studied on ‘Preparing instructors for quality online instruction’. They
found that warned an instructor’s online role can be more difficult than one experienced
in traditional classrooms. Online instructors were thought to have the extra burden of
preparing courses well in advance, constantly facilitating the course, modeling good
communication skills, and adjusting courses for the varied needs of students.
Reid (2013) studied on ‘Quality assurance, open and distance learning, and Australian
universities’. They found that determined online instructors moved through different
phases of their online learning experience, and their needs changed at each stage.
Furthermore, considering educational leaders were responsible for the quality of online
programs and instruction they also needed to engage in professional development, and
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Summary of review of related literature
As observed from the related literature from various scholars and past researchers
collected from secondary sources i.e. textbooks, magazines, internet and journals, it
shows that to a large extent ICT implementation in developing countries is still minimal.
As regards to cost of ICT training materials, most studies indicate that to a large extent,
costs were very high and thus affecting ICT implementation in institutions of higher
learning as supported by Makau (1986) for Kenya, and Mumatz (2005) in Tanzania.
However, few scholars like Tusubira and Mulira (2004); Ensafi et al. (2007) were
taking another positive trend in the case of higher education. Other scholars were
concerned with ICT implementation in primary and secondary schools i.e. Makau for
Nigeria, Munyantware for Uganda, thus leaving a gap for institutions of higher learning
For the case of skills development in ICT and administrative support, most scholars and
past studies suggested that to a large extent these two variables positively affected ICT
implementation. For example, Farrell, Agaba and Mugisha for Makerere University,
Kyambogo University, and Mbarara University, respectively. Few scholars like Mooij
and Smeets (2001) in Holland were of the view that possessing ICT skills does not
By analyzing and synthesizing the different ways of classifying and categorizing ICT
usage in the classrooms, the literature informs a repertoire of using ICT in teaching and
learning. Children who exposed to school ICT programmes learned better than children
not exposed. Also ICT was found to make school more interesting. Also when students
Majority of the students and teachers had positive reaction to ICT programmes. Teachers
and principals believed that teaching through ICT is better than traditional way of
teaching. Whenever teachers used follow up activities, students attitudes toward ICT
51
programmes were found are higher. The above all, all the research findings revealed that
ICT programmes by and large have been utilized in comprehensive manner in countries
for the benefit of the students. In India the utilization of ICT within the classroom seems
Literature review shows that due to poor maintenance of computer sets, the sets go out of
order most of the time. The socio economic condition of the rural children adversely
affects the education at the secondary stage of learning. The traditional system of
education is not able to attract them toward formal system of schooling. In this context it
to perform better and change their attitude toward school and learning.
52