DOI: 10.15415/iie.2014.

22019

ICT Integration in Teaching and Learning:

Empowerment of Education with Technology
SHIKHA KLER

Research Scholar (JRF), Department of Education, Panjab University,

Chandigarh-160014, India

Email: [email protected]

Received: May 26, 2014| Revised: August 12, 2014| Accepted: August 12, 2014

Published online: September 25, 2014

The Author(s) 2014. This article is published with open access at www.chitkara.edu.in/publications

Abstract: Information and communication technology (ICT) in teaching

learning means making the effective use of ICT to teach the subject matter in a
more interesting manner to make learning easy and fast for the students. It makes
use of projectors, internet, multimedia, audio- visual aids and much more for
teaching. The use of ICT in teaching learning have changed the whole concept
of education and had proved to be of great benefit both for the teachers as well
as the students. Through ICT, teachers get an opportunity to use new innovations
in their teaching and present the study material in a more refined manner which
is easily understood by the students and apart from this, ICT usage in teaching
learning by the teachers gives an opportunity to the teacher to get acquainted
with the new innovation and become contributors to its use in education. The
students gain a lot by learning through ICT and they learn to seek knowledge on
their own by using ICT. They also get an opportunity to share their knowledge
with others through ICT. But there are certain factors which effect the successful
ICT integration in teaching learning. This paper throws light on the benefits
of ICT usage in teaching learning, three phases to successful ICT integration,
factors influencing ICT by teachers, the barriers to successful ICT integration,
implications to check barriers, and the changed role of the teachers.

Keywords: ICT, ICT integration, ICT barriers, ICT benefits, implications,

teacher’s role.
Issues and Ideas
1. INTRODUCTION in Education
Vol. 2, No. 2
Information and Communications Technologies (ICT) in education is basically September 2014
our society’s efforts to teach its current and emerging citizens, valuable pp. 255–271

255
Kler, S. knowledge and skills about computing and communications devices, software
that operates them, applications that run on them and systems that are built
with them. ICT stands for information and communication technologies and
are defined, for the purposes of this primer, as a “diverse set of technological
tools and resources used to communicate, and to create, disseminate, store,
and manage information.” These technologies include computers, internet,
broadcasting technologies (radio and television), and telephony. With the
emerging trends, the use of technology in education has come up as a new
revolution which has drastically changed the whole concept of education. Use
of ICT in education has made the teaching learning process very interesting and
easy for the teachers as well as the students, students have zeal to learn through
ICT and out of curiosity and interest, they learn better. Modern technology
offers many means of improving the teaching and learning process in the
classroom (Lefebvre, Deaudelin & Loiselle, 2006). New technologies have
provided an effective platform for the education in the present time, which
has helped in the enhanced and better interaction between the teacher and the
taught and this has provided new opportunities to teaching learning process.
ICT in education has the potential to bring about influential changes in ways
of teaching.

1.1 Benefits of using ICT in teaching and learning

There are many benefits of using ICT in teaching learning process. Some have
been discussed as under:
•฀ ICT helps to motivate and engage learners: The needs of every individual
learner are different. ICT fulfils the needs of individual learner and also
helps them in their learning by motivating them to learn and in this way the
learners learn better and in a more effective manner.
•฀ Assessment of learners: ICT can guide the learner and the teachers by
providing them feedback through feedback software which tells them
about their mistakes side by side during the learning process.
•฀ Effective presentation: The learning material can be presented more
effectively through ICT. It makes the material more presentable and hence
enhances the interest of the learner and thus results in good learning.
•฀ Communication channels increased: Through ICT, distance never remains
an issue as the learners and educators can share their views, ideas through
emails, discussion groups and chat rooms.
•฀ Flexibility: ICT is flexible and it can be adjusted according to the ages and
abilities of the learners and also according to the skills and competence of
the educator, which makes teaching learning process effective.

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 •฀ ICT opens up new opportunities in teaching and learning: ICT provides ICT Integration
an opportunity to the educators to develop new ways and methods for in Teaching
making learning more effective and provides the educators an opportunity and Learning:
to educators to learn new skills and polish their career more. Empowerment of
Education with
•฀ Autonomous learning: The use of ICT will change the role of the teacher
Technology
as well as the learner to a great extent. ICT will provide students a wide
choice regarding how they approach their study, without the direction of
the teacher and hence minimal teacher management.

1.2 Three phases in the successful integration of ICTs

Three phases in the successful integration of ICT into teaching and learning
are discussed as under:
1. The establishment of institution-wide technological infrastructure and
the bottom-up institution-wide adoption of ICT in teaching and learning
activities (mostly experimentation, often without real reflection on the
impact of ICT on student learning).
2. The pedagogical use of the infrastructure and the effective integration of
ICT into teaching and learning activities to improve learning (reflection
on the entire teaching and learning process with an emphasis on student
learning).
3. The strategic use of ICT with a view to the different target groups of higher
education. The goal in this stage is to integrate the different elements of
the technological enterprise into a “seamless educational enterprise”
(Morrison and Oblinger 2002), (Collis and Vander Wende 2002).

1.3 Factors influencing teacher’s adoption and integration of ICT

Several factors influencing the adoption and integration of ICT into teaching have
been identified by researchers. Five characteristics that influence the innovation
adoption decision have been identified by Rogers (2003). Organisational
capacity, technological considerations, content and user characteristics are the
factors which have been identified by Stockdill and Moreshouse (1992) which
influence the adoption and integration of ICT into teaching. Teacher-level,
system-level and school-level factors influence the adoption of ICT and these
have been identified by Balanskat, Blamire & Kefalla (2007).

1.4 Personal Characteristics

Personal characteristics of the teachers can also influence the ICT adoption
and integration to a great extent and these are age, gender, educational

257
Kler, S. qualification, computer experience for educational use, experience in the field
of education and attitude towards computer as identified by Schiller (2003).
The effectiveness of the technology is not determined only by its existence
in the classroom rather it is determined on the readiness and promptness
of the teachers to integrate the new technology into the teaching learning
process. (Jones, 2001). The attitudes of teachers towards technology greatly
influence their adoption and integration of computers into their teaching.
Lack of competence or skill to handle the new technology, lack of confidence,
fear of the technology and anxiety are the factors which result in preference
of the conventional teaching methods over ICT. (Russell & Bradley, 1997).
Therefore, it is very important to understand the personal characteristics of
the teachers.

1.4.1 Teachers’ attitudes

Successful implementation of technology in education requires teacher’s
support and positive attitude to a great extent. If the teachers feel that the
ICT integration in teaching learning is not fulfilling their and their student’s
demands, then they will be somewhere reluctant in using technology in
teaching. On the other hand, if the attitude of the teachers is positive towards
ICT, then it will have a positive effect on the successful integration of ICT in the
teaching learning process. The factors which influence the ICT integration into
teaching learning are the attitudes of the teachers as well as the belief which
the teachers have towards technology. (Hew and Brush, 2007; Keengwe and
Onchwari, 2008). The positive attitude of the teachers towards the computers
is very much affected by the experience of the teachers with the computers.
More the teacher’s computer experience, more will be the positive attitude
towards computers (Rozell & Gardner, 1999).

1.4.2 ICT Competence

Computer competence is the ability of handling various applications on
computer for more than one purpose (van Braak et al., 2004). One of the major
predictors of ICT integration into teaching is computer competence of the
teachers and this helps a lot in successful integration of ICT in teaching learning
(Berner (2003), Na (1993) and Summers (1990) as cited in Bordbar (2010)).
According to Peralta & Costa (2007), those teachers have higher confidence
levels and greater ability regarding use of computers in teaching who have
a considerable amount of computer experience with them. The teacher’s
confidence regarding the use of computers in teaching learning is very much
related to the teacher’s perception of their capability of using computers in the
classroom (Jones, 2004).

258
1.4.3 Computer self-efficacy ICT Integration
Research has reported that the self-efficacy of the teachers has a great effect on in Teaching
and Learning:
the use of ICT by them. Self-efficacy is defined as a belief in one’s own abilities
Empowerment of
to perform an action or activity necessary to achieve a goal or task (Bandura, Education with
1997). In real meaning, self-efficacy is the confidence that a person has in his/ Technology
her ability to do a particular thing or task which he/she is aspiring or willing
to do. So, it can be said that the confidence of the teachers refers both to the
perception of the teacher in relation to his/her success in using ICT efficiently
in teaching learning and also to how far the teacher thinks or perceives her/his
ICT usage success under his/her control (Peralta &Costa, 2007).

1.4.4 Gender
Different studies have reported the use of ICT and gender differences. Studies
related to ICT and gender differences have cited that the female teachers have
limited access to the technology and they have limited skill as well as they
lack interest in technology and all this leads to their low levels of computer
usage (Volman &van Eck, 2001). A study conducted by Markauskaite (2006)
revealed significant differences between males and females with regard to
technical ICT capabilities and sustainability. Research studies have revealed
more usage of ICT by male teachers in their teaching as compared to female
teachers (Kay, 2006; Wozney et al, 2006).

1.4.5 Teaching Experience

Many research studies have been conducted on teaching experience and ICT
usage. Some research has revealed that the usage of computer technology in
teaching learning process is not at all influenced by the teaching experience
of the teacher (Niederhauser & Stoddart, 2001), but most of the research has
revealed that the successful ICT integration in classrooms is very much affected
by the teaching experience of the teacher (Wong & Li, 2008; Giordano, 2007;
Hernandez-Ramos, 2005). Baek, Jong & Kim (2008) claimed that the teachers
with more teaching experience are quite reluctant to ICT integration in teaching
learning process. U.S. National Centre for Education Statistics, 2000 reported
that the teachers with more teaching experience were more reluctant to ICT
integration in their teaching as compared to the teachers who had less teaching
experience.

1.4.6 Teacher workload

Research studies have revealed that the teacher workload affects the technology
acceptance by the teachers in the classrooms to a great extent. Many factors

259
Kler, S. lead to the increased work load of the teachers due to the technology use in
education and these factors are acquiring of new skills, constant upgrading,
regular student mails, search for strategies for teaching and course maintenance
and this acts as a negative factor for technology acceptance by the teachers
(Samarawickrema & Stacey, 2007). Fullan (2003) also claimed that in order
to make the teachers realize the actual aims of the educational system and also
the acceptance of the new initiatives by the teachers, it is necessary to reduce
the workload of the teachers.

1.5 Institutional characteristics

Institutional factors help to improve teachers’ existing attributes. Technology
training and teacher commitment to teaching are the factors which are quite
reliable for technology integration in classrooms. Vannatta & Fordham (2004)
were of the view that the teachers and the administrators should facilitate
to make contribution to teaching improvement and this cannot be done by
only providing extensive training in effective use of technology in education.
Norris, Poirot & Soloway (2003) pointed out the importance of technology
access. So, it is essential to understand the institutional characteristics that
influence the ICT integration and adoption in teaching learning process.

1.5.1 Professional development

Professional development of the teacher is the key factor to the successful
integration of computers in the classroom teaching. Quality professional
training programs help the teachers to a great extent in implementation of
technology in education and also in transformation of teaching practises
(Brinkerhoff, 2006; Diehl, 2005). High quality teacher training programs
always offer new teaching learning technologies, teacher gets a more clear
vision about students’ attainment, educators are more involved in teaching of
the contextual matter and such training programs teach teamwork skills to the
participants. These training programs, if based on the subject matter helps the
teachers in the integration of technology in the teaching learning to a great
extent (Lawless and Pellegrino, 2007).

1.5.2 Accessibility
A necessary condition to the ICT integration in school education is the access
to ICT infrastructure and resources (Plomp, Anderson, Law, & Quale, 2009).
The availability and accessibility of ICT resources such as hardware, software,
etc. are the important factors for the effective adoption and integration of ICT
in school teaching. The teachers will be reluctant to use ICT in teaching if they
don’t have an access to ICT technology. So, it can be said that the access to the

260
ICT resources will help in the effective integration of ICT in classrooms by the ICT Integration
teachers. Obviously, to encourage student-centred technology learning, it is in Teaching
necessary that learners have access to quality technology resources. and Learning:
Empowerment of
1.5.3 Technical support Education with
Jones (2004) reported that lack of technical support will also discourage the Technology
teachers from using ICT in teaching learning. The fear of equipment failure
will lead to the non usage of technology in the classrooms by the teachers as
they will think that the technical repair will not be provided on time and this
will at the end of the day effect their teaching to a great extent. So, it can be
said that if proper technical support is provided, then it will have a positive
influence on the ICT integration by the teachers in the classroom teaching.

1.5.4 Leadership support

Leadership support is an imperative factor which acts as a positive factor for ICT
integration in classroom teaching. Only that leader stimulates and encourages
the teachers to use technology in classroom teaching who implements the
technology plans and also shares a common vision with the teachers (Yee,
2000). One of the major predictors of technology usage in classroom teaching
is the school technology leadership apart from the infrastructure support
(Anderson & Dexter, 2005). Becta identified five essential factors for the
effective utilization of ICT in schools and these are teaching of ICT, ICT
resources, teaching in general, general school leadership and ICT school
leadership (as cited in Lai & Pratt, 2004, p. 462).

1.6 Technological Characteristics

The significant factor which has a considerable impact on the adoption of
innovation is the technological characteristics. Studies have revealed that
various technology attributes like complexity, compatibility, relative advantage
and trial ability as perceived by an individual have a great influence on the
rate of technology adoption (Rogers, 2003). According to Dillon & Morris
(1996, p.6), “innovations that offer advantages, compatibility with existing
practices and beliefs, low complexity, potential trial ability and observability
will have a more widespread and rapid rate of integration”. It can be said that
the teachers will quickly adopt a new technology if they feel that a particular
technology has an advantage over the existing one, has compatibility with
their social needs, is easy to adopt, can be used on trial basis and results
can be seen which will prove its usage and advantages for the educational
system.

261
Kler, S.

262
1.7 Barriers to the integration of ICT in education ICT Integration
in Teaching
Barriers to the ICT integration in education has been divided into main two and Learning:
categories by several studies and these are: intrinsic and extrinsic barriers. Empowerment of
Time, support, resources and training have been cited as the extrinsic factors Education with
and beliefs, attitudes, practices and resistance as intrinsic factors by Ertmer Technology
(1999). On the other hand, Hendren (2000, as cited in Al-Alwani, 2005)
considered extrinsic barriers as pertaining to organisations and intrinsic factors
as pertaining to teachers, administrators and individuals. The teacher-level
barriers and school-level barriers is another classification found in the literature
regarding types of barriers to successful ICT integration in education. Becta
(2004) grouped lack of confidence, lack of time and resistance to change as
teacher level barriers and lack of technical support, lack of access to resources
as school level barriers. Some of these studies look at the barriers at teacher,
institution, or system level. However, the barriers can be discussed under the
following two sub headings:

1.7.1 Teacher level barriers

•฀ Lack of confidence: Lack of confidence has been indicated as the main
barrier to use of ICT in education by the teachers. Many research studies
have indicated reasons for the lack of confidence among the teachers with
regard to use of ICT in education. For instance, Beggs (2000) stated that
fear of failure was the reason behind the lack of confidence among the
teachers with regard to the effective use of ICT in education. Lack of
confidence can also be due to the teachers’ being lagging behind in up-
to-date knowledge about the new technology and this leads to their being
resistant in using ICT in education (Balanskat et al., 2006). Some teachers
want to extend the use of ICT in coming future because they understand
that the technology is helpful in their teaching and personal work and they
have been able to realize this due to the confidence which they have in
using ICT (Cox, Preston, and Cox, 1999).
•฀ Lack of teacher competence: Lack of teacher competence into pedagogical
integration of ICT in education acts as another barrier which is directly
related to teacher confidence (Becta, 2004). Research has reported that in the
developing countries, lack of teachers’ competence is the main barrier to the
successful integration of ICT in education by the teachers (Pelgrum, 2001;
Al-Oteawi, 2002). Thus, it can be stated that lack of teacher competence
acts as a strong barrier to the successful ICT integration in education.
•฀ Resistance to change and negative attitudes: Some teachers are not ready
to accept changes or accept new technology for teaching learning and it

263
Kler, S. acts as a barrier in ICT integration in education. Teachers are sometimes
resistant to change. The beliefs of the teachers do have a great influence
on the ICT integration in education. Teachers having strong beliefs
about a particular teaching method won’t accept the new technology
for education and this hampers the integration of new technologies in
education. Teachers sometimes feel that although they are using ICT in
classroom teaching, they are not given required reward for this effort and
because of this very reason, they become reluctant in technology usage
in education

1.7.2 School-level barriers

•฀ Lack of time: Lack of time also acts as a barrier to the successful ICT
integration in education even though the teachers are skilled and competent
enough in using ICT. Teachers complain that due to ICT integration, a lot
of time is required to plan lessons for the class, exploring of various sites
and also having a look at the varied aspects of the educational software
(Sicilia, 2005). The lack of time with regard to getting enough knowledge
about the new technology and also dealing with the technical problems has
also been reported by many researchers.
•฀ Lack of effective training: Lack of effective training is also one of the
important barriers to the successful ICT integration in education. The use
of the ICT in classroom teaching requires a lot of skill and efficiency and
this can be acquired by the teachers through proper training. Only then, they
can do proper justice to ICT usage in the teaching learning process. But
the teachers usually lack this effective training. If ICT is to be integrated
in the classroom teaching, the teachers need to be given efficient training
in this to make it successful.
•฀ Lack of accessibility: One of the barriers which demotivates the teachers
from technology integration into the teaching learning is the lack of
accessibility. There can be various reasons for the lack of accessibility.
The inaccessibility of ICT resources may be due to the lack of personal
access for the teachers, poor quality hardware, poor resource organisation
and software not being appropriate (Becta, 2004).
•฀ Lack of technical support: Without both good technical support in the
classroom and adequate school resources, teachers cannot be expected
to overcome the barriers preventing them from using ICT (Lewis,
2003). Pelgrum (2001) found that in the view of primary and secondary
teachers, one of the top barriers to ICT use in education was lack of
technical assistance. In Sicilia’s study (2005), technical problems

264
 were found to be a major barrier for teachers. These technical barriers ICT Integration
included waiting for websites to open, failing to connect to the Internet, in Teaching
printers not printing, malfunctioning computers, and teachers having and Learning:
to work on old computers. “Technical barriers impeded the smooth Empowerment of
delivery of the lesson or the natural flow of the classroom activity” Education with
Technology
(Sicilia, 2005, p. 43). Hence, several studies have identified various
barriers to ICT integration in teaching: lack of computers, lack of
quality software, lack of time, technical problems, teachers’ attitudes
towards computers, poor funding, lack of teacher confidence, resistance
to change, poor administrative support, lack of computer skills, poor fit
with the curriculum, lack of incentives, scheduling difficulties, poor
training opportunities, and lack of skills in how to integrate ICT in
education.

Barriers to the ICT integration in education

Barriers
Resistance
Authors Lack of to change Lack of Lack of
Lack of Lack of Lack of
teacher and effective technical
confidence time accessibility
competence negative training support
attitudes
Beggs,
2000
Balanskat
et al.,
2006
Cox,
Preston,
and Cox,
1999
Becta,
2004
Pelgrum,
2001
Al-
Oteawi,
2002
Sicilia,
2005
Lewis,
2003

265
Kler, S. 1.8 Checking barriers for ICT integration in teaching learning
The barriers discussed above can be checked in the following manner for
effective integration of ICT in the teaching learning:

1.8.1 Teacher level barriers

The teachers can check the barriers in the following manner:
•฀ For checking lack of access, teachers should make the effective use of
resources offered at the school and they also should have access to ICT at
home.
•฀ For checking resistance to change, the teachers should be open minded
and accept the change for good.
•฀ For checking the barrier of lack of time, the teachers should learn to be
more organised and they should also acquire time management skills.
•฀ Lack of training barrier can be checked if the teachers prepare themselves
by self training, or taking up the training sessions at the school or they can
learn how to have access to the resources on their own.
•฀ In order to check lack of technical support, the teachers should rely on
themselves for solving problems arising while use of ICT and they can
also access the available support.

1.8.2 School level barriers

The school organisation can check the barriers in the following manner:
•฀ By providing the ICT hardware and software, the school can check the
lack of access barrier.
•฀ Providing training in the new pedagogical approaches, the school can
check the barrier of resistance to change.
•฀ The school can check the lack of time barrier by providing sufficient time
to the teachers and this can be done by reducing the number of teacher
lessons or by increasing the daily lesson time.
•฀ The school can provide training courses with the new devices, modern
technologies and also training in the new pedagogical approaches and
check the lack of training barrier.
•฀ By providing the appropriate and continuous technical support, the school
can check the lack of technical support barrier.

1.9 Changed role of the teacher

With the ICT integration in teaching learning, the role of the teacher needs to
change and there are four reasons that can justify this change:

266
 •฀ The integration of ICT in teaching learning will cause many teaching ICT Integration
resources like chalkboards and projectors to become obsolete. These will in Teaching
no more be used by the teachers for presenting the study material and and Learning:
teachers will be making use of new electronic resources for the same. Empowerment of
Education with
•฀ Some assessment methods will become redundant because of ICT
Technology
integration and the student’s knowledge can be assessed by using online
tests. Due to ICT, it will become easy for the teacher to keep a track of the
student’s scores by maintaining a database stored in an electronic format.
•฀ The other changed role of the teacher requires the teachers to promote
critical thinking skills and collaborative learning practise in the students.
ICT will provide the students with a great knowledge through internet
but there is lot of information which is available on the internet and the
changed role of the teacher requires helping the students to differentiate
properly between the right information and the misinformation.
•฀ The other thing which is required by the teachers is to meet the demands
of the learner and to provide them with the curricula which will meet their
demands of learning and internet will help the teachers in this to a great
extent.

2. CONCLUSION
ICT has become an important factor for effective teaching learning. It has
brought a revolution in the teaching learning process. And all this has positively
affected the learning of the students as the students show great enthusiasm
in learning through ICT. But there are certain factors which help in the
acceptance of ICT in teaching learning by the teachers and these factors should
be motivated in one way or the other. Apart from these, there are some factors
which act as barriers to successful integration of ICT in teaching learning and
these barriers can be checked through certain implications by the school and
the teachers for making ICT a success in the teaching learning. Teachers and
the school authorities should feel positive about ICT, only then they can teach
the students about the real worth of ICT in teaching learning and this can do
wonders for both the teachers as well as the students.

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