importance of ict in education essay 300 words

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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Essay on Information Technology in 400 Words

• Updated on  
• Apr 26, 2024

Essay on Information Technology: Information Technology is the study of computer systems and telecommunications for storing, retrieving, and transmitting information using the Internet. Today, we rely on information technology to collect and transfer data from and on the internet. Say goodbye to the conventional lifestyle and hello to the realm of augmented reality (AR) and virtual reality (VR).

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Also Read: Essay on Internet

Scientific discoveries have given birth to Information Technology (IT), which has revolutionized our way of living. Sudden developments in technology have given a boost to IT growth, which has changed the entire world. Students are taught online using smartboards, virtual meetings are conducted between countries to enhance diplomatic ties, online surveys are done to spread social awareness, e-commerce platforms are used for online shopping, etc.

Information Technology has made sharing and collecting information at our fingertips easier. We can learn new things with just a click. IT tools have enhanced global communication, through which we can foster economic cooperation and innovation. Almost every business in the world relies on Information Technology for growth and development. The addiction to information technology is thriving throughout the world.

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• Everyday activities like texting, calling, and video chatting have made communication more efficient.
• E-commerce platforms like Amazon and Flipkart have become a source of online shopping.
• E-learning platforms have made education more accessible.
• The global economy has significantly improved.
• The healthcare sector has revolutionized with the introduction of Electronic Health Records (EHR) and telemedicine.
• Local businesses have expanded into global businesses. 
• Access to any information on the internet in real-time.

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Disadvantages

Apart from the above-mentioned advantages of Information Technology, there are some disadvantages also.

• Cybersecurity and data breaches are one of the most important issues.
• There is a digital divide in people having access to information technology.
• Our over-relying attitude towards the IT sector makes us vulnerable to technical glitches, system failures and cyber-attacks.
• Excessive use of electronic devices and exposure to screens contribute to health issues.
• Short lifecycles of electronic devices due to rapid changes in technological developments.
• Challenges like copyright infringement and intellectual property will rise because of ease in digital reproduction and distribution.
• Our traditional ways of entertainment have been transformed by online streaming platforms, where we can watch movies and play games online.

The modern world heavily relies on information technology. Indeed, it has fundamentally reshaped our way of living and working, but, we also need to strike a balance between its use and overuse. We must pay attention to the challenges it brings for a sustainable and equitable society.

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Paragraph on Information Technology

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Short Essay on Information Technology

Check out the short essay on information technology from below:

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Ans: Information technology is an indispensable part of our lives and has revolutionized the way we connect, work, and live. The IT sector involves the use of computers and electronic gadgets to store, transmit, and retrieve data. In recent year, there has been some rapid changes in the IT sector, which has transformed the world into a global village, where information can be exchanged in real-time across vast distances.

Ans: The IT sector is one of the fastest-growing sectors in the world. The IT sector includes IT services, e-commerce, the Internet, Software, and Hardware products. IT sector helps boost productivity and efficiency. Computer applications and digital systems have allowed people to perform multiple tasks at a faster rate. IT sector creates new opportunities for everyone; businesses, professionals, and consumers.

Ans: There are four basic concepts of the IT sector: Information security, business software development, computer technical support, and database and network management.

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With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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Effectiveness of Integrating ICT in Schools Report

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Literature review, methodology, findings/results, recommendations.

Modern-day learning institutions have become more complex in terms of developing their educational facilities and infrastructure. Before, the school setting was restrained to having a physical class with chairs and tables. Most of the learning activities were undertaken in a classroom in front of the students, and assessment processes were conducted in class with paper and pen assessments. Considering that technology has advanced very fast and has impacted every facet of life, including learning, ICT should be incorporated into classrooms to enhance teaching and assessment practices. Particularly, for assessments, ICT can be used to support assessment processes in many ways. Technology can be used as an avenue for assessing, and grading the tests done by students utilizing automated grading software, and as a medium for undertaking assessment tests. This trend is seen as a new technique of gauging academic outcomes and is commonly called technology-based assessment. According to Pillai et al. (2021), the current developments in ICT are changing student assessments in a way that is forcing stakeholders in education to change the techniques, logic, and means of testing. Additionally, Pinchuk et al. (2019) state that using ICT to support classroom assessments is undertaken by transforming the traditional assessment methods into digital formats. For instance, computer-based surveys, quizzes, and testing can also be utilized in assessing high-order educational outcomes.

This paper evaluates the concept of ICT-based assessments and their functions in education. It is believed that it can make assessments in classrooms more effective and beneficial in the future.

• To evaluate the impact of using ICT in assessing students on teachers and students
• To determine the negative and positive aspects of utilizing ICT-based assessments
• To provide recommendations based on the findings

Research Questions

• What role does ICT play in enhancing student assessments?
• What are the teachers’ beliefs and attitudes towards the use of ICT in classroom assessments?
• What are the factors that encourage the utilization of ICT in enhancing assessment processes?

Today, technology has become a medium for passing on knowledge in most nations. It has transformed societies in a way that has changed how people live, work, and think (Pinchuk et al., 2019). Education has not been left out in this transformation. Schools, which are obligated to prepare learners to live in today’s society, should consider integrating ICT into their programs… Integrating ICT in classrooms means using computer-based systems in everyday classroom instruction and assessment processes. Along with equipping students with the skills needed in today’s world, educators are considered key players in integrating ICT into their regular classrooms. That is because of the potential of ICT in delivering vigorous and positive learning and assessment environment (Fonseca et al., 2017). While the objective of integrating ICT in classroom assessments is to enhance the accessibility and quality of the delivery of tests to students, it also equips students with skills to cope with the challenges of today’s globalization (Haseeb et al., 2019). Quality education requires quality assessments. Ozdemir-Yilmazer & Ozkan (2017) define assessment as the procedure used to make judgments about students; schools, programs, and curricula; and academic policy. Teachers should utilize several information sources to assess the accomplishments of their students.

ICT can support assessment processes in various ways. It can also aid in summative and formative assessment. According to Kılıçaslan & Töngür (2019), modern-day employers consider individuals with ICT expertise to be better. ICT is also regarded as a necessity for social involvement in the workplace and community since it is now considered the same as literacy. Additionally, the integration of ICT in classroom assessments is beneficial in that it leads to enhanced involvement of parents in the educational progress of their children and improved interactive commitment of learning institutions in society.

Students who use ICT in undertaking and completing their assessment tests become more conversant with ICT (Suleiman et al., 2020). The current problems in academic assessment can be recognized by communicating with professionals through ICT-based tools. Since student assessment is part of learning and teaching, it can also be extended and improved using ICT to provide various assessment requirements. ICT helps instructors in assessing the achievements of their children by grading tests and analyzing the assignment results. It is often utilized for questionnaires, quizzes, and exam-type assessments. ICT can also help instructors in conducting assessments in situations where a professional decision is necessitated. According to (Saravanakumar, 2018), integrating ICT in classroom assessments helps in reducing the hectic task of marking tests, such as computing marks and documenting y hand. Consequently, teachers can use more time developing quality responses, reflections, and balancing students.

ICT is not only utilized to assess tasks; it can also be used to formulate and undertake assignments (Suleiman et al., 2020). Basically, the utilization of ICT in assessing students can either be done in either offline or online settings. Some examples of online assessment tools include quiz creation platforms such as QuizStar, rubric software such as Rubi Star, internet assessment systems such as ExamBuilder, Quia, and survey tools such as Survey Gizmo and Survey Monkey. These systems are utilized to generate assignments such as matching, true or false, essay, multiple-choice, and fill-in-the-blank types of tasks in online settings. For offline assessments, questions can be developed using various software, such as the Adobe Dreamweaver. This software cans create questions offline and generate the grades.

It is crucial for teachers devoted to utilizing ICT to assess students to know these tools and understand how they are used (Alt, 2018). Integrating ICT in education requires implementing the right usage of technology in the various areas that involve complex skills and concepts to enhance students’ accomplishments. Also, teachers need to review the curriculum to ensure that the integration of ICT primarily focuses on achieving the goals and objectives of the curriculum (Hatlevik & Hatlevik, 2018). Governments have been investing a lot of money to integrate ICT in schools. Regardless of these efforts, most countries undergoing the same problem of teachers are not making the most out of the technology granted (Rajabion et al., 2019). That has become a serious issue because studies have shown that using ICT in student assessments could enhance student accomplishments.

Many scholars have tried to evaluate the factors that affect the acceptance of ICT usage by instructors (Joo et al., 2018). They have found that the primary obstacle to implementing ICT in education is teachers’ perceptions, as they are the ones who implement change in their assessment process. According to Lawrence & Tar (2018), teachers have a crucial role in ensuring the effective use of ICT in classroom assessments to enhance students’ thinking skills, creativity, and achievements. Teachers will need to change from being instructors to being facilitators, coaches, and creators of ICT-based learning and assessments (Martin et al., 2019). They require new skills to be able to implement the use of ICT in assessments.

This study used a quantitative method for data collection and analysis. The researchers created a questionnaire and distributed it to 5 teachers from public schools in the US. Therefore, questionnaires were randomly distributed to teachers regardless of their teaching experience, race, and gender. Researchers set no limitations provided the respondents had a teaching experience, especially in the US. The questionnaire had four sections: demographics, teachers’ perception of ICT in assessment, the effectiveness of integration in assessing students, and the effective tools of ICT integration in student assessments. The data was analyzed using SPSS. The researchers utilized descriptive analysis to investigate the percentage and frequency of the general population in the demographic setting.

The results of this study provide the information required by the researchers to address the research questions. The findings were done based on the questionnaire and some descriptive statistics. Here is a summary of the results:

Table 1: Demographics of Participants

Based on gender, there were 4 (80%) males and 1 (20%) female from the total population of the research respondents. Based on race, the greatest frequency of respondents is Whites, with 3 (60%), and the other 2 (40%) are blacks. In terms of teaching experience, 2 (40 %) of the respondents have 1-5 years, 2 (40%) have 6-10 years, and 1 (20%) have more than 10 years. Based on the location of the schools, 2 (40%) teachers came from schools in rural areas, and 3 (60%) came from schools in urban areas. 4 (80%) of the respondents prefer a modern teaching style that uses ICT while the other 1 (20%) prefers the traditional teaching style. Based on educational attainment, 3 (60%) of the teachers had degrees, 1 (20%) had a KPLI, and 1 (20%) had a diploma. In terms of the capacity to use ICT in assessments, 3 (60%) respondents had average skills, 1 (20%) was highly skilled, and 1 (20%) had low skills.

Table 2: Teacher’s Perception on ICT-Based Assessments

The above data shows that most teachers understand the usefulness and goodness of ICT in assessing students. Most teachers realized that using ICT helps them get more time to better manage their students. However, most teachers also believe that they can undertake effective student assessments even without ICT. Also, most teachers agree that using ICT will provide more opportunities for effective learning. That shows that educators consider the utilization of ICT in assessing students as positive as ICT is the help required by teachers to enhance the effectiveness of the learning and assessment process. The competency and familiarity of teachers in handling ICT also show that teachers feel confident learning new ICT skills. On the other hand, all teachers disagree that using ICT in assessments is a waste of time. Also, most teachers disagree that students conduct tests more effectively without the help of ICT. Most teachers also disagree that students are less attentive when ICT is utilized in assessments.

Table 3: The Effectiveness of Integration in Assessing Students

The results acquired from table 3 show that using ICT in classroom assessments promotes learning and assessments as most of the teachers agree on the effectiveness of technology-based assessments. On nine questions, four teachers agree on the effectiveness of ICT-based assessments. Still, three teachers agree that students are under control and more behaved when using ICT on the remaining question. That shows that ICT-based assessments are effective for both teachers and students.

Table 4: Effective Tools of ICT Integration in Student Assessments

The results in this part show the least score mean of 1.25 in seven questions out of ten, with teachers showing that they face various challenges in accessing and using the ICT infrastructure in their schools. The worst finding indicates that teachers are not allowed sufficient time to learn and understand how to use ICT in assessments. It would be best if teachers are given enough time to learn and familiarize themselves with ICT tools for them to make the best use of them.

The study results show that ICT-based assessments are more effective when compared to traditional assessment methods. That is because utilizing ICT makes the classroom environment more effective and interesting for both students and teachers. The findings also show that teachers prefer using ICT in assessments as students are more focused and well-behaved. Additionally, this study attested that students learn more effectively with ICT tools as lessons are designed to be more interesting and engaging. Thus, the respondents agreed that integrating ICT in classroom assessments can enhance student learning. However, teachers cite problems with the effective integration of ICT in schools because they lack the support, they need to ensure that they are well-versed and comfortable with the technologies. They cited the lack of sufficient support from ICT technicians and the school’s top management. Professional development and training are not sufficiently provided for teachers, and the computer labs are not in good condition to ensure student learning about ICT. That corresponds with the Gil-Flores et al. study that says that the current integration of ICT in schools today is faced with both infrastructural and professional development and training problems.

ICT implementation in classroom assessments must be effective to ensure that both the teachers and students make the best use of it. Therefore, the integration of ICT-based assessment in schools must begin with the right implementation and support from the top managers of the school. If ICT is implemented appropriately from the initial stages and continuous support and maintenance are provided, it can result in great success and benefits for both students and teachers. The utilization of ICT, especially in assessments, involves practical skills rather than theory.

There is a need for in-depth research on the integration of ICT in the assessment of core subjects. It would be good if further research can be done based on the barriers educators are facing in utilizing ICT in their everyday classrooms. Also, rather than only focusing on public schools, this research can be extended to private schools. That is because these schools might have the required funds to make ICT integration much easier and faster. It is also highly recommended that researchers could compare the implementation of ICT-based assessments in private and public schools. Private schools tend to allow students to bring their gadgets to school, which can help implement learning and assessment using ICT. It would also be helpful to compare the effectiveness of ICT integration in private and public schools.

Alt, D. (2018). Science teachers’ conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education , 73 , 141-150. Web.

Fonseca, D., Villagrasa, S., Navarro, I., Redondo, E., Valls, F., Llorca, J.,… & Calvo, X. (2017). Student motivation assessment using and learning virtual and gamified urban environments. In Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 1-7).

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior , 68 , 441-449. Web.

Haseeb, A., Xia, E., Saud, S., Ahmad, A., & Khurshid, H. (2019). Does information and communication technologies improve environmental quality in the era of globalization? An empirical analysis. Environmental Science and Pollution Research , 26 (9), 8594-8608. Web.

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Section 2: Teacher’s Perception on ICT-Based Assessments

Section 3: The Effectiveness of Integration in Assessing Students

Section 4: Effective Tools of ICT Integration in Student Assessments

• Creating and Implementing Do-Type Learning Activities
• Social Networking: A Case for Integration Within a Learning Institution
• Importance of ICT in Education
• New media technologies, ICTs, convergence and digitisation
• Nontakers Perceptiom Towards ICT
• Education: Student Use of Technology in Classroom
• Educational Technology During the COVID-19 Pandemic
• “Promoting Urban Teachers’ Understanding of Technology...” by Mouza
• How Animation Can Teach Children History
• Digital Knowledge Platforms versus Traditional Education Systems
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2022, July 19). Effectiveness of Integrating ICT in Schools. https://ivypanda.com/essays/effectiveness-of-integrating-ict-in-schools/

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IvyPanda . (2022) 'Effectiveness of Integrating ICT in Schools'. 19 July.

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5. The Advantages of Information Technology: Transforming the Modern World

6. Disadvantages of Information Technology: Navigating Digital Downsides

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Home — Essay Samples — Education — History of Education — History of ICT in education

History of Ict in Education

• Categories: History of Education

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Words: 957 |

Published: Jan 29, 2019

Words: 957 | Pages: 2 | 5 min read

• The Slide Rule: The first educational technology known as Slide Rule was first introduced in 1654 by Robert Bissaker. The instrument was designed for use by scientists and engineers up to the early 1970s till modern calculator was invented. The Slide Rule was eventually used in the classroom for mathematics and was a replacement to what we know today as electronic and graphing calculators.
• The Magic Lantern: The magic lantern was first introduced in 1646. Although the device was used in homes and theaters, magic lanterns were used in the classroom to improve learning and student engagement. The photographic slides were inserted one at a time for viewing of specific images or subject matter. Those who were proficient at using a magic lantern could rapidly change the slides to make it appear as if the image was moving. It was used as one kind of projection machine now used in modern classrooms.
• Slates and Chalk: It was in 1800s when technology first introduced education with slates and chalks. Slates were small kind of boards that were written on using a piece of chalk. Students used slates in place of pen and paper, even though slates were not very useful for longer work and could only be used to solve short equations. Then they were erased so they could be used to solve a new equation. So, there was no scope of saving. After with all of those limitations slates and chalk was revolutionary to education. In that time paper was not easy to access. So, this invention kept quite a good impact on education that time.
• Blackboards: Blackboards were made of slate that was surrounded by a wooden border to prevent the slate from breaking. Slate was the material of choice due to its broad availability throughout the world during the 19th century. Even it is being using in our county now in most of our schools. In recent years, it was determined that chalk dust posed potential health risks which is one of the reasons they were gradually replaced by the whiteboard as we know it today.
• The Calculating Engine: In 1822, Charles Babbage first introduced a calculating engine which led to modern day digital computing. The engine was capable of compute simple mathematics. Charles Babbage is known as the “Father of Modern Digital Computing” as we know digital computers in today’s classrooms.
• The Typewriter: In 1873 Christopher L. Sholes first introduced the typewriter which also debuted the QWERTY keyboard which is still used on modern day devices and computers. Typewriter was used to typing books and other educational materials. It brought a revolution to printing section, one of the most important element for education.
• The Film Projector: By 1925, the film projector was making its way into classroom environments. The projector displayed still images from a film strip accompanied by an audio recording. The images had to be manually changed as you advanced through the film strip. This type of technology remained in the classroom until the early 1980s and was used to study a particular topic or timeline of events. After that more modern, overhead projector was invented that we use in our modern classroom now a day.
• The Photocopier: The photocopier was invented at the last year of 1950s by Xerox. It was widely used for copying books and other educational materials. This machine was one of the most important invention for modern education. From then to now there is no alternative to photocopier machine.
• The handheld Calculator: The handheld calculator was invented in 1970s. It is a revolution to modern mathematics. Though it was concerned that it will decrease the basic sides of mathematics like longer division or multiplications. But it was a great help to classroom education. It made mathematical procedure faster.
• The Personal Computer: In the early 1980s International business machine (IBM) introduced first personal computer. Although computer was invented a long before that but it was not used widely. After invention of personal computer it was possible to use widely. Internet was not accessed by everyone that time, so PCs were used to typing and calculating larger mathematics and equations.
• The CD-ROM: The CD-ROM was brought to educational environment in mid of 1980s. At that time storing data was not that much easy. CD-ROM made it very easy. Students was able to store audio, video even the whole encyclopedia in one compact disk. Though it is now less important to us as we use flash drives but at that that time for carrying data and saving data it was best.
• The Internet: In the early-mid of 1990s, internet was made available for public. It brought revolution to public life. Education became more efficient with internet. In the first periods, it wasn’t that much speedy as like todays. That time internet just could use to transfer smaller files. Now it’s possible to transfer almost every kinds of files. With the help of internet it’s possible to learn anything even without help of any teacher.
• The Interactive Whiteboard: The interactive whiteboard was invented just before the 21st century. It gradually replacing other whiteboards and blackboards. One interactive whiteboard needed a white screen, an overhead projector and a computer. In this type of board it’s possible to present anything graphically. It is a miracle to classroom education.
• Virtual Reality: latest include in modern education is virtual reality. Many educators have been improving their classroom learning experience using virtual or augmented reality. Modern devices such as Google Cardboard VR allow students to study locations and objects in 3D in addition to exploring current events.

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