Integrating ICT (information communication technology) into teaching can provide teachers with a plethora of information and tools that they can use to help them with their classes. Technology such as the IoT (Internet of Things), which is the name given to describe the connection of devices via the internet, and blockchain- a secure, decentralized, digital ledger which records data immutably, can help to make teaching more efficient and secure. ICT can also help students with their math skills by providing them access to resources and information that might otherwise be unavailable to them. Additionally, ICT usage can also help speed up the process of student assessments by providing teachers timely updates on student projects and tasks (Thomas and Bartlett Publisher, 2020). Therefore, it is clear that incorporating ICT into teaching can be beneficial for both teachers and students alike.
Integrating Information and Communication Technology (ICT) into teaching can contribute to an abundance of advantages for both teachers and students. ICT offers teachers convenience and efficiency to their classes, by providing access to a limitless amount of information and resources available at their fingertips (Salleh and Salehuddin, 2017). Additionally, current technologies such as the Internet of Things (IoT) and blockchain, can improve teaching methods by providing secure databases and data safety that be used with ease in the classroom (Ujhelyi, 2017). Furthermore, for students, ICT can provide them with access to resources and information that they may not have access to without the use of ICT (Angeli and Valanides, 2005). With the capabilities of ICT, it is able to better students understanding of the learning material, giving them access to a greater amount of resources that they can use to enhance their work, learning, and performances (Kedeke, 2016).
Integrating technology into teaching, often referred to as ICT or Information and Communication Technology, can result in a greater impact on student learning and engagement. Research has found that incorporating ICT into education can lead to a variety of benefits, such as improving attitudes towards learning among students (Vu et. al. 2020). Additionally, ICT can help to foster collaborative learning, provide new and rich learning opportunities, give students a sense of autonomy, create more customized learning to fit students’ individual needs, and extend learning to multiple platforms (Scharffenberger, 2019). As such, ICT has the potential to both enrich and improve the quality of student learning. Despite possible challenges, such as ensuring technology is used appropriately in a classroom and being familiar with the technology itself, overall, integrating ICT into the classroom can lead to numerous advantages for both educators and students.
Integrating Information and Communication Technologies (ICTs) into teaching can be accompanied by certain drawbacks. For instance, there is a lack of quality and relevant ICTs, which can decrease educational performance and engagement among students (“Identifying Challenges and Barriers”). Many teachers also lack basic training and knowledge, resulting in a deficit of Information Communication Technology skills and competency in the classroom (Vuorikari and Jokela). Additionally, the cost of integrating ICT can dissuade certain schools from doing so, resulting in a uneven access to ICTs among various school systems that are specific to geography, social class, and language (“Integrating ICT into Education”). Ultimately, when proper resources and training are not in place for both teachers and students, any integration of ICTs into teaching can be ineffectual and counter-productive.
In conclusion, integrating ICT in teaching has many advantages. It encourages innovation, engagement and collaboration between students and teachers. Furthermore, ICT can help close the digital divide and build students' digital literacy skills. Finally, ICT can provide access to the latest teaching materials and resources, as well as help increase students' interest in learning. All of these advantages can help to improve the teaching and learning process for both teachers and students.
Works Cited
Angeli, C., & Valanides, N. (2005). Theory and practice of ICT in Education: Greek students' ICT skills and teachers' views on the integration of ICT into Greek education. Computers & Education, 44(2), 157-173. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0360131503000952
Kedeke, T. (2016). The integration of ICT into the teaching of mathematics for high school learners: Exploring the teachers’ needs. Journal of Curriculum Studies, 48(5), 545-560. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1080/00220272.2015.1045170
Salleh, M.S.M., & Salehuddin, I. (2017). Incorporating ICT into Teaching and Learning of Mathematics. International Journal for Innovation Education and Research, 5(2), 2-7. Retrieved from https://eduindex.org/ijier/article/view/635/444
Scharffenberger, N. (2019). Advantages & Disadvantages of Technology in the Classroom. Retrieved October 4, 2020, from https://www.edudemic.com/5-advantages-disadvantages-of-technology-in-the-classroom/.
Vu, P., Hoang, H., Nguyen, N., and Nguyen, H. (2020). “Attitudes Toward Learning of Students Using Technology Devices in Education: An Extension of the Technology Acceptance Model.” Technology, Pedagogy and Education, vol. 29, no. 2, pp. 145-158.
Ujhelyi, G. (2017). Leveraging the Internet of Things and Blockchain in Education. JOIV: International Journal on Informatics Visualization, 1(2), 19-23. Retrieved from https://joiv.org/index.php/joiv/article/view/132/60
Integrating ICT into Education. UNESCO, 1 July 2014, www.ictineducation.org/personal/challenges-with-integrating-ict-in-education.
Identifying Challenges and Barriers to Effective ICT Integration in Education and Training. Microsoft Education, 16 Mar. 2006, www.microsoft.com/education/wp-content/uploads/2006/03/ICT_Integration_White_paper.pdf.
Vuorikari, Riina, and Jokela, Tero. “Facilitating Barriers to the Implementation of ICT into Teacher Education: An Intercultural Investigation.” Enhancing the Quality of Learning: Discerning Challenges and Opportunities, edited by Wook-Sung Yam, Springer, 2007, pp. 441–452.
