ICT in education

In this era of new information and communication technologies (ICTs), educational systems around the world strive to equip students with the knowledge and skills they need in the 21^st century. The greatest challenge facing our educational systems is how to transform the curriculum and teaching-learning process to provide students with the skills to function effectively in this dynamic, information-rich, and continuously changing environment (Shuva, 2010). ICTs have the potential to support education across the curriculum and provide opportunities for effective communication and thus transform the nature of education: where and how learning takes place and the roles of students and teachers in the learning process. Appropriate ICT tools may help in transforming the present isolated, teacher-centred and text-bound classrooms into rich, student-focused, interactive knowledge environments (Omwenga, 2005). In order to meet these challenges and transform the traditional paradigm of learning, learning institutions must embrace the new technologies and ICT tools for learning. 

Due to ICT’s importance in society and in the future of education, identifying the possible obstacles to the integration of these technologies in schools would be an important step in improving the quality of teaching and learning (Bingimlas, 2009). Identifying the fundamental barriers may assist teachers and educators to overcome these barriers and become successful technology adapters. Wong et. al. (2006) point out that technology can play a part in supporting face-to-face teaching and learning in the classroom. While new technologies can help teachers enhance their pedagogical practice, they can also assist students in their learning. According to Grabe and Grabe (2007), technologies can play a role in student skills, motivation and knowledge. Moreover, ICT can be used to present information to students and help them complete learning tasks. However, the act of integrating ICT into teaching and learning is a complex process and one that may encounter a number of difficulties or barriers. ICT integration is not being computer literate but using computers to enhance learning.