Summary ICT in Education: A Critical Literature Review and Its Implications
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Course
Literature
Institution
Literature
Assist students in accessing digital information efficiently and effectively
As Brush, Glazewski and Hew (2008) have stated, ICT is used as a tool for students to discover
learning topics, solve problems, and provide solutions to the problems in the learning process. ICT
makes knowledge acquis...
ICT in Education: A Critical Literature Review and Its
Implications
Jo Shan Fu
National Institute of Education, Singapore
ABSTRACT
This review summarizes the relevant research on the use of information and communication
technology (ICT) in education. Specifically, it reviews studies that have touched upon the merits of
ICT integration in schools, barriers or challenges encountered in the use of ICT, factors influencing
successful ICT integration, in-service and pre-service teachers’ attitudes, perceptions, and
confidence in using ICT as well as the importance of school culture in the use of ICT. This review
discusses gaps in the literature and the directions that future studies may take to address these
gaps.
Keywords: ICT; Technology Integration; Barriers and Solutions of ICT use; Teachers’ attitudes
and beliefs on ICT use
INTRODUCTION
Information and Communication Technology (ICT) includes computers, the Internet, and electronic
delivery systems such as radios, televisions, and projectors among others, and is widely used in
today’s education field. Kent and Facer (2004) indicated that school is an important environment in
which students participate in a wide range of computer activities, while the home serves as a
complementary site for regular engagement in a narrower set of computer activities. Increasingly,
ICT is being applied successfully in instruction, learning, and assessment. ICT is considered a
powerful tool for educational change and reform. A number of previous studies have shown that an
appropriate use of ICT can raise educational quality and connect learning to real-life situations
(Lowther, et al. 2008; Weert and Tatnall 2005). As Weert and Tatnall (2005) have pointed out,
learning is an ongoing lifelong activity where learners change their expectations by seeking
knowledge, which departs from traditional approaches. As time goes by, they will have to expect
and be willing to seek out new sources of knowledge. Skills in using ICT will be an indispensable
prerequisite for these learners.
ICT tends to expand access to education. Through ICT, learning can occur any time and anywhere.
Online course materials, for example, can be accessible 24 hours a day, seven days a week.
Teleconferencing classrooms allow both learner and teacher to interact simultaneously with ease
and convenience. Based on ICT, learning and teaching no longer depend exclusively on printed
materials. Multiple resources are abundant on the Internet, and knowledge can be acquired through
video clips, audio sounds, visual presentation and so on. Current research has indicated that ICT
assists in transforming a teaching environment into a learner-centered one (Castro Sánchez and
Alemán 2011). Since learners are actively involved in the learning processes in ICT classrooms,
they are authorized by the teacher to make decisions, plans, and so forth (Lu, Hou and Huang
2010). ICT therefore provides both learners and instructors with more educational affordances and
possibilities. More specific benefits of using ICT in education are described below.
, ICT in Education 113
BENEFITS OF USING ICT IN EDUCATION
The merits of ICT in education have been extolled in the literature. The use of ICT has been found
to:
Assist students in accessing digital information efficiently and effectively
As Brush, Glazewski and Hew (2008) have stated, ICT is used as a tool for students to discover
learning topics, solve problems, and provide solutions to the problems in the learning process. ICT
makes knowledge acquisition more accessible, and concepts in learning areas are understood
while engaging students in the application of ICT.
Support student-centered and self-directed learning
Students are now more frequently engaged in the meaningful use of computers (Castro Sánchez
and Alemán 2011). They build new knowledge through accessing, selecting, organizing, and
interpreting information and data. Based on learning through ICT, students are more capable of
using information and data from various sources, and critically assessing the quality of the learning
materials.
Produce a creative learning environment
ICT develops students’ new understanding in their areas of learning (Chai, Koh and Tsai 2010).
ICT provides more creative solutions to different types of learning inquiries. For example, in a
reading class, e-books are commonly used in reading aloud activities. Learners can access all
types of texts from beginning to advanced levels with ease through computers, laptops, personal
digital assistants (PDAs), or iPads. More specifically, these e-books may come with some reading
applications, which offer a reading-aloud interface, relevant vocabulary-building activities, games
related to reading skills and vocabulary acquisition, and more. Therefore, ICT involves
purposedesigned applications that provide innovative ways to meet a variety of learning needs.
Promote collaborative learning in a distance-learning environment
Koc (2005) mentioned that using ICT enables students to communicate, share, and work
collaboratively anywhere, any time. For instance, a teleconferencing classroom could invite
students around the world to gather together simultaneously for a topic discussion. They may have
the opportunity to analyze problems and explore ideas as well as to develop concepts. They may
further evaluate ICT learning solutions. Students not only acquire knowledge together, but also
share diverse learning experiences from one another in order to express themselves and reflect on
their learning.
Offer more opportunities to develop critical (higher-order) thinking skills
Based on a constructive learning approach, ICT helps students focus on higher-level concepts
rather than less meaningful tasks (Levin and Wadmany 2006). McMahon’s study (2009) showed
that there were statistically significant correlations between studying with ICT and the acquisition
of critical thinking skills. A longer exposure in the ICT environment can foster students’ higher
critical thinking skills. Thus, schools are strongly advised to integrate technology across all of the
learning areas and among all learning levels. Where this is done, students are able to apply
technology to the attainment of higher levels of cognition within specific learning contexts.
Improve teaching and learning quality
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