University Essay: Analyzing the Importance of ICT in Education

This essay delves into the significance of Information and Communication Technology (ICT) in education, examining its role in enhancing and optimizing information delivery. It highlights the positive impacts of ICT integration on student success, citing research that supports this claim. The essay explores the advantages of ICT, such as facilitating cooperative learning and stimulating dialogue, as well as its shortcomings, including potential inequalities in access. It discusses the benefits and challenges of ICT for both students and educators, providing examples of how technology can be implemented in both beginner and advanced classrooms. The author also reflects on personal experiences with ICT in education and references relevant theories to support the arguments presented. The essay concludes by reiterating the importance of ICT in modern education and its potential to positively impact learners.

Running head: ENGLISH
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Name of the Student:
Name of the University:
Author note:

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Introduction
Information and Communication Technology (ICT) in the domain of education is
considered as the mode of education which apply ICT in order to support, enhance as well as
optimize the delivery of information. Comprehensive studies have found that an increase in the
implementation of ICT in education with integrating technical expertise to the curriculum
constitutes significant and constructive impact on learners’ success (Roztocki & Weistroffer,
2015). The following essay will evaluate the importance of ICT in education and its strengths
and weaknesses for students. Additionally, it will highlight the ways technology can be
implemented in the classroom for beginner and advanced classes.
Discussion
Benefits and Shortcomings of ICT in Learning
ICT facilitates cooperative learning, stimulates dialogue as well as creates highly
engaging learning setting. Tondeur et al. (2017) have cited LISTERV, an email list software
applications which can permit students to get engaged in class activities through emails in a way
which typically seems to be unfeasible through traditional teaching methods.
Students with mild impairment with handwriting challenges have indicated that internet
use with ICT has enable learners’ quality in writing such as reduced spelling mistakes along with
elevated legibility. Furthermore, learners’ increased enthusiasm for writing has become less
taxing with the implementation of ICT.
Montrieux et al. (2015) in their studies have found that active learning through ICT
authorizes students to engage in active learning and comprehend situations when they necessitate
specific information and whether they have understood types of information. Such active
learning further implies a self-regulating learning. Furthermore, by having availability to ICT in

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learning tends to imply independent learning. Thus, by implementing this learning system,
learners will develop self-management skills in their learning process. Harasim (2017) has noted
that self-regulated students who will be readily, proficiently and promptly respond to rapid
change of information.
At this juncture, it is important to shed light on a personal experience of using ICT in
primary school education system. By means of such an unique teaching method, I have attained
genuine learning experience, collaboratively formed my own knowledge and further integrated
my knowledge in real-world context.
Shortcomings of ICT in Learning
As per reports, more than 50% of public institutions with high minority enrolment has
lower rate of ICT access as compared to public educational institutions with low minority
enrolment (Roztocki & Weistroffer, 2015). Furthermore, learners belonging to low income
families may face monetary challenges of accessing ICT in homes, thus may be disadvantaged
from such provisions. According to Arkorful and Abaidoo (2015), to successfully lessen the
impact of social or economic positions and accessibility of ICT, educational institutes must offer
Internet based assignments to learners which they can successfully complete in classroom.
Benefits and Shortcomings of ICT for Educators
Implementation of ICT helps educators ICT to communicate efficiently with their
learners. Thus, ICT can bridge the gap between educators and students. Furthermore,
implementation of ICT in education has been benefitting educators to share information to
learners within limited period (De Wet, Koekemoer & Nel, 2016). Additionally, it assists
educators to successfully design educational environment. Lastly, ICT assists educators to
categorize creative students in educational institute.

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Shortcomings
Number of teachers has not been trained to implement ICT. Consequently, substantial
amount of time have been consumed for the educators in order to attain knowledge about ICT
equipment of the computer. Moreover, they would necessitate time to collaborate with other
educators. Additionally, educators often show lack of training options accessible.
The implementation of ICT in classroom has been attaining greater prominence as it aids
learners in improving their collaborative learning abilities and developing transversal skills
which stimulates social abilities, judgmental skills along with accountability and competence of
reflection as well as initiative. According to Arkorful and Abaidoo (2015), all these factors are
fundamental values which learners require to attain in an active learning as well as teaching
environment. Harasim (2017) has noted that Roger’s theory indicated as the development
whereby an invention is communicated via particular channels which represent attributes of the
decision making element by the ICT operators to successfully implement the expertise.
Furthermore, it concludes with the authorization by the ICT users to use the technical expertise
and assimilate it accordingly.
On the other hand, Roztocki and Weistroffer (2015) have noted that the TAM theory
constitutes of several measures which is signifying the procedure of ICT approval by the
operators which involves behavioural intention, apparent effectiveness along with perceived ease
of implementation. At this juncture, Batiibwe and Bakkabulindi (2016) have noted that TAM
theory can be developed in order to degree the efficiency or achievement of a particular
technology in assisting consideration of the importance and value of particular system.
Implementation of ICT in advanced classrooms transforms the usage of classroom period
by creating high level of flexibility regrading students’ activities. It also offers avenues for

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differentiated instruction as some learners can develop in order to supplement information and
evidences while others can review instructions. ICT can create personalized learning processes in
advanced classes, wherein the educators can support and supervise learners as they progress.
ICT can be implemented in primary level or for beginners by using particular system
which will help beginners to identify the need as well as use of information in specific ways.
According to Bulman and Fairlie (2016), it is vital for learners to use ICT from primary level and
at an early age as students show need of those abilities for their remainder of education.
Conclusion
Thus to conclude, an intensification in the implementation of ICT in education domain
with integrating technical knowledge to the curriculum establishes significant as well as
constructive impact on learners’ success. Furthermore, ICT facilitates cooperative learning,
stimulates dialogue as well as creates highly engaging learning setting.

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References
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its
adoption in higher education. International Journal of Instructional Technology and
Distance Learning, 12(1), 29-42.
Batiibwe, M. S., & Bakkabulindi, F. E. (2016). Technological Pedagogical Content Knowledge
(TPACK) as a theory on factors of the use of ICT in pedagogy: A review of
literature. Towards Excellence in Educational Practices.
Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the
internet. In Handbook of the Economics of Education (Vol. 5, pp. 239-280). Elsevier.
De Wet, W., Koekemoer, E., & Nel, J. A. (2016). Exploring the impact of information and
communication technology on employees' work and personal lives. SA Journal of
Industrial Psychology, 42(1), 1-11.
Harasim, L. (2017). Learning theory and online technologies. Routledge.
Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning
with mobile technology: A qualitative explorative study about the introduction of tablet
devices in secondary education. PloS one, 10(12), e0144008.
Roztocki, N., & Weistroffer, H. R. (2015). Information and communication technology in
transition economies: An assessment of research trends. Information Technology for
Development, 21(3), 330-364.
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the
relationship between teachers’ pedagogical beliefs and technology use in education: a
systematic review of qualitative evidence. Educational Technology Research and
Development, 65(3), 555-575.