THE IMPORTANCE OF USING ICT IN TEACHING-LEARNING PROCESS

THE IMPORTANCE OF USING ICT IN TEACHING-LEARNING PROCESS

Several studies argue that the use of new technologies in the classroom is essential for providing opportunities for students to learn to operate in an information age. It is evident, as [5] argued that traditional educational environments do not seem to be suitable for preparing learners to function or be productive in the workplaces of today's society. She claimed that organizations that do not incorporate the use of new technologies in institutions cannot seriously claim to prepare their students for life in the twenty-first century. This argument is supported by Grimus [6], who pointed out that “by teaching ICT skills in higher educational institutions the students are prepared to face future developments based on proper understanding” (p. 362). Similarly, reference [7] reported that “what is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competencies needed for the twenty-first century” (p. 206). ICT originally is applied to serve as a means of improving efficiency in the educational process [8]. Furthermore, it has been shown that the use of ICT in education can help improve memory retention, increase motivation and generally deepens understanding [9]. ICT can also be used to promote collaborative learning, including role playing, group problem solving activities and articulated projects [10]. ICT allow the establishment of rich networks of interconnections and relations between individuals [11].

Some authors maintain that technology has the power to change the ways students learn and professors teach [12]. Still other authors posit that technology can “revolutionize” the learning process [13]. In other words, ICT extend professors‟ and students‟ capabilities, and their well determined use can transform roles and rules in the classroom [14]. Many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information. Lecturers could use ICT to facilitate learning, critical thinking and peer discussions. Reference [15], recognize that technology-based teaching may not be essential in all classes but generally it is most facilitative as a result of providing relevant examples and demonstrations; changing the orientation of the classroom; preparing students for employment; increasing flexibility of delivery; increasing access; and satisfying public demands for efficiency. "The whole purpose of using technology in teaching is to give better value to students”[15]. This better value should also impact the learners/students‟ performance. Reference [16], argue that ICT holds much promise for use in curriculum delivery. Thus, technology can effectively improve teaching and learning abilities, hence increasing learners‟ performances. As [17] and [18] posit, ICT has the means to aid in the preparation of learners by developing cognitive skills, critical thinking skills, information access, evaluation and synthesising skills. In addition, ICT provides fast and accurate feedback to learners [19]. It is also believed that the use of ICTs in education could promote „deep‟ learning and allow educators to respond better to different needs of different learners [20]. According to [21], ICT-supported learning environments could be beneficial to a constructivist teaching approach.