REVIEW OF RELATED LITERATURE

ICT INTEGRATION
Dhillon and Singh (2016) in their book ‘Enriching Learning through ICT’ has discussed in detail
the concept of ICT and its role in the teaching learning process. The book starts with the
introduction of the concept of computer, its classification, its various input-output devices and
software related to the system. It enlists various ICT related inventions in the field of hardware
and software such as audio-visual hardware, internet, MS Office and operating system. The use
and application of the same in the various aspects of teaching as well as learning have also been
explained in a systematic manner.
Shamir-Inbal et al (2009) carried out a study on how online technologies could be assimilated
into the school culture. The aim of the research aimed at designing and evaluating a model for
teachers to use for assimilating online technologies into their school culture using a socio-
constructivist approach. Their findings showed that teachers could play an important function as
partners in designing educational technologies and also as autonomous designers and developers
of their own online activities. Their model enabled teachers to successfully take this role.
Bakhshi (2010) carried out a study on “Digital Culture: How arts and cultural organisations in
England use technology”. An online survey was conducted and 891 respondents completed the
questionnaire. A large number of respondents felt that digital technologies have had an impact on
art and cultural work. More than three quarters of the respondents felt that the internet and digital
technologies have played a huge role in broadening art and culture. The study also stated that
digital technologies help organisations to fulfill their mission.
Amin (2013) in his research paper ‘An Effective use of ICT for Education and Learning by
Drawing on Worldwide Knowledge, Research and Experience: ICT as a Change Agent for
Education’ analyses the role of ICT in teaching learning process. He points out that ICT is
helpful in enhancing the level of teaching learning process, its quality, helps in improving the
educational environment and motivation of the learner. He concludes that the impact of ICT on
educational process may be sometime small, but it is definite. Amin firmly states that the impact
of ICT will increase in the coming years and will be quite visible in all educational institutions in
a positive manner.
Kolawole(2023) in this research paper “blended learning: a new approach for the teaching of library and
information science”. The objectives of this study was new model of learning that could be adopted
by the library and information science community. The findings of this study was treated blended
learning and revealed new ways library and information science could be taught. It discussed the concept
of blended learning; explained the types of models of blended learning; the teaching of Library and
Information Science; the approach used in introducing blended learning to Library and Information
Science; the roles blended learning plays in library and information science education; and the
challenges.
Rahmat(2023) in this research paper”Integrating Technology into Science Learning in Junior High
School: Perspective of Teachers” .The objectives of this study was to introduce technology that can be
integrated into science learning and report the perspective of science teachers with different educational
backgrounds in integrating technology into the learning process. The study uses a qualitative method by
using interviews to collect data. The participants were selected randomly from the Association of Science
Education Teachers in West Bandung, Indonesia . Six teachers chose to be interviewed based on different
teaching experiences and educational backgrounds. The study found that science teachers with different
educational backgrounds have different perspectives on the difficulty of teaching science concepts. But
they have the same solution to this problem: integrating technology into the learning process. All
participants in this study have experience integrating technology in learning but are the first experience in
using AR technology.

Manzano (2023) In this paper “ict integration in science,technology,and society (sts) course” The
objectives of this study was information and communication technology (ICT) integration of STS
teachers in three higher education institutions. The study utilized a descriptive research design.
It uses purposive sampling (N=10) in administering the survey questionnaire to Science,
Technology and Society (STS) teachers who voluntarily participated from three state universities
in region 8. The findings of this study was teachers in higher institutions consider ICT integration
as highly important in delivering instruction and providing quality education. To attain successful
and sustainable implementation, support from the administration is likewise necessary. It is
therefore, recommended to have a comprehensive and integrated ICT framework of the
university.

Nidup (2022) indicated the expansion of ICT in the teaching-learning process in Bhutan, and the country
is witnessing a valuable outcome. The author explains how the internet first appeared in Bhutan, where it
was only introduced in 1999. Subsequently, stakeholders concentrated on how to effectively integrate ICT
introeducation. As a result, the ICT nation Master plan was developed to hasten the nation’s overall
development and the educational process. Master plan 2020-2024 is operational and has focused on ICT
integration in the teaching-learning process.

Ngao, Sang, and Kihwele (2022) worked to understand the teacher educators' perceptions and practices
about ICT integration in teacher education programs. They found that teachers were confronted with
ICT's hegemonic role and were under pressure to adopt it in globalization. The digitalization of education
creates new possibilities for the complete integration of ICT in the teaching-learning process. They
stressed the need for digital literacy, suggesting that teachers should be digitally literate for the holistic
development of the education system and any nation.

ATTITUDE AND ACCEPTANCE OF USERS

Oye, Iahad, Madar, & Rahim (2012) studied the impact of ICT integration in education on students‟
performance. The study was conducted at a tertiary institution in Malaysia. Data were collected using
questionnaires which were distributed to 300 students from the faculty of Computer Science and
Information Systems. The results showed that ICT integration in education significantly affected
students‟ performance. Those who used ICT more had a better academic performance. Perception,
attitude and intention were found to significantly affect the use of ICT in education.

Buabeng-Andoh (2012) explored teachers‟ perceptions, skills and practices of ICT in education.
A survey was carried out in the second cycle schools in Ghana. Simple random sampling was
used to pick a sample of 273 teachers. These were given questionnaires and 241 teachers
completed and returned their responses. Most respondents perceived that the use of ICT could
improve teaching and learning by allowing teachers to access a lot of resources from the internet,
increasing student participation and improving student’s language writing skills. Teachers‟
perceptions of ICT use in the classroom were generally positive. Most respondents were
moderately competent in word processing but they lacked skills in the use of databases. The
teachers used computers often. The researcher concluded that education in second-cycle schools
in Ghana was still very much teacher-centered and it had not been transformed by the
introduction of ICT in teaching.
Meier (2007) carried out the project “Enhancing intercultural understanding using e-learning
strategies”. The aim of the project was to enhance awareness and intercultural understanding
among students in Finland and South Africa through developing e-learning content and
educational applications. This study explored the possibility of ICT actually influencing culture
and hence this study explored the relationships between these variables.
Singh & Muniandi (2021) investigated the factors which affect school administrators‟ choices in
adopting ICT. The study also analysed the processes used in selecting ICT infrastructure deemed
suitable for schools and identified barriers to ICT integration. The study employed a qualitative
research approach. The results indicated that the teachers willingness to integrate technology and
cooperation among themselves influenced ICT use in schools. The existence of ICT knowledge
and skills among the teachers, maintenance of ICT infrastructure and the availability of technical
support were also found to influence ICT integration. Insufficient time to use ICT in the
classroom in the presence of heavy teaching loads, inadequate infrastructure and unwillingness
of teachers to change their teaching methods were identified as the main barriers to integration of
technology.

CHALLENGES AND BARRIERS

Mandonga, Matswetu, & Mhishi (2013) studied “Challenges and Opportunities in Harnessing
Computer Technology for Teaching and Learning”. The study was carried out in Makoni East
district of Zimbabwe. A case study of five schools was done and data were collected using
interviews and questionnaires. The respondents were the school heads and teachers. Results
showed that computers were used in the schools for administrative purpose but there was a very
low use of computers for teaching in the schools assessed. In most cases computers were only
used in Computer Studies lessons but not in other disciplines.
Andoh (2012) reviewed several research articles to find out various factors responsible for ICT
integration by teachers and students. The researcher developed three categories in order to sort
out the factors which responsible or encumber technology integration. The three levels were
teacher –level, school-level and system-level that promote/prevent technology use by teachers.
The teacher level factors were ICT skills, confidence of teacher to use or not, pedagogical
knowledge, etc. The school level factors were ICT infrastructure, access to ICT, old or poor
computers, software, technical support etc. System level factors were traditional school system,
restrictive curriculum, organizational structure, etc.

Padmavathi (2013) conducted a cross-sectional survey to study the competency of senior-

secondary school teachers of Pondicherry to use ICT in their classroom teaching. The sample for
the study comprised 134 teachers selected randomly. To study the competencies of teachers, the
researcher developed a questionnaire and analysed the data using qualitative norms and the SPSS
15.0 for quantitative analysis of the data. The results highlighted that teachers were unable to use
simple software packages appropriately due to lack of competency to prepare lessons using
technology. It was further highlighted that teachers reported that no training was given to them
for technology integration. The data analysed also highlighted that mostly teachers were not
competent to use power point for classroom presentation, word processor, excel and could not
use internet planning lessons.
Vitanova et al. (2015) tried to study factors responsible for the development of ICT
competencies. The sample of the study comprised 220 primary school teachers. The researcher
used survey method to explore factors which affect their ICT competencies. Descriptive statistics
and structural equation model was used to identify factors responsible. Results from the
descriptive statistics revealed that basic ICT application like online resources, text editor,
multimedia, spread sheets and blogs were used by most of the respondent competently, but it was
observed that use of data base was limited. The competency to use computer operation was high
in 58% of the respondent, rest of the respondent perceived to be at initial and average competent.
The results of the structural equation model revealed that professional use of ICT by teachers is
the strongest factorthat impact ICT competency.
Tondeur (2008) conducted a research to study ICT integration from the point of school
improvement approach. For the purpose the researcher conducted the research on 60 schools of
Flanders, a region in Belgium. As many as 574 teachers and 53 principals were asked to fill the
questionnaire related to ICT infrastructure plan and policy. The results depicted that major
barrier apart from ICT policy goals were the limited technological skills of teachers to integrate
technology and lack of support from ICT administrators/principals.

Carver (2016) explored the perception of K-12 teachers‘ regarding barriers and facilitators which
promote or hinder technology integration in classroom instruction. The sample of the study was
8 pre-service teachers. The researcher developed an online tool to gather responses from the pre-
service teachers about their experiences with enables and barriers to technology integration. The
data was analysed quantitatively and qualitatively. The results revealed that technology increases
student engagement in learning was the most perceived benefits to integrate technology. The first
order or external barriers to technology integration were lack in availability of ICT infrastructure,
lack in communication technology and functionality of available infrastructure.
Martin, Khaemba, & Chris (2011) investigated the teacher training needs which need to be
addressed for effective ICT integration in education. They carried out a survey in Bungoma
district of Kenya. The target population was secondary school teachers. The respondents were
selected using stratified random sampling. The factors which were found to be significant in
contributing to teachers competence in using ICTs in teaching were: dissatisfaction with the
status quo, the teachers confidence in their ability to use ICT, the availability of hardware,
software and technical support, rewards and incentives for using ICT, commitment, educational
leadership in policy making, financial allocation, and program implementation. Teachers also
needed time to adapt to the use of ICT.

Research Gaps
Based on the review of Literature the research gaps were identified for the study. The
research gaps are as follows:
1. Though India is catching the pace with other universities around the world, still lots of
research using different new media technologies has to be conducted for Indian education
system. In Indian education system, only a few new media technologies (social networking and
massive open online courses) were used to enhance the classroom teaching among students and
teachers.
2. Many teachers are also not aware of the emerging new media technologies used in the
classroom.
3. No model has been developed regarding how the classroom has to be transformed into the
technological world in context of the Indian education system and predicting the technological
cycle for next 30 years of Indian education system.
4. No framework has been developed for creating environments which foster and encourage
innovation in teaching using the different new media technologies in Indian higher education.
5. Very few technologies (Massive Open Online Courses and Social Networking) have been used
to find the effect of technologies on the students’ performance in Indian higher education system.
6. Lack of training facilities to teachers for updating new media technologies and integrating the
new technologies into their teaching methods.
7.availability of ICT infrastructure, lack in communication technology and functionality of
available infrastructure.
8.ICT policy goals were the limited technological skills of teachers to integrate technology and
lack of support from ICT administrators/principals.
9. Still there were no theories, frameworks, & pedagogical practices were developed across the
globe.
10. Most of the science teachers are not interested to teach the student through different kind of
ICT related technology.

REFERENCE
Kolawole, D.T., Enang, U.(2023) blended learning: a new approach for the teaching of library
and information science. Journal of uyo.

Rahmat, A.D., Kuswant,H., Wilujeng,I.(2023) Integrating Technology into Science Learning in Junior
High School: Perspective of Teachers. Journal of Research in Science Education
DOI:10.29303/jppipa.v9i5.2922. http://jppipa.unram.ac.id/index.php/jppipa/index.

Manzano,E.C.,(2023)ICT INTEGRATION IN SCIENCE,TECHNOLOGY,AND SOCIETY (STS)

COURSE. Journal of clinical psychology.DOI:10.36713/epra13463.

Singh, T. K., & Muniandi, K. (2021). Factors Affecting School Administrators' Choices in Adopting ICT
Tools in Shools - The Case of Malaysian Schools. International Education Studies, 5(4), 21-30.

Ngao, A. I., Sang, G., & Kihwele, J. E. (2022). Understanding Teacher Educators‘Perceptions
and Practices about ICT Integration in Teacher Education Program. Education Sciences, 12(8),
549.
Nidup, Y. (2022). Teachers' ICT skills and application of ICT in the middle and higher
secondary schools in Bhutan. Journal of ICT in Education, 9(1), 77-85.