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Should the Use of ICT be Extended into the Classroom Settings?
Exploring the Impact of Technology in Education
Technology plays an important role in the life of today's college students. However, there are concerns about whether this technology should extend into the classroom. Nonetheless, there is sufficient evidence regarding the positive impact generated from incorporating ICT in the classroom.
A number of studies have indicated that the use of technology has not only led to development of enhanced teaching methods and techniques but has also caused a significant improvement to student learning. For instance, the study by Adelaida (2010) established that when students are exposed to ICT in education programs, it could be positively impact the achievement and academic progress of the student. Subjects that were found to be more effective in ICT use were social study, mathematics and science. Further, use of technology could facilitate acquisition of practical skill, knowledge comprehension and presentation skills especially in the aforementioned subjects. There is also rife evidence indicating that ICT has enhanced the quality of education, access to education, professional development of educators, equity in education, management and administration of education among other areas. It should be also considered that global institutions such as the UNESCO have prioritized innovation and use of ICT in education (UNESCO, 2009). This is not only a way of advancing globalization but also promoting educational processes which conform to the 21st century community. As pointed out by Adelaida (2010) ICT has significantly improved learning while at the same time making it easy to integrate diversity and facilitating access to knowledge and information. In today’s perspective, it is paramount for each person to have an understanding of ICT and how to utilize it fully whether in school, workplace or life aspect. It has become more than necessary to expose individuals to ICT use, and this can effectively be done in learning institutions. Learners who have been exposed to ICT will not only develop academically but they will also use the knowledge gained in their future careers and be able to conform in the contemporary society. In the modern world, education has been deduced as the basic service that is tradable between nations. Since knowledge is now considered a tradable commodity between and among nations, it therefore becomes paramount that regional stakeholders align themselves with the trend, otherwise they will not be able to keep up with the intense competition from the global forces of learning and education (Garbin and Maja, 2014).
Those opposing the integration of ICT in education base their arguments on the inherent challenges normally associated with such a program. For instance, in many quarters, there are no clear regulations pertaining the running of the program, lack of coordination between the relevant stakeholders, lack of congruence between activity and structure, variations of method, missions, and objectives (Trowler, 1998). The other problem associated with implementation of the problem includes lack of awareness of the related benefits, irregular inspection on execution of the program and insufficient connection between the concerns of the relevant stakeholders. Further, the implementation of ICT in education curriculum is further impaired by the cultural ideals of academic fraternity which did not envision the penetration of technology in school curriculum and avoidance of external dictates on the teaching and learning processes. For many educators, outsourcing of ICT in the school curriculum amounts to loss of control for their jobs and it is an impingement on academics (Allen et al, 2002).