Summary ICT in Education: A Critical Literature Review and Its Implications

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 114 IJEDICT As Lowther et al. (2008) have stated that there are three important characteristics are needed to develop good quality teaching and learning with ICT: autonomy, capability, and creativity. Autonomy means that students take control of their learning through their use of ICT. In this way, they become more capable of working by themselves and with others. Teachers can also authorize students to complete certain tasks with peers or in groups. Through collaborative learning with ICT, the students have more opportunity to build the new knowledge onto their background knowledge, and become more confident to take risks and learn from their mistakes. Further, Serhan (2009) concluded that ICT fosters autonomy by allowing educators to create their own material, thus providing more control over course content than is possible in a traditional classroom setting. With regard to capability, once students are more confident in learning processes, they can develop the capability to apply and transfer knowledge while using new technology with efficiency and effectiveness. For example, in an ESL listening and speaking class, students may be asked to practice their pronunciation using an online audio dictionary. They are required not only to listen to the native pronunciation from the dictionary, but also to learn the definitions and examples of a new vocabulary item. They then have to make a recording of their own pronunciation and provide examples of how this new word is used in context. Before completing this task, they have to know which browser to use in order to search a suitable online audio dictionary. They will have to browse several online dictionaries, and select the one that best meets their learning needs. In addition, finding good software to record their voice is another prerequisite for these learners. Therefore, the whole learning process enriches students’ learning skills and broadens their knowledge beyond what they already know. By using ICT, students’ creativity can be optimized. They may discover new multimedia tools and create materials in the styles readily available to them through games (Gee 2007, 2011), CDs, and television. With a combination of students’ autonomy, capability, and creativity, the use of ICT can improve both teaching and learning quality. Support teaching by facilitating access to course content Watts-Taffe et al. (2003) found that teachers can act as catalysts for the integration of technology through ICT. If the encouragement, equipment, and necessary technological support are available from institutes for the teachers, developing an ICT class will be easier for them. The main responsibilities of these teachers will be changing their course format, creating and explaining the new assignments, and arranging for the computer lab through their technologylearning specialists or assistants. In sum, as Reid (2002) has indicated, ICT offers students more time to explore beyond the mechanics of course content allowing them to better understand concepts. The use of ICT also changes the teaching and learning relationship. Based on the findings of Reid’s study, teachers reported that the relationship between teacher and learner is sometimes reversed with regards to information technology. This relationship boosts students’ confidence when they are able to help teachers with technical issues in the classroom. Therefore, ICT changes the traditional teachercentered approach, and requires teachers to be more creative in customizing and adapting their own material. While ICT is changing teaching and learning for the better in several ways, the existing literature has also identified some barriers. In the following sections, these barriers are classified into four categories based on the perspectives of students, teachers, administrators, and ICT infrastructure. A variety of strategies for addressing these barriers is also discussed