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Teachers need to use a variety of teaching activities in their classrooms, and that

variety should include technology whenever appropriate. Technology can be used

not only as an information management tool, but also as a means of reaching
students of diverse backgrounds (Sianjina, 2000). Use of technology can help
teachers relate to todays students who are very media aware, prompt new
approaches to curriculum, and encourage developments in teaching skills (Schwarz,
2000). It can also assist teachers in helping the students connection to the
community and worldwide. (Koc,2005)
For successful integration of ICT into teaching-learning process, it can be concluded
that the factors that positively influenced teachers and administrators use of ICT
in education include teachers attitudes, ICT competence, computer self-efficacy,
teaching experience, education level, professional development, accessibility,
technical support, leadership support, pressure to use technology, government
policy on ICT literacy, and technological characteristics. However, the presence of
all factors increases the probability of excellent integration of ICT in teachinglearning process. Therefore, the training of teachers in the pedagogical issues
should be increased if teachers are to be convinced of the value of using ICT in their
teaching-learning process. (Ali, Haolader,&Muhammad, 2013)

Since management education requires inputs for the fast changing internal/global
business environment, it becomes imperative for management faculty to use
information instructional technology tools like business databases, statistical tools,
library databases, internet, office tools, websites, online business games etc. to
enhance learning outcomes. The facultys planning of learning activities will be
easier, less time consuming and expanded in scope with the availability of
instructional technology and their skill in drawing from it will improve their teaching
ability [Ololube 2006]. Information Technology is currently being used effectively in
Management education for information access and delivery in libraries, research
and development, as a communication medium, and for teaching and learning.
Increased access to and use of the Internet is making a unique contribution to the
teaching and learning process [Shaw, 1994] and will be an important part of future
strategies to provide services to increased number of students in very diverse
locations [Daniel 1997, Czerniewicz and Brown 2005].

According to Herbert (1999) as cited by Mustafa Ko (2005) Technology has also

impacted pre-service teacher education programs at many universities. As an
example, new initiatives for prospective teachers enable them to view best
practices via streaming video over the web. When incorporated with online
discussions and teacher/facilitator annotations, the support a teacher needs in
implementing a vision or changing a practice is greatly enhanced (Herbert, 1999).

According to the study conducted by Howard, McGee, Schwartz, and Purcell (2000),
living-and-learning environments for the training can foster rapid changes in
teachers` epistemological beliefs. Results indicated that teacher epistemology
became significantly more constructivist on three of four measured epistemological
dimensions, and the training program was very effective and that certain
epistemological dimensions are subject to change. Teachers learned about
constructivism by doing constructivism. Individually and collaboratively, teachers
learned how to use the technologies by incorporating them into the design of lesson
plans. In retrospect, trainers observed that one of the most powerful influences for
epistemological change was the teacher-to-teacher encounter. Moreover, Davis and
Resta (2002) concluded that electronic collaboration that was not constrained by
time and space was an effective means of providing additional mentoring and
support to beginning teachers in their first years of teaching.
(article)According to Professor Steven Higgins, ZhiMin Xiao and Maria Katsipataki
School of Education, Durham University (2012)The role of technology in education
has been an important question since the potential of computer technology to
transform Skinners teaching machines was recognised in the 1960s. It remains an
important issue today with debates about the impact of technology on our society,
the implications of quick and easy online access to information for knowledge and
learning and the effect of technology on young peoples social, emotional and
physical development frequently in the news. It is therefore important to take stock
of what we know about the impact of digital technology on education from what we
have learned over the last fifty years.

According to Clegg and Bailey (2008) (App Store Metrics,2013) as cited by Macasaet (2013)
The use of technology in education has significantly aided students in performing their schoolrelated tasks. Clegg and Bailey (2008) assert that with the utilization of mobile devices such as
laptops and tablet computers, the learning process for the students become more fun and
conducive due to the user-interactivity and appealing visuals present in these learning tools.
Additionally, a vast collection of learning games and applications exist for these mobile devices,
and as a matter of fact, there are about 96,000 educational applications available (App Store
Metrics, 2013).The modern classroom now requires the use of computers, the internet and
mobile devices practically in every school activity. With this idea in mind, the Department of
Education has planned to modernize the Philippine classrooms in line with its K to 12 program.
Today, education at all levels are gearing towards a computer-centric learning environment.
Through the implementation of technology inside the classroom, teachers and students can yield
positive results within the learning environment and true-to-life situations.


According to Baylor and Ritchie (2002) as cited Kazdera (2006) found that teachers
valued the use of technologies in class and that it had an impact on students
content acquisition; the use of technology added to class performance. They went
further, comparing traditional methods of teaching that focus primarily on imparting
skills and knowledge with current approaches where many educators are stating
the need to prepare our students for a life that will be drastically different [a
life that will] need students to become creative problem-solvers, able to analyze a
wealth of information to draw valid conclusions (p. 400). Learning of this kind is
more likely to take root when a variety of instructional technologies are used during
instruction; that is, technologies that allow for hands-on experiences.

Ds1. According to Furinas and Marinas (2006) as cited by Myers (2009)

that computers are an important part of
everyones life, and as children become adults,
they need to learn to use computers to
prepare them for the future.
Ds2. According to Hull (1999) as cited by Cavenall (2008) As
technology becomes more prevalent in our global knowledge

information age society, a growing challenge is preparing prospective

teachers to effectively integrate technology to enhance the learning
Ds3. Using technology in instruction has been a part of education for
decades; however, it is still considered a relatively new pedagogy to
integrate technology into curricula (Cherepski & Hunge, 2000; 2003).
Integrating technology in education can play an important role in
leveraging productivity and efficiency. The teachers who learn to
integrate technology into existing curricula teach differently than
teachers who did not have such training or support from
the institution (Christensen, 2002). Although many educational
systems have quickly embraced digital technologies, the effective
inclusion of these technologies into teaching practice has

encountered, and continues to encounter, practical and pedagogical

barriers (Wood, Specht, Willoughby, & Mueller, 2008).