CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents a discussion of related literature and studies that may lead to

a better understanding of the theoretical and conceptual frameworks of the study.

Review of Literature and Studies

Digital technologies are already requiring us to think differently about how learners

learn and how teachers teach. From this perspective we need to think about how schools

or learning ecologies are organized, including the role of technology to support meaningful

student achievement. But any innovation must first and foremost have an educational

purpose and that purpose should be to improve the learning outcomes of learners at any

age because through learning, people can live happier, healthier, be more productive

(Hernandez & Goddison, 2004; Waddoups, 2004; Somekh et al., 2006).

Technology Integration in Education

The term “Educational Technology” was first used in the United States in the years

after World War II with the use of slide projectors, film strips, audio tapes and television.

With the advent of personal computing in the 1980s, the phrase primarily refers to

computer-based learning and most recently, to the most advanced technologies (Coley.

Cradler & Engel, 1997).

Today, there is a universal acceptance that information and communication

technologies are good for development. The United Nation Educational, Scientific and