1

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The researcher gathered related literatures from

different books, journals, online materials and articles to

provide valuable information to the present study. The

related literature is about the utilization of technology in

the classroom, in school, for the teachers and students. The

researcher also found number of studies regarding this

investigation in different sources, which are conducted by

local and foreign researchers.

RELATED LITERATURE

Education boosts the use of technology and technology

aids education. The importance of technology in education

cannot be ignored. The introduction of technology in the

educational field has made the process of learning and

knowledge-sharing, a more interactive and pleasurable

experience. In fact, with the onset of computers in

education, it has become easier for teachers to impart

knowledge and for students to acquire it. The use of

technology has made the process of teaching and learning

more enjoyable for all.

Computers offer an interactive audio-visual medium.

PowerPoint presentations and animation software used to

 2

present information in an interactive way. Owing to the

audio-visual effects, this way of teaching invites greater

interest from students. The method is equally helpful for

teachers. Projectors and screens facilitate simultaneous

viewing of information by a large number of students.

Addressing systems using microphones and speakers make it

possible for teachers to reach a larger number of students

simultaneously. These teaching aids have led to improvements

in student attendance and their attentiveness in class.

(Manali, O., 2016)

Digital literacy has positive effects on skills

important for successful learning also. Students can access

information more easily, as a growing amount of data is

available in digital repositories that are much easier to

access than traditional, paper-based resources for learning.

Managing information is a digital literacy component that

students acquire and use in their private lives when joining

online communities and keeping up with the diverse networks.

Integrating and evaluating information, on the other hand,

are skills that have to be taught in the classroom, with the

teacher acting as an expert in evaluating information,

showing students the differences between reliable and

useless digital resources. The most important components of

digital literacy are common for future computer

 3

Users and ICT professionals: accessing, managing,

evaluating, integrating, creating, and communicating

information individually or collaboratively in a networked,

computer supported, and web-based environment for learning,

working, or leisure. These skills are directly related to

basic competences; therefore, digital literacy is as

relevant as traditional literacies, such as reading and

writing, mathematics, or the management of social behavior.

Below is an overview of the relationships of digital

literacy components and basic competences. Accessing

information, defied as identifying information sources as

well as having the techniques for collection and retrieval

of such information, is a basic component of all literacies.

Digital literacy significantly broadens the scope of

potential sources of knowledge. However, information search

in this area requires more sophisticated information

management skills than traditional literacies that use

resources whose validity and authenticity is relatively

easier to assess. When using an Internet-based knowledge

portal, applying an existing organizational or

classification scheme to evaluate its content is not always

possible. Being able to determine the authority or tie of

the information retrieved online requires digital literacy

skills that only, the expertise and experience of education

 4

may furnish individuals. (Andrea Karpati, 2011)

According to Buturian (2016), Technology in the

classroom enables the use of more interactive educational

tools, which allows for a dynamic learning experience that

directly benefits students. Using technology in the

classroom gives its flexibility and adaptability to

differentiated learning.

This was also emphasized in the article of Laping

(2016), that the technology is a way of life. It is

everywhere in this computer age. Free educational tools are

easier and faster to use than traditional tools. It could

help teachers accelerate the teaching and learning process

in the classroom, for example the new Microsoft free

educational applications. Another online application is the

Skype, which teachers and students could find classrooms

from all over the country or the world, do activities such

as virtual field trip, and invite experts as guest speakers.

However, according to Ritchell (2012), there is a

widespread belief among teachers that students’ constant use

of digital technology is hampering their attention spans and

ability to persevere in the face of challenging tasks.

Because they believe that, the use of the computers, cell

phones and other technological tools affects the children’s

focus.
 5

Stated in the article of Johnston (2014) are the

different advantages and disadvantages of technology in

education. The pros in using technology in the classrooms

are the following; allows you to experiment more in

teaching, there are countless resources for enhancing

education and making learning more fun and effective, can

systematize a lot of dull task such as grading for writing

assignments, discussions, and participation, and answering

common student questions, it shifts the classroom experience

from the sage-on-a-stage approach to a more collaborative

environment, Creating presentations, learning to

differentiate reliable from unreliable sources on the

Internet, maintaining proper online etiquette, and writing

emails; these are all vital skills that your students can

learn in the classroom and master before graduation and

Using technology in the classroom can prepare your students

for a future deeply rooted in technology. And the different

disadvantages are the following; technology can be a

distraction, possible disconnect of social interaction,

technology can foster more cheating in class and on

assignments, students do not have equal access to

technological resources because not all students can have

their own gadgets and there can be unreliable source.

Teachers supplement traditional teaching methods with

 6

activities using tablets, smartphones and computers, mixing

collaborative work and self-directed learning. Teachers may

access features like Microsoft Office programs which, aside

from PowerPoint, Excel and Word, now include Outlook and

OneNote, OneDrive, Lync, Access, Sharepoint, Yammer, Delve

and Visio, many for free, to make their work easier and

their lessons more interesting. These include templates for

brochures, certificates, letters and memoranda, as well as

diagrams and maps. There are webcasts and guides on, for

example, training students for critical thinking. (Alviar,

2016)

On the other hand, in an article of Eaton (2016), he

stated that the education dialogue in today's world is not

about how much schools are spending on technology but, in

many ways, about how they are thinking to drive change.

There was a need to accelerate the pace of change and to

drive the real transformation needed in our classrooms for

all learners. The outcome of the transformation should be

students maximizing their individual talents to achieve

goodness for our communities and our countries. But the

usual practice of focusing on technology and trying to use

it to change the schools had not worked. The reality of

teacher resistance to technology had very little to do with

teachers not understanding how to use technology. Where

 7

before the teacher was the fountain of information and the

students came along on the journey, today students are

learning without teachers. Another reason for schools not

taking advantage of technological advancements is simply

that many teachers are not comfortable using the equipment.

Students are often much more skilled in computer technology

than their instructors and this poses a problem for

teachers. Schools would have to apply new thinking, new

energy and new leadership to make things happen for their

students.

On the article written by Scott Steinberg entitled

“Technology for Schools and Teachers: 5 Reasons Digital

Learning Matters” (2013), he stated that digital learning is

a key concept that needs to be embraced by educators in

today’s classrooms. However, it’s also worth noting that

definitions of high-tech, online and distance learning

solutions often differ between school and university

campuses. For example, digital learning could refer to the

use tablets in the classroom. It could mean using online

sites, services and programs as teaching tools, or as study

aids built for at-home use. Alternately, it could even refer

to the practice of using popular apps, social networks and

communications platforms as tools to create your own digital

 8

assignments and agendas. There are five reasons why digital

learning is so important, and can no longer be ignored. On

personalization, digital learning offers an unprecedented

ability to provide educational experiences that are tailor-

made for each student. As pupils advance in programs on

English, math, science, history, and art or other subjects,

teachers can now track their individual progress, identify

specific areas of focus for each student with actual data to

back it up, and present solutions that address their

specific needs. As has long been established, students

thrive most in situations where educational experience has

been customized to their unique needs, and digital learning

provides teachers with the tools and opportunity to offer

individualized learning programs. On accessibility aspect,

he said that it also allows educators to enjoy a level

playing field, where inner-city classrooms, charter schools,

private schools and even homeschooled children all have

access to the same learning and opportunities. Even smaller

and less well-staffed or -funded schools can tap into the

trend to provide extensive course programming and curricula,

as well as insight into non-traditional topics that may not

otherwise be accessible for budgetary or resource-related

concerns. For relevance, nearly every aspect of the real

world has gone digital, including fields such as

 9

manufacturing, science and medicine as well as pop culture-

related industries such as art and entertainment. Not only

are employers increasingly turning to interactive training

tools to boost engagement, learning and retention. Even

before students enter the workforce, any college experience

involves the use of a dizzying array of technological

devices and connections. Digital learning in elementary,

grade and high schools prepares students for the reality of

secondary education and modern careers. Digital learning

solutions also bring to bear a number of key efficiencies,

both real and virtual, that can’t be matched by traditional

learning techniques. Whether it’s the environmental impact

recognized by the need for less paper for handouts and

books, time savings provided by pupils’ unprecedented access

to information and the ease of research facilitated, or the

cost savings to be had due to the multiple functions today’s

Swiss Army-like devices offer, realize. Digital learning

provides an effective way to cut costs, maximize resources

and heighten both reach and impact from myriad angles. And

the effects of digital literacy on the performance of

teachers and learners, this article stated that studies have

shown that students using technology as an education tool

become more engaged in the process and more interested in

growing their knowledge base — in some cases, to the point

 10

that they don’t even realizing they’re actively learning.

Likewise, research has demonstrated that interactive

solutions boost retention rates and test scores, being far

more engaging and memorable than voluminous textbooks or

one-sided lectures. Online and high-tech programs not only

often provide better context, a greater sense of

perspective, and more arresting activities that allow them

to better connect with students. They also frequently offer

a more interesting and involving way to digest information.

It was cited that technology has played a vital role in

educational innovation, providing both teachers and students

with more options and flexibility in their teaching and

learning practices. With the internet and computer

technology availability, technology becomes increasingly

indispensable in the field of education. In today's schools,

multimedia software, content based CD-ROMs, online resources

and many other technologies provide students and teachers

with many new research tools, limitless wealth of

information, shared professional practices, communication

tools, and new modes of learning. Availability of internet

in schools enables both the teachers and students to have a

variety of opportunities to expand the curriculum. Today's

school continue to be challenged by the increased

 11

visibility, roles and cost of instructional technology

tools. Considering current trends in education, a modern

classroom would not be complete without computers, software,

internet connections, projectors and a variety of other

high-tech device. Schools will be equipped with the best

hardware and software in the near future, but it is unlikely

that teachers and students will use them effectively if

teachers are not trained. The success of technology infusion

in schools depends on training teachers. In the digital age,

schools will require teachers to have competent technology

skills and be able to effectively implement the use of

instructional technology in classrooms. Therefore, it is

logical to require teachers to be trained to handle such

technologically equipped classrooms. Technology integration

in the classroom has become an important aspect of

successful teaching. This is because it allows students to

learn more in less time and allows schools to focus on

global learning environments if used appropriately. It could

also be an effective teaching tool when used to engage all

students in the learning process. During the last few years,

technology has been adopted in many areas such as business,

entertainment, government and education. The global adoption

of technology has been the landmark on the educational scene

for the last few years. The effectiveness of the use of

 12

computers in education may be an important factor in

determining which countries will succeed in the future.

(Anonymous Essay, 2013)

RELATED STUDIES

The study of Bouchard (2014) entitled “Virtual Learning

in the Public Schools”, stated that virtual learning has

been taking place in higher education for years and has

recently made a breakthrough in elementary and secondary

schools. Virtual learning can enhance the classroom learning

with chat rooms, blogs, video files, PowerPoint

presentations, and email. These technologies can provide

remediation or supplemental teaching, combine classroom and

off-site learning, or allow students to learn entirely off-

site. Virtual Learning Environments permit student more

flexibility as they can learn at their own pace and on their

own schedules; however, teachers and administrators must be

proficient with the technology in order for it to be

effective. This study gathered data on the benefits of using

online courses as a supplement to the traditional classroom.

Designed for schools in which there was a deficiency in

certified mathematics teachers, the goal was to improve

educational opportunities by offering a quality, standards-

 13

based online course taught by a certified mathematics

teacher. Additionally, this highly qualified teacher

mentored a classroom teacher who was not certified in

mathematics. Over two hundred students from eighteen

classrooms in six Louisiana school districts participated in

the initiative. At the end of the year, student outcomes

were compared to a separate group of students taking the

same course in a traditional classroom setting. The student

average in the online classrooms was higher than the

comparison classrooms on eighteen of the twenty-five areas

evaluated. In addition, students in the online class

reported being more engaged in the material and enjoyed

using technology to learn algebra.

However in the research of Angelo (2007), results

suggest that secondary students do not always see that

technology benefits their learning, and this finding may

have implications for both teaching and learning.

Educational debates also highlight educational technology as

either a solution for the next generation or as a

distraction from the learning environment. But it would seem

that students have mixed reactions to technology and do not

always see the value in the newest technologies. Instructors

who wish to involve students may need to rethink how and why

they are using technology. They may also need to make these
 14

decisions more clearly to students in their courses.

Students are more accepting of different styles of teaching

when they understand the purpose behind them. Consequently,

they feel that their learning is more likely to be improved.

The study of Debevec, Yau Shih, and Kashyap (2006)

showed that the majority of higher education students appear

to be integrating the technology offered by the instructor

(Website, PowerPoint slides, and online practice quizzes)

into their course preparation and study routine. They are

downloading the PowerPoint slides from the website before

class and using them to take notes in class. They actually

rely on the technology more in preparing for class (by

downloading PowerPoint slides) than reading relevant

chapters in the book before class. In preparing for the

exams, students are as likely to review their PowerPoint

slides as they are to review their class notes. Students

also took advantage of the online practice quizzes in

preparing for exams, although to a lesser degree than their

review of PowerPoint slides and class notes. This study also

showed that students were less likely to review the chapters

in the book again in preparing for tests, perhaps suggesting

that they are over reliant on their notes and PowerPoint

slides. Students who tended to use technology for in-class

learning and preparing for the exams were not deterred from
 15

attending class compared to students who utilized the

technology less often. However, an interaction between the

technology and standard/traditional preparation methods

suggested that attendance and exam performance was highest

among students who were more reliant on either technology or

standard learning methods for class preparation and exam

preparation. Students categorized as low on both technology

and standard/traditional learning methods or high on

technology and standard/traditional learning methods had a

significantly lower attendance rate and exam performance

than students who were categorized as low on technology use

and high on standard/traditional learning methods or high on

technology and low on standard/traditional learning methods.

The authors question whether students who were categorized

as high on both learning methods were less motivated to

attend class and thus sacrificed the learning that could

have occurred in class discussion through the multimedia

presentations including the digital video clips that

reinforced important concepts. They also may have forfeited

the benefits of class discussion relative to the concepts

presented on the PowerPoint slides and related video clips.

These students were actually similar in terms of class

attendance and exam performance to students who were

categorized as low on both learning methods. The latter

 16

group of students appear to be less prepared for class and

exams overall. Students integrated technology-driven

learning methods with their standard/traditional learning

methods. For example, those who reviewed PowerPoint slides

and took practice quizzes before the exam were significantly

more likely to read chapters as they were discussed and

review them again before the exam. However, attendance was

the variable most highly correlated with performance and

students' use of a particular learning method alone was not

a strong predictor of their exam performance. Students'

exposure to multimedia in class and related class

discussions appeared to enhance their performance, although

the present study does not experimentally test this. Some

students in this study chose a more technology-driven route

while others chose a more traditional route and both were

able to able to maximize their performance given that they

attended class and gained the benefits of the multimedia

presentation and discussion. Previous research has supported

the importance of class attendance on performance and the

value of computer-assisted presentations and multimedia used

in the classroom in terms of helping students remember what

they were learning, enhancing their interest in learning the

subject, and improving their understanding of course

material.
 17

According to Gu, Xiaoqing, Zhu, and Guo (2013) in their

study entitled “ Keeping in mind the fast growth of the

digital-native phenomenon in the student population, which

attempted to determine whether the ICT used in-class

designed by digital immigrants for the benefit of digital

natives meets the expectations of students and complies with

their established ICT practice. The findings reported in

this study focused on the current situation of the end

users' acceptance of ICT both used in-class and outside the

school, the differences in the influencing factors, namely,

their attitudes, the self-efficiency and competency toward

ICT, and how the ICT usage of student and teacher groups is

affected by those factors. The discussion of the findings is

as follows. First, the findings of this investigation

present evidence of the characteristics of digital natives

in Shanghai, both in terms of their perceptions of ICT

currently integrated into classrooms and outside the school,

as well as the differences between them. The findings of

this investigation confirm that the digital native is a

complicated phenomenon indicating that in terms of the

duration and frequency of ICT usage, students do not use

more ICT than teachers do; in terms of the years of ICT

usage and the types of ICT being used, students exhibit the

typical "native" characteristics of high percentage of early

 18

adoption of ICT. The findings also echo the claim that

students can get more ICT access at home than in school. The

study also investigated the factors that presumably affect

ICT usage for end users, as well as the possible differences

between these groups. The four constructs have been verified

using the factor analysis approach, except for the teachers'

in-class ICT integration. For the ICT usage in different

situations, however, these constructs have revealed

different perceptions of two user groups. In general,

personal factors are most important for either students or

teachers, both in and outside the school. The significantly

higher self-perceptions on ICT of students than that of

teachers fit the general description of digital students,

although teachers in Shanghai have been undergoing training

to develop their competency in ICT integration for years. In

addition, from the findings of the factor loading with

teachers' data, we can interpret that teachers perceive

technology as a way to meet their tasks as part of the ICT

competency. In their perception, self-efficiency and ICT

competency are the most important factors in determining

their ICT adoption in classroom teaching. This finding

echoes other studies focusing on the barriers to ICT

integration in the classroom, which frequently find that the

confidence, competence, and attitudes of teachers are most

 19

vital for successful ICT integration.

The study of Ghavifekr(2015), result shows that

technology-based teaching and learning is more effective in

compare to traditional classroom according to the secondary

level students. This is because; using ICT tools and

equipment will prepare an active learning environment that

is more interesting and effective for both teachers and

students. However, most of teachers in this study agree that

ICT helps to improve classroom management, as students are

well behaved and more focused. Moreover, this study proved

that students learn more effectively with the use of ICT, as

lesson designed are more engaging and interesting.

Accordingly, the participants agreed that integrating ICT

could foster students’ learning. This study found that most

teachers think ICT integration is effective, but ICT tools

provided in school are not enough nor in good condition.

Training and professional development are not adequately

provided for teachers and technical supports are somehow

provided but can be improved from time to time and not very

good condition of computer lab in school with well-

functioning tools and facilities.

STATE OF THE ART

Recent researches have conducted to identify the impact

 20

of digital literacy in the classroom. How it affects the

strategies of the teachers and the academic performance of

their students. This was shown in the study of Debevec

(2006), use of technology for learning (accessing the course

Web site to download PowerPoint slides for note taking and

exam preparation) relative to more traditional learning

methods (reading the textbook and taking notes in class and

from the textbook) and the effect of their learning

strategies on exam performance and class attendance.

Students who categorized as high on use of technology and

low on traditional learning methods or low on technology and

high on traditional learning methods exhibited higher

attendance and performance than those students categorized

as high or low on both technology and traditional learning

methods. But, in the study of D’ Angelo, his outcome was

that not all students see the benefits of technology in

their learning thus some of them wants the other ways of

teaching of their professors for them to improve their

learning. Then, the success in integrating technology in

education depends upon the exposure of the teachers to the

use of different technological tools.

The reviewed literature such as the study of Bouchard

(2014) stated that Virtual learning could enhance the

classroom learning with chat rooms, blogs, video files,

 21

PowerPoint presentations, and email that can provide

teachings and instructions, even outside the classroom.

Ghavifekr(2015) indicated the different benefits of using

the technological tools in the class, for learning of

students and for teachers’ instruction strategies. The study

of the Chinese researchers, Gu, Xiaoqing, Zhu, and Guo

(2013) focuses on the frequency and duration of usage of ICT

of the students and the teachers in which the result is that

the students less use ICT than teachers do. Though the

students have an easy access of technology at home than in

school.

Several studies regarding technology integration

conducted preceding this research. However, this study

identified the digital environment present at a school and

analyzed the influence of technology in the classes of Grade

Four to six in Milaor Central School and recognized the

insights of the teachers and their adaptableness to this

innovation that can improve their performances as well as

their students. Moreover, it assessed the level of accuracy

and skills of teachers and students using technology use for

learning and teaching process along different aspects. It

focused on a public elementary school in which the

researcher will help to determine if the intermediate level

students will easily adapt, and accept a digital school

 22

environment and teachers who will integrate ICT on teaching

methods especially it was a recipient of a computerization

program.

NOTES

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 24

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