REVIEW RELATED LITERATURE OF ICT STUDENTS IN USING MODERN TECHNOLOGIES

The related literature in this section includes articles reviews and research findings that are
related to this study and its factors. The study is about the challenges and impacts of ICT
students studying modern technologies.

ICT- ICT structured networks, including software, hardware, and information technologies, are
defined by Apulu et al. (2011). According to (ELISHA et al. 2006), ICT is an all-encompassing
phrase that includes communication devices.

According to (Brian 2000) ICT has been used worldwide to help people such as in
business, trade, marketing, science, education, and others. ICT is currently being used in
education to assist students to learn more effectively and help teachers to do administrative
tasks more efficiently (Neil Selwyn 2003).

Based on a study conducted by Neil Selwyn (2003) ICT has been useful to students and
teachers to learn more successfully and do their work more quickly. In other words, Information
Communication Technology in education has made it possible for students, teachers,
specialists, and researchers to collaborate with each other in diverse ways.

For example, ICT is a powerful tool for presenting or representing information in many
different ways. It can be presented through different forms such as texts, pictures, tables,
graphs, and even multimedia which can make the class more interesting and lively. Besides,
ICT can also play various instructional roles such as making the learners feel more relaxed to
learn the various topics and tasks and also making the learners active because they learn by
applying the technology to a task rather than by being directly “instructed” by the technology
(Grabe & Grabe 2005).

ICT also provides lessons for learners to learn grammar and vocabulary at their own pace
as a self-study activity. Learners may practice grammatical structures, improve their listening
and reading comprehension, and also build up their vocabulary from the websites.
 In addition, the purpose of ICT is to offer an effective learning environment for students,
increasing their academic performance. Lastly, ICT is to enhance the existing curriculum and
pedagogy for teaching and learning.

The direct link between ICT use and students’ academic performance has been the focus of
extensive literature during the last two decades. ICT helps students in their learning by
improving the communication between them and the instructors (Valasidou and Bousiou, 2005).

CHALLENGES OF ICT STUDENTS IN USING MODERN TECHNOLOGIES

Information and Communication Technologies (ICT) is an important tools for teachers and
students to overcome barriers and promote the acquisition of skills. However, lack of or no
training on ICT is one of the most frequently pointed out reasons for not using or misusing the
potential of ICT.

Due to ICT’s importance in society as well as in the future of education, identifying the possible
challenges to integrating these technologies in schools would be an important step in improving
the quality of teaching and learning. Balanskat, Blamire, and Kefala (2006) argue that although
teachers appear to acknowledge the value of ICT in schools, they continue encountering
obstacles during the process of adopting these technologies into their teaching and learning.

As Mayer (2005) points out, there is a big difference between learning aimed toward
technology and technology aimed towards learning. In the former, the center of attention
is on developing and mastering the skills to use the latest available technology. The main
problem of this approach is the fact that it encountered several major setbacks during
the early attempts of implementation in the late 20th and early 21st century, including
lack of proper technological skills, expertise, lack of adaptability and inadequate
technical support. The introduction of programs such as Computer-Assisted Language
Learning (CALL) and others in the late 20thcentury showed promise, but the complete
transition to IT supported learning models has not yet occurred (Day, 2013).
The opportunities provided by ICT in language learning are not problems free. We also need to
take into consideration the challenges which will affect students’ acceptance of the integration of
new technology (Razmah Mahmod 2005).

Rogers (2003:15) states that “compatibility is the degree to which an innovation is perceived as
consistent with the existing values, past experiences, and needs of potential adopters”. Lack of
compatibility in ICT with individual needs may negatively affect the individual ICT use (Sahin,
2006). Akankwasa (2008) stated that each innovation influences teachers‟ opinions, beliefs,
values, and views about teaching.

According to Eze et al. (2013), the most significant factors affecting ICT adoption are poor
internet connections, electricity, support for technology, high adoption costs, and infrastructures
for technology. However, university readiness is a major factor in ICT adoption. Technology
adoption that aims to improve learning at universities is also influenced by trust and motivation,
and most institutions struggle to use ICT due to a lack of necessary skills.

Frederick, Schweizer, and Lowe (2006) showed that student mobility, special needs,

and anxiety over standardized test results are some of the challenges associated with

ICT use. These challenges can be solved by providing more authentic group and

Problem-based learning activities, and enough learning support (Whelan 2008).

Whelan (2008) also identified more challenges from the student perspective, including:

poor technical skills that reduce access to ICT in the classroom; an insufficient number of

academic advisors and lack of timely feedback from instructors; and reduced

interaction with peers and instructors.

(Chapelle, 2011) lack of suitable ICT equipment and internet access is one of the keys

problems that schools specifically in rural areas are facing now.

According to (Jamieson-Proctor et al., 2013) in most schools, technical issues tend to

become a significant issue and a major source of student and teacher frustration in

schools. It interrupts the process of teaching and learning, if there is no technical

support available, teachers and students are not able to use the computer temporarily.

Türel and Johnson’s study (2012) revealed that low connectivity, virus attack and

printer not functioning are some of the technical problems of students and teachers. BECTA
(2004) emphasizes that the issue of training is certainly complex because it is important to
consider several components to ensure the effectiveness of the training, namely, time for
training, pedagogical training, skills training, and ICT use in initial teacher training. Salehi and
Salehi (2012) cautioned that though technology has limitless access opportunities to
information, it may pose a real l danger if teachers lack ICT skills.

Studies on ICT have also identified a number of reasons that slowed the adoption process. The
reasons are many and include access to computers such as email and the internet. Affordability
of computers and connectivity, telephone and electricity infrastructure, computer literacy,
expertise, and others.

The above states that one of the major reasons for the slow adoption process in studying ICT is
the technology the that not anyone can afford it.

Studies that examine the attitudes of mature students to technology are often out of

date, sometimes dating from more than a decade ago (Czaja & Sharit, 1998; Gardner

et al., 1993; Garland & Noyes, 2005), or focus on distance learning students (Jelfs &

Richardson, 2013). Technology has evolved rapidly, and technological advances have

changed how students learn (Kim, Song, & Yoon, 2011), reducing the validity of the

older scales (Garland & Noyes, 2008). With changing technology, attitudes and use will

also have evolved (Broady et al., 2010).

Research has revealed that despite a positive attitude toward e-learning as a pedagogical tool,
concerns about user support, institutional structures, and educational structures need to be
addressed. According to Vehovar et al., (2006), educators should address these concerns in
order to encourage nonusers to engage with new technology. However, not only institutional
structures but also educational structures (educators) have a major role to play in promoting or
resisting the integration of e.-learning system tools in pedagogy.

A lack of specified pedagogical content knowledge and technological know-how among in-
service and pre-service teachers hinders the provision of quality education and hence hampers
teacher professional development. Teacher professional development in the area of ICT for
teaching and learning should be intertwined with teacher education programs (Albion & Tondeur,
2018; Sahito & Vaisanen, 2017).

This was one of the major factors that made difficulties in the use of ICT. There was unreliable
and pirated software that had been frequently changed in the computer labs which was more
difficult to use properly than the teaching-learning process. In the majority of the cases, it had
been found that the ICT facilities were limited for both the teachers and students and they had
to share with other teachers.

Siddquah, A.& Salim Z.(2017). States that students spend more time on computers for
recreational and other purposes than for academic purposes. They believe that the use of ICT
supports their learning. Slow speed of computers, signal problems on the Internet, a virus
threat, poor work conditions on computers, load shedding, and lack of access to the Internet are
the problems faced by the majority of the students. The universities should invest more in
improving the infrastructure to address the ICT-related problems of students at the universities.

Selwyn’s study on the factors of acceptance and not acceptance of Information Communication
and Technology (ICT) in universities found the factors which affect students not using ICT in the
university were lack of technology skills on ICT, technophobia, and wrong perception towards
ICT.

Research from the Polytechnic University of Valencia presented that the student’s marks have
been better since they use the multimedia activities that were built using Adobe Flash during the
lecture. E-learning, for example, is a technical solution to perform a comparative evaluation.
What we can say now is the ICT role in the teaching and learning process
In spite of the ever-increasing number of applications for information and communications
technology(ICT) in modern society, numerous studies show that people still vary greatly with
regard to their level of ICT skills and how often they use ICT. Many reasons have been
suggested to explain these differences, such as gender, age, education, access to ICT, family
culture, wealth, computer anxiety, belief in the usefulness of computers, and the difference
between rural and urban areas, (Haddad & Draxler, 2002) claim that education is no longer a
place but an activity: teaching and learning activities. ICTs can provide personalized, timely,
timely, and user-centered educational activities (Haddad & Draxler, 2002).

is very important and we should realize its impacts on the teaching and learning process and
also in globalization (Adriana Alexandru 2007).

Based on a study conducted by (Adriana Alexandru 2007) one of the major problems in studying
ICT in universities that affect students is a lack of technology skills on ICT, technophobia, and
wrong perception towards ICT. There are many challenges that affect the integration of
technology into language learning. This is because of the difference in age, learning styles,
perception, attitudes, and others that the person holds.

Muilenberg investigated analytic studies of barriers to online learning. He identified eight

underlying constructs that limit students’ experience of online education. These barriers are
administrative and instructor issues, limitations of social interactions, limited academic skills,
limited technical skills, learner motivation, time and support for studies, high cost and limited
access to the Internet, and technical problems.

According to Muilenberg, Limited academic and technical skills and high-cost access to the
internet are the problems that cause students to face difficulties in studying Information
Communication Technology.

On the other hand, Show Hui Huang in Taiwan performed a study on factors that influenced
students’ learning attitudes toward Computer Courses. In her study, she Find that interest,
motivation, school environment, employment, and trend variables had a significant and direct
effect on students’ learning attitudes.

A study conducted by Robert Whelan reported training and capacity building, curriculum
development, infrastructure (including electricity, transport, and basic services), financing,
renewed policy initiatives, and top-down government support are perceived as the most
important factors in educational ICT development.

Robert Whelan’s study states that Government supports is the most important factor of ICT in
educational development. Sector higher education institutions are a much-appreciated initiative,
particularly in a developing country that faces the challenges of limited access to ICT resources
and poor infrastructure.

There are students who were skilled at simple programs like MS Word, MS power point, etc.,
and online games However, they are less skilled at using MS Excel, Windows & file
management, and using the digital library and are poor at using programs like Photoshop,
discussion forums, and Blogs.

Internet may be used for different purposes like study assignments, seeking information for
further studies, making friends, recreational activities, and shopping (Chan & Fang (2007).
Hawi (2012) found that students use the Internet for communication, research, and
entertainment. The study showed that students spend more time on computers for recreational
and other purposes rather than academic purpose Siddiquah, A., & Salim, Z. (2017). The ICT
Facilities, Skills, Usage, and the Problems Faced by the Students of Higher Education. Eurasia
Journal of Mathematics, Science and Technology Education.

Frederick, Schweizer, and Lowe (2006) showed that student mobility, special needs, and anxiety
over standardized test results are the main challenges associated with ICT use. Whelan (2008)
also identified more barriers from the student perspective, including subpar technical skills that
reduce access to ICT in the classroom; an insufficient number of academic advisors and lack of
timely feedback from instructors; and reduced interaction with peers and instructors.

Integration is challenged by the ICT skills of learners as well as the lack of facilities to enable
learners to improve their skills (Davids, 2009; Chigona et al., 2010). Learners from
disadvantaged backgrounds often have low technical skills, and because most of them do not
have computers at home they have no opportunity to practice what is covered in lessons.
Consequently, educators expend time dealing with the use of technology, instead of teaching
the subject content. Hence, some go to great lengths to avoid the technology (Alba-Juez, 2009;
Chigona & Mooketsi, 2011). It is within this context that one needs to understand educators’
perspectives of technology in teaching and learning.

Enabled teaching strategies like e-learning to provide important tools for the achievement of

pedagogical goals (Heshmatpanah, Ali, & Neyestanak, 2011; Lonn & Teasley, 2009), their

uptake is still low and invisible in comparison to their proliferation, hence the resultant second

order digital divide problem.

The field of education has been affected by ICTs, which have undoubtedly affected teaching,
learning, and research (Yusuf, 2005). According to ibid (2003), Information and communication
technologies (ICTs) came out as a mixture of actually influential tools for the advancement,
change, and reform in education.

There are many hurdles to the integration of ICTs both in developed and developing countries.
Many countries are facing problems in almost every sector including education and unluckily, far
behind in the race for progress.

In the past twenty years, ICTs have earned extended significance and importance. The
availability of huge amounts of information sources via the Internet, advancements in
technology in the ICT sector, and an extended elasticity in enterprises and organizations have
heightened the knowledge growth and information in the world (Adelsberger, Collis &
Pawlowski, 2002).

According to Barnett (2001), schools should formulate a thoughtful technology plan to ascertain
that there is an impact on students by the investments in ICTs. According to Patrikas and
Newton (1999), it is essential to allocate enough funds to ICTs and to absolutely utilize those
expenditures through careful targeting of identified needs. For this, devising a thoughtful
technology plan is very crucial.

Aduwa-Ogiegbaen and Iyamu (2005) identified the technological challenges of students which
are the lack of stable electricity, lack of relevant software, limited access to the Internet,
inadequate telecommunication facilities, lack of human skills and knowledge, weak
infrastructure, and lack of cost effective and reliable Internet connectivity.
Many researchers address the issue of ICTs integration in higher education and suggest that
policymakers and teachers can play an important part in this dimension (Vajargah and Jahani,
2010 Erkunt, 2010). The integration of ICTs in higher education brings many opportunities and
also causes more challenges. (Mbodila and Kikunga, 2012).

According to Becta (2004), the inaccessibility of ICT resources is not always merely due to the
non‐availability of the hardware and software or other ICT materials within the school. It may be
the result of one of a number of factors such as poor resource organization, poor quality
hardware, inappropriate software, or lack of personal access for students and teachers.

According to Gomes (2005) that lack of training in digital literacy, lack of informative and
educational training in how to use ICT in the classroom and lack of training concerning
technology use in specific subject areas were challenges to using new technologies in
classroom practices.

Harris (2002) conducted case studies that focused on innovative pedagogical practices
involving ICT. Harris (2002) concludes that the benefits of ICT will be gained “…when confident
teachers are willing to explore new opportunities for changing their classroom practices by using
ICT. As a consequence, the use of ICT will not only enhance learning environments but also
prepare the next generation for future lives and careers (Wheeler, 2001).

One of the most vital contributions of ICT in the field of education is- Easy Access to Learning.
With the help of ICT, students can now browse through e-books, sample examination papers,
previous year papers, etc., and can also have easy access to resource persons, mentors,
experts, researchers, professionals, and peers all over the world. This flexibility has heightened
the availability of just-in-time learning and provided learning opportunities for many more
learners who previously were constrained by other commitments (Young, 2002).

THE EXPERIENCES OF ICT IN THE ACADEMIC FIELD

This new technology instrument has changed and innovated the way we learn. ICT provides a
variety of learning opportunities for students to learn the language (Melor MD Yunus 2007).
The Internet and the World Wide Web were able to provide supplemental language activities
which can help students with additional practice in specific areas of language learning. These
include reading tests and comprehension questions, grammar exercises, etc. This can help
them to enhance their English language learning.

ICT also can provide a way for dynamic and collaborative learning. By using the internet our
learning is not limited to school hours, demographically where we are, and who our teachers
are. We can access the internet anytime and anywhere. As stated by Uhomoibhi (2006, p. 9) e-
learning allows students to get information faster from everywhere and anytime.

The use of ICT not only can support the cognitive development of the students but also increase
their motivation to learn and their interaction in learning. As noted by Davies and Birmingham
(2002, pp. 19-20) identify three benefits of using the storyboard program software, kar2ouche,
to support the students’ learning of Macbeth’s character. Those three kinds of benefits are
cognitive, motivational, and interactional advantages.

With the help of ICT, students can now browse through e-books, sample examination papers,
previous year papers, etc. and can also have easy access to resource persons, mentors,
experts, researchers, professionals, and peers all over the world. This flexibility has heightened
the availability of just-in-time learning and provided learning opportunities for many more
learners who previously were constrained by other commitments (Young, 2002).

Richardson (2009) notes that using Web 2.0 in educational contexts can create interactively
edu-

national environments that enable students to become simultaneously knowledge creators,

producers,

editors, and evaluators.

Web 2.0 tools are offering new opportunities for education. When used correctly, we can
improve students’ skills, learning, collaboration, environments, innovation, and creativity from an
individual and group perspective of students (Shirley et al., 2013). The use of the Internet in
school can make it possible to create educational environments that are more motivating,
integrative, and dynamic (Gavrilakis & Sofoulis, 2002). In the last decade, the number of tools
grow in all areas and enable students to access a vast set of resources that can be used to
create content, share ideas, or understand the educational subject.

Becker (2000) found that ICT increases student engagement, which leads to an increased
amount of time students spend working outside class. ICT can help deepen students’ content
knowledge, engage them in constructing their own knowledge, and support the development of
complex thinking skills (Kozma, 2005; Kulik, 2003; Webb & Cox, 2004).

A report on ICT in education in Turkey shows significant development of ICT use in teachers'
colleges. However, teachers lack more advanced competencies in the use of specific
pedagogical content knowledge (Akdur, 2017).

A lack of specified pedagogical content knowledge and technological know-how among in-
service and pre-service teachers hinders the provision of quality education and hence hampers
teacher professional development. Teacher professional development in the area of ICT for
teaching and learning should be intertwined with teacher education programs (Albion & Tondeur,
2018; Sahito & Vaisanen, 2017).

According to this perspective, some basic skills are required in order to make use of information
technology, but what people actually do with the technology depends on what they consider to
be meaningful to themselves and others.

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.

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.

According to (Chai, Koh, and Tsai 2010), ICT develops students’ new understanding in

their areas of learning. 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.

According to Koc (2005), using ICT enables students to communicate, share, and work

collaboratively anywhere at any time. For instance, a teleconferencing classroom could

invite students around the world to gather together simultaneously for a topic

discussion.

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 development of critical thinking abilities.

According to Reid (2002), 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 are sometimes reversed with regard 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 teacher-centered
approach and requires teachers to be more creative in customizing and

adapting their own material.

According to (Finger & Trinidad, 2002) Technology-based instruction and learning

provide a variety of engaging methods, such as educational videos, stimulation, data

storage, database use, mind mapping, guided exploration, brainstorming, and more.

The learning process will be more enjoyable and meaningful with the help of the

Internet.

(Finger & Trinidad, 2002; Jorge et al., 2003; Young, 2003; Jamieson-Procter et al.,

2013). Previous research proved that the use of ICT in teaching will enhance the

learning process and maximizes the students’ abilities in active learning. It also helps

teachers to design their lesson plans in an effective, creative, and interesting approach

that would result in students’ active learning.

Based on the findings of Reid’s study, teachers reported that the relationship between

teacher and learner are sometimes reversed with regard 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 teacher-
centeredapproach, and requires teachers to be more creative in customizing and

adapting their own material.

According to (Finger & Trinidad, 2002) Technology-based instruction and learning

provide a variety of engaging methods, such as educational videos, stimulation, data

storage, database use, mind mapping, guided exploration, brainstorming, and more.

The learning process will be more enjoyable and meaningful with the help of the

Internet.

(Finger & Trinidad, 2002; Jorge et al., 2003; Young, 2003; Jamieson-Procter et al.,

2013). Previous research proved that the use of ICT in teaching will enhance the

learning process and maximizes the students’ abilities in active learning. It also helps

teachers to design their lesson plans in an effective, creative, and interesting approach

that would result in students’ active learning. Research has shown that the ICT experience of
children at home is very important, certainly for their ICT skills in primary school (Anastasiades
et al. 2008; Aslanidou and Menexes 2008; Barron et al. 2010; Vekiri, 2010a; Zhao et al. 2010).

Although there isn't currently concrete proof that ICT can boost performance on routine tasks,
there are a lot of potential advantages for technology education. The technological education of
all students today includes topics like computer-aided design and manufacturing. Although
many ICT applications call for modifications to the way that teaching and learning are organized,
teachers might not observe many effects on what students learn (McCormick, R. 2004).

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.

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. ICT develops students’ new understanding in their areas of
learning (Chai, Koh, and Tsai 2010).

ICT offers more original answers to various learning-related questions. E-books, for instance,
are frequently utilized in reading-aloud exercises in reading classes. Students can easily access
all different types of texts via computers, laptops, personal digital assistants (PDAs), or iPads,
from basic to intermediate levels. More specifically, these e-books might include reading
software that includes a reading-aloud interface, activities for enhancing vocabulary, games for
improving reading comprehension and vocabulary acquisition, and more. ICT, therefore,
includes applications that are specifically created to offer creative solutions to a range of
learning demands.

Koc (2005) mentioned that using ICT enables students to communicate, share, and work
collaboratively anywhere at 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 develop concepts. They
may further evaluate ICT learning solutions. Students not only acquire knowledge together but
also share diverse learning experiences with one another in order to express themselves and
reflect on their learning.

ICT aids students in concentrating on more difficult ideas rather than on less important chores
because it is based on a constructive learning strategy (Levin and Wadmany 2006). According
to McMahon's study from 2009, there are statistically significant associations between using ICT
while learning and developing critical thinking abilities. Increasing pupils' exposure to the ICT
environment can help them achieve higher. Ability to think critically. Schools are therefore
strongly recommended to incorporate technology across all subject areas and academic levels.
Students are able to use technology in these situations to reach greater levels of cognition
within particular learning environments.

Without both good technical support in the classroom and whole‐school resources, teachers
cannot be expected to overcome the obstacles preventing them from using ICT (Lewis, 2003).
Pelgrum (2001) found that in the view of primary and secondary teachers, one of the top
barriers to ICT use in education was a lack of technical assistance.

According to the opinion of various experts, it serves a definite purpose for each individual.
Considering the fact ‘Efficiency and Equality in Education’, the present competitive world
requires enhancement in the learning process for betterment in education. It is a system that
comprises a wide variety of products capable of being stored, retrieved, manipulated and
transformed electronically through a digital platform (Abilasha R, 2016).

In spite of the ever-increasing number of applications for information and communications

technology (ICT) in modern society, numerous studies show that people still vary greatly with
regard to their level of ICT skills and how often they use ICT. According to McMahon (2009), the
use of ICT in classrooms can affect more general ‘higher-order thinking skills. It is a system that
comprises of a wide variety of products capable of being stored, retrieved, manipulated, and
transformed electronically through a digital platform (Abilasha R, 2016). The changing scenario
in the education systems accentuated the implementation of ICT-enabled learning nationally as
well as globally (Bhawana Sharma, 2019). (Ivwighreghweta 2013) found using and adopting ICT
in libraries will help the users’ students, lecturers, and researchers with internet browsing and
preparation of their lectures.

One problem related to the concept of ICT in education as well as the digital divide is that ICT
has often been understood as a bunch of merged technologies, as a tool, or as an
infrastructure. Of course, technical access is a precondition for the utilization of ICT in any
context but the concept itself has emphasized the technical divide instead of the imbalance in
possibilities of acquiring information, communication, and knowledge. In education, of course,
the question is about the availability of information and communication rather than the
technology itself. The emphasis on the technical side of ICT has led us to see only technical
solutions and the provision of information, communication, and knowledge as a kind of "self-
evidential" outcome of these solutions. As we know now, especially from the experiences of
developing countries, building ICT infrastructure for schools has not always led to better access
to information, communication, and knowledge (Infodev, 2006).
We should go beyond a technical understanding of ICT to include layers related to information
and social systems in order to comprehend its influence and nature on education. For instance,
according to Miles (1996), ICT is a revolutionary invention across all spheres of society, not only
a new technical product or even a profound transformation of one specific economic sector (the
information economy). The World Wide Web (Web, WWW) service's role in facilitating

The commercialization of the Internet has the benefit of introducing ICT to the general public
and to education in developed nations. Similar to how it has in other fields, the affordability and
accessibility of ICT have sparked a new generation of techno-economic and social innovations
in education.

Aduwa-Ogiegbaen and Iyamu (2005) identified lack of stable electricity, lack of relevant
software, limited access to the Internet, inadequate telecommunication facilities, lack of human
skills and knowledge, weak infrastructure, and lack of cost-effective and reliable Internet
connectivity as technological challenges.

Another problem, which is directly related to teacher confidence is- teachers‟ lack of knowledge
in integrating ICT into pedagogical practice. In Syria, for example, teachers‟ lack of technical
competence has been cited as the main problem of using ICT in teaching-learning [25].
Likewise, in Saudi Arabia, a lack of ICT skills is a serious obstacle to the integration of
technologies into classroom teaching and learning [Al-Alwani, A. (2005)]. Another worldwide
survey conducted by Pelgrum[16], of nationally representative samples of institutions from 26
countries, found that teacher’s‟ lack of knowledge and skills is a serious obstacle to using ICT in
educational institutions.

COPING MECHANISM OF ICT STUDENTS IN TERMS OF STUDYING TECHNOLOGIES

ICT plays a major role in achieving the educational goal of Inclusion where it allows sustainable
and affordable access to ICT (Wessels 2006).ICTs have developed as powerful tools for the
diffusion of knowledge and information. Their fast growth has already taken place all over the
world; however, the integration of ICTs in education has deep effects on the whole education
process ranging from investments to the use of technologies in dealing with key issues of
access, equity, management, efficiency, pedagogy, quality, research, and innovation (Neeru,
2009).

It has been suggested that information and communication technologies (ICTs) can and do play
a number of roles in education. These include providing a catalyst for rethinking teaching
practice (Flecknoe, 2002; McCormick & Scrimshaw, 2001); developing the kind of graduates
and citizens required in an information society (Department of Education, 2001); improving
educational outcomes (especially pass rates) and enhancing and improving the quality of
teaching and learning (Wagner, 2001; Garrison & Anderson, 2003).

Some eliminate argue that many instructional design models of ICT integration in education are
currently available to help policymakers and teacher-designers plan effective ICT integration into
the curriculum (Wang and Woo, 2007). Following some examples like the ASSURE (Analyze
learners; State the objective; Select method, media, and materials; require learning
participation; Evaluate and revise) model (Heinich et al., 2001) and other models designed for
instructional. These models show guidelines for incorporating various resources and tools into
teaching and learning.

Drent and Meelissen (2008) note that ICT skill levels are critical for the successful integration of
ICT in schools. Although educators received training, most still felt the training was not adequate
(Miller et al., 2006; Davids, 2009). Recent work suggests that the problem may not necessarily
lie with technical skills, but rather the combination of ICT skills, content management skills, and
an understanding of pedagogy (Chigona et al., 2010). Anecdotal evidence and a range of
emerging studies showed that the integration of technology in teaching and learning in schools
had not been completely successful. In most cases, integration of ICT into educational activities
was hindered by technological, pedagogical, and social factors (Miller et al., 2006; Davids,
2009; Chigona et al., 2010).

(Okon E et al 2005) reported that inadequate staff training and a poor attitude on the part of
university top management toward ICT adoption are significant barriers to ICT adoption in
university libraries. Other challenges to ICT adoption in libraries include a lack of user or student
awareness and a poor staff attitude toward library automation. Electronic Information Resources
are more effective to provide services for library users and students and enable the students to
easily access and search about theses, e-books, e-resources, articles, and other materials, as
Siriwongworawat (2003) demonstrated in his study that was conducted in Thailand. Many
universities began to computerize some, or all, of their libraries and launched to adopt IT and
working Library automation in 1980 Ekberg et al. (2018).
However, the increase in maintenance costs, the staff’s lack of computer proficiency, the poor
quality of the electricity, and the weak IT infrastructure all had an impact on how automated the
libraries were.

The selection of the technology is very important. ICTs are not used the same way everywhere.
In order to address the problem and achieve the learning objectives, policymakers and teacher-
designers need to carefully compare all possible technologies that can be used for learning. The
technologies in this model may include software such as multimedia courseware, web-based
resources, communication tools (such as voice chat, textual discussion forums, or video
conferencing), mind tools (such as concept mapping tools and multimedia authoring tools), or
any other possible ICT tools (Wang and Woo, 2007).

(Ivwighreghweta 2013) found using and adopting ICT in libraries will help the users students,
lecturers, and researchers with internet browsing and preparation of their lectures. Using ICT in
libraries will lead to an increase the productivity and efficiency, however, the major challenges
facing ICT adoption are funding and electricity.

Before integrating ICTs use in education we have to consider also the type of learners and their
geographical region. The challenges faced by students and educators in developed countries
are not the same as the challenges faced by students and educators in developing countries.

Johnson, and Aragon (2003), argue that inappropriate use of technology can lead to negative
effects. Following this argument we can say that the selection of ICTs used in education should
be used to enable the process and enhance teaching and learning. There is a need for
policymakers and educators to specify educational goals at different education levels as well as
the different modalities of the use of ICT. Roblyer, Edwards, and Havriluk (2004) suggest that for
rationalizing the use of technology the following must be considered:

The integration of ICT in higher education is 'inevitable' (James & Hopkinson, 2009). ICT has
changed the way businesses and industries are conducted and influenced the way people work,
interact and function in society (Bhattacharya & Sharma, 2007; UNESCO, 2002). ICT has
become commonplace at home, at work, and in educational institutions (Kirkup & Kirkwood,
2005). The use of ICT, including the Internet at home and workplaces, has increased
exponentially (McGorry, 2002).

We said in this paper that the growing use of ICTs as an instructional medium is changing and
will possibly continue to change many of the strategies employed by both educators and
students in the teaching and learning process. That is why after determining what technology is
needed to use and why, policymakers and educators now must decide how to effectively and
meaningfully integrate the selected technology into education. It is important to understand that
the strategies for ICT integration will differ from one region to another depending on the
educational interest of the people.

A need to reflect upon the type of technology used in integrating ICT in education is the focus on
the appropriateness of the technology chosen to be used, strengths and weaknesses of the
technology, and possible improvement. Policymakers and educators in this phase also provide
additional propositions on how technology can be used in different level to improve teaching and
learning in different contexts. The above propositions may contain other technology,
instructional methods and activities, assessment approaches, and ways to improve the
integration of ICT (Wang and Woo, 2007)

Better teaching may result from more readily available best practices and best course materials
in education that can be shared via ICT. ICT enables academic institutions to connect with
underserved populations and brand-new global educational marketplaces. In addition to
learning whenever Teachers are also discovering that they can teach at any time and are able to
take advantage of opportunities to be put to good use.

adoption of the fast-advancing technological developments in the international arena, the

education sector, the teachers primarily, must be provided with pieces of training and workshops
for the integration of ICT in the learning curricula. This is vital not only for the quality education
that will be afforded to the students but also for the internal development of the Department of
Education as an organization in itself.

The ICT environment has been developed by using different software and also extended
experience in developing web-based and multimedia materials. ICTs have an important role to
play in changing and modernizing educational systems and ways of learning.

(Saleem et al 2013) they suggest five applications of ICT academic libraries (Library
Automation, Library Networking, Library Management, Digital Library, and Technical
Communication) these applications are increasing in academic libraries, with a high effect on
ICT adoption, the academic libraries should increase awareness (Video Conferencing)among
the users to increase the usage of ICT, and according to the study found few libraries are
provided video conferences because of fewer consortiums, if the consortium with other libraries
will increasing the use of video conferencing will increase too.

Researchers warn of the dangers of technological considerations where features of ICT drive
decisions about its implementation in schools without pedagogical considerations. Technological
considerations without a clear vision of how technology would affect learners have a danger of
putting more effort into the provision of ICT infrastructure rather than how ICT would help
learners to learn. Technological thinking could be reduced by demonstrating clear visions,
stranded with pedagogical understanding, and reflecting on well-constructed, short-term, and
long-term, strategic plans (Grono, 2010).

The power and potential benefits of ICT should be considered in relation to other elements of
school planning. Cost of implementation, staff ICT skills and development, benefits of
implementing ICT in relation to other technologies, availability of electricity, and school capacity
to sustain implementation, among others, should all be considered during the planning of
implementation of ICT in schools.

Government and universities should invest more in improving the ICT infrastructure to address
the ICT-related problems of students at the university. Moreover, students should be introduced
to some important ICT skills in their computer course of the degree program that can help them
in their studies like MS Excel, Windows & file management, use of the digital library, Photoshop,
discussion forums and Blogs, and SPSS. ICT should be firmly embedded into teaching and
learning so that the teaching and learning process may be improved with the help of modern
technology.

This was one of the major factors that made difficulties in the use of ICT. There was unreliable
and pirated software that had been frequently changed in the computer labs which was difficult
to use properly in the teaching-learning process (Al-Alwani, A. (2005). In the majority of the
cases, it had been found that the ICT facilities were limited for both the teachers and students
and they had to share with other teachers. According to, the inaccessibility of ICT resources is
not always merely due to the non-availability of the hardware and software or other ICT
materials within the institution. It may be the result of one of a number of factors such as poor
organization of resources, poor quality hardware, inappropriate software, or lack of personal
access for teachers. The limitations on access to hardware and software resources influenced
teachers‟ motivation to use ICT in the classroom.

Zhao and Cziko (2001) state that in order for teachers to implement ICT in their classrooms,
they must first believe in the effectiveness of technology, then that using technology won't cause
any disruptions, and finally that they have the necessary skills to do so. However, research
studies show that most teachers do not make use of the potential of ICT to contribute to the
quality of learning environments, although they value this potential quite significantly (Smeets,
2005).

ICT Infrastructure refers to the hardware or equipment, software applications, and services
associated with ICTs, including telecommunication and electricity, and grid networks
(Gesci2007). According to Akinsola et al. (2005).ICT infrastructure could be categorized into
hardware which comprises telephones, computers, LAN networks, etc. Infrastructure availability
has great importance in preparing for the effective use of ICT in education. Its adoption and
usage of ICT have a positive influence on learning, teaching as well as in research.

ICT Infrastructure which plays a major role in higher education institutions is affected by various
factors. These factors were analyzed by (Miseviciene et al., 2019) in their study. The factors like
growing needs among learners, the price of education, the introduction of new technologies,
and making it in line with the environment were the factors that affect ICT infrastructure. The
study by Miseviciene et al. (2019).
According to a study conducted at Cornell University, technology-driven collaborative learning
facilitates better understanding and critical thinking, and allows learners to understand a variety
of perspectives (Cornell, 2012). The implementation of technology, therefore, enables direct
communication between peers, vertical communication between learners and educators, and
enables learners to go beyond the curriculum and adopt new skills.

The use of technology in the learning environment can develop students’ higher-level

thinking by moving beyond simple memorisation and recall (Lee & Choi, 2017). Stu-

dents who exhibit higher-order thinking are more likely to be academically successful

(Zohar & Dori, 2003). Mature students have been found to be more likely to adopt

higher-order approaches over memorisation approaches (Richardson, 1994), and Lee

and Choi (2017) found that the use of technology can help them to do so. Students’

attitudes towards technology indirectly affect higher-order thinking, which in turn

increases academic success.

Gardner, Dukes, and Discenza (1993) found that students who use computers more

are more confident with computers, and therefore have a more positive attitude to-

wards them. They propose two factors affecting computer attitude: frequency of use;

and how long the user has been using the technology. It is worth noting that Gardner

et al. (1993) was conducted over 25 years ago, when computers were less common and

less user-friendly, and therefore frequency of use may have had more of an effect on

confidence than in modern days. In contrast, Garland and Noyes (2005) found that

computer confidence isn’t the main factor affecting attitude, but confidence in learning

from computers is.

People have to access knowledge via ICT to keep pace with the latest developments (Plomp,
Pelgrum & Law, 2007). ICT can be used to remove communication barriers such as that of
space and time (Lim and Chai, 2004). ICTs also allow for the creation of digital resources like
digital libraries where students, teachers, and professionals can access research material and
course material from any place at any time (Bhattacharya and Sharma, 2007; Cholin, 2005).

ICT enhances the international dimension of educational services (UNESCO, 2002). It can also
be used for non-formal education like health campaigns and literacy campaigns (UNESCO,
2002). The use of ICT in education develops higher-order skills It improves the perception and
understanding of the world of the student.

ICTs can enhance the quality of education in several ways, by increasing learner motivation and
engagement, facilitating the acquisition of basic skills, and by enhancing teacher training. ICTs
are also transformational tools that, when used appropriately, can promote the shift to a learner-
centered environment. ICTs, especially computers and Internet technologies, enable new ways
of teaching and learning rather than simply allowing teachers and students to do what they have
done before in a better way. ICT has an impact not only on what students should learn but also
plays a major role in how students should learn.

A study by Gudmundsdottir and Vasbø (2017) reveals that the instructional use of ICT is
fundamentally concerned with more learning that is active. Köksal and Köseoğlu (2019) reveal
that ICT acts as a source of motivation for students in increasing efficiency and effectiveness in
learning.

David Olson (2003) and De Corte (2005) have both researched the potential impact of digital
technologies on schools and educational outcomes. Digital technologies have created a new
globalizing process for organizations and people to work together and relate to each other,
creating a challenge for educational research in general. David Olson has argued that the
challenges of combining different levels of education are to understand the key characteristics
of how schools function as learning organizations and the conditions for changes of activity at
different levels. This article aims to provide a fuller and wider understanding of the role of ICT in
our education system.
The most important problem students reported regarding the use of ICT at home was load
shedding. About more than two third of the participants faced this problem both at the home and
at the university. Pakistan faces a tremendous amount of problems with load shedding.
Production of electricity in Pakistan is 12000 MW whereas its demand is 19000 MW (Dunya
News, 2014, Jul 15), which results in a severe shortage of electricity across the country (Qasim,
2016, May 12). According to an official statement, urban areas have a schedule of about six
hours, and rural areas for about eight hours of load shedding across the country (Kiani, 2016,
April 20). However, practically urban areas have faced as high as 12-14 hours of and rural areas
from 18 to 20 hours of electricity shortfall during extremely hot summers (Dunya News, 2014,
Jul 15). It is difficult to implement ICT in education if the power supply is disturbed in the national
infrastructure (UNESCO, 2014). Fluctuation in electricity causes damage to expensive ICT
resources. A stable and constant electricity supply is necessary for the proper functioning of
computers and other high-tech equipment, especially under extreme weather conditions
(Aduwa-Ogiegbaen & Iyamu, 2005). Distribution of free laptops under provincial and federal
governments among students of higher education is a valuable initiative keeping in view the
long hours of electricity shortfall across the country.

The use of computers and the internet is still in its infancy in developing countries, if those are
used at all due to limited infrastructure and the high cost of accessibility (Tinio, 2006). Also,
different technologies are typically used in combination rather than as the sole delivery
mechanism.

According to McMahon (2009), the use of ICT in classrooms can affect more general ‘higher
order thinking skills’. Based on a study among ninth-grade girls in Australia, he concluded that
an ICT-rich environment is significantly correlated with the development of students’ critical
thinking skills.

In recent years, the importance of ICT in education has been globally recognized at various
levels of education as a pedagogical and instrumental tool to support teaching and learning
(Warioba et al., 2022).

A study by Gudmundsdottir and Vasbø (2017) reveals that the instructional use of ICT is
fundamentally concerned with more learning that is active. Köksal and Köseoğlu (2019) reveal
that ICT acts as a source of motivation for students in increasing efficiency and effectiveness
in learning.
The use of ICT globally has brought significant changes that affect the provision of education
and curriculum completion, particularly in teachers' colleges (European Schoolnet, 2020; Joel &
Mungwabi, 2016; Almerich et al., 2016). It should be noted that ICT adoption in educational
settings has promoted the provision of quality learning tools and learner-centered curriculum
completion. As a result, instructors use several ICT facilities, services, and infrastructures to
deliver state-of-the-art curriculum content and design demand-driven instructional activities to
be used either synchronously or asynchronously. For instance, concerning the developed world,
the European Schoolnet’s report of 2017 states there is a high level of ICT use in educational
activities (European Schoolnet, 2018).

Since our first studies of information and communications technology (ICT) skills and ICT use at
universities in 2004, ICT and its use by students have changed greatly.

Integrating ICT tools and teaching ICT skills in learning institutions prepare students to face
future developments based on proper understanding. Further, integrating ICT in the teaching-
learning process fosters student motivation and participation in learning important skills and
concepts, allows teachers to effectively attain lesson objects as well as aids teachers to teach
topics deemed to be difficult, and helps students in the inculcation of 21st Century skills (Guma,
Faruque, Haolader, and Muhammad, 2013).

Ahmad and Fatima (2009) [5] found that researchers use a variety of ICT products and services
for research and further remarked that ICT products help “to find information, access information
more easily.

According to (Lee, Vogel, & Limayem, 2003) the virtual learning community, is a term

that has several meanings, and to address it, it is important to understand what is

meant by the community and the function of communications and information

technologies in learning.

According to (Salinas, 2003; Fortenberry, Smith, McKenna, Knapp, & Cady, 2007;

Valencia, Chalela, Bermudez y Bedoya, 2015) when a community uses ICT to maintain

and expand communication, a virtual community is said to have emerged. (Chiu, Hsu, &
Wang, 2006) the definition of the online community as an online social network where

individuals with similar interests, objectives, or behaviors interact to share knowledge

and information.

According to (Bernard, Rubalcava, & St-Pierre, 2000) for a virtual learning

community to be successful, an accurate assessment of student needs, promoting a

positive social environment, the creation of cooperative initiatives in small groups,

encouraging the exchange of information, technology accessibility, and participant

willingness. According to (Boulay & Van Raalte, 2013; Yang et al., 2007) it allows students to

participate in activities at different times and places to achieve their learning goals.

Members of the community can choose the resources, define their objectives and

themes according to their interests, needs, and motivations.