Based on several types of research and testimonies, the use of ICT in teaching has been declared as a means of development in education. It has favored several teaching and learning processes. In particular, the contribution of ICT to the improvement of teaching and learning processes is higher in the schools that have integrated ICT as an innovation factor than in schools that have not. To attain this development stage implies that a school not only has to modernize its technological tools but also has to change the teaching models employ.

How technology might be used to reach the educational aims. The teachers’ consideration, aim and excellent objective of classroom teaching might be reached through the use of technology and the kind of strategies that can be developed in a technology-mediated classroom.
However, it is observed that some teachers have not yet discovered or understood the possibilities that ICT offers to students. They are yet to also realize ICT as a means of complementing their traditional receiver role with that of a message producer-transmitter.
High access and low use of technologies in high school classrooms: Networking, in particular, is based on the communicative opportunities that technological systems are making easier and in promoting positive attitudes towards a collaborative and constructive learning perspective.

Teachers are also less confident using ICT to promote the development of more complex teaching and learning processes, such as strategies of analysis, synthesis, evaluation, and organization. Remarkably, these are very important skills for navigating the internet and for taking advantage of the enormous amount of information available on there. This means that the role of the teacher will be fundamental to contributing to the growth of these skills and for orienting a useful employment of ICT.

Using ICT in teaching as favoring several processes related to teaching and learning – in particular, those involving attention, perception, responding mechanisms, application of learning and understanding. Moreover, those related to information transmission and knowledge facilitation are well thought of. However, some of the proposed processes were more poorly valued: interaction processes and expression and communication skills were not held in high regard by the teachers in classrooms, probably because they have considered ICT as being generally used in a one-way mode and it is considered less important in the learning process.
And it can be categorically said that there seems to be a relationship between teachers’ perceptions and the use of technology in teaching and learning processes.

However, teachers in higher schools have a more favorable view concerning the processes that ICT makes learning pedagogy easier, probably because they use them in a more general and systematic way and, for this reason, they have developed the needed skills to take a better advantage of them.
Finally, the teachers develop an appropriate and trusting atmosphere in the schools that help them to increase the use of ICT. They are involved in a global project that takes into account aspects such as continuous training and motivation and they feel the schools have strong leadership. We can conclude that the kind of use of ICT is a key factor for innovation, teaching, and improvement of learning processes. Designing a plan for ICT integration in which you get the participation of the whole teaching staff of a school will give us the opportunity to reflect and analyze why and with which aim ICT will be used, and this will contribute to its potential as an innovative element of the curriculum. In this sense, it should be taken into consideration that improvement in the learning outcomes is usually linked to an innovative educational use of technologies in learning processes.


Balanskat, Blamire, and Kefala 2006Balanskat A. Blamire R. Kefala S.The ICT impact report 2006 A review of studies of ICT impact on schools in Europe.

BECTA A review of the research literature on barriers to the uptake of ICT by teachers BECTACoventry 2004

Article by: Busayo Tomoh

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