Availability of ICT tools for use in enhancing teaching and learning
The term Information Communication Technology (ICT) has had a long history in its evolution process.
According to Potosky and Bobko (2001) their study found out that towards the end of 1980‟s, the term
„computers‟ was replaced by IT (Information Communication Technology). This signified as shift of
focus from computing technology to the computers enhancement capability to store and retrieve
information. This was followed by the introduction of the term „ICT‟ around 1992, when e-mail
started to become available to the general public. The concept of Information Communication
Technology consists of three words. Research done by Ojera and Yambo (2014) contended that
communication in education is of paramount importance such that the flow of information should be
well set and channeled. The term „Information‟ therefore, refers to any communication or
representation of knowledge such as facts, data or opinion in any medium. „Communication‟ is an
integral part of human existence especially in the teaching fraternity. It refers to the process of
transferring information from a sender to a receiver with the use of a medium in which the
Communication Information is understood by both. „Technology‟ is the practical form of scientific
knowledge or the science of application of knowledge. Therefore, Information Communication
Technology (ICTs) is commonly defined in education as „a diverse set of technological tools and
resources used to communicate, create, disseminate, store and manage information‟ (Anderson &
Dexter 2002). These technologies include computers, the internet, broadcasting technologies (Radio and
Television), and (Mobile) telephony. Basically ICT is a tool. It can be hardware (such as Computers,
Digital cameras), software (such excel, discussion forum) or both. Studies done by Russell, Bebell,
O‟dwyer, & O‟Cannor (2003) indicated that integrating ICT in to teaching and learning is not a new
concept. It may be as old as other technologies such as radios or televisions. However, with the
rapid development of emerging technologies, such as web technology, ICT integration has increasingly
attracted the attention of educators. Technology should be used not because it is available or it has
been shown effective in some cases. It should be used to enable the process and enhance learning
because inappropriate use of technology can lead to negative effects.Integration has a sense of
completeness or wholeness (Grabbe& Grabbe, 2007). by which all essentials elements of a system are
seamlessly combined together to make a whole. In education, simply handing out to students a
collection of websites or CD-ROM programmes; taking your students to the computer lab once a
week or using an electronic worksheet is not necessarily ICT integration. In a properly prepared
ICT integrated lesson, ICT and other crucial educational components such as content and pedagogy
are molded into one entity.Additionally, ICT can support various types of interactions in the learning
environment: learner – content, learner- learner, learner-teacher and learner-interface. These types of
interactions make the learning process more interactive and learners more active and engaged Wong
and Mill (2006).Research done by Hawkins (2004) andYambo (2012) pointed out that many educators
perceive computers as just another burden, commenting on the lack of awareness among educators of
the potential offered by computers in education context, and noting that education have tended in
consequence to confine the possibilities of computer use towards processing and e-mail. Other
researchers such as Pascopella, (2001) emphasize that some educators felt that computers served only a
recreational function, with learners being allowed, for instance, to play games after computing work.
However, Potosky and Bobko, (2001) demonstrated that computer use has a positive impact on
teaching and learning.
Source:
Dr. Yambo, Onyango, J. M., PhD. ISSN 2321-1091 1325 | Page
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