Information and communication technologies (ICT) are known as a effective learning tool not only for the teachers but also for the students. Technology advancement is resulted in the school classrooms having the access to the internet and other technology resources. Computer based education has increased now a days It has increased the educational programs, which include technology in syllabus. The major purpose of this literature is to understand attitude of people towards the use of Information and Communication Technologies (ICT) in classroom education. It reviews the studies, which have found use of these technologies in teaching, way of using these technologies in the classroom, examples of ICT and difficulties and challenges, which the teacher faces in using the ICT technologies. It includes the various aspects, which are related to the implementation of information and communication technologies in education. In this paper, the qualitative report is focused on the use of ICT in education. Four students’ interviews were taken in order to find out the view of people attitude towards using ICT in classrooms.

Literature Review

The use of ICT in classroom has become a prominent part of today’s’ youth. According to the Kaiser Family Foundation, technology has become an important part of our lives and the people cannot complete their daily tasks without using cell phones, laptops, computer and GPS.  ICT includes computers, internet and other online delivery systems.(Lowther,Inan, Strahl &Ross, 2008) stated that many previous studies have demonstrated that Information and communication technologies are helpful in teaching(Lowther, Inan, Strahl &Ross, 2008). It is considered as a major tool for the educational reform. If there will be appropriate use of ICT, then it can increase the quality of education and teaching and it will link the learning process with the real life examples. Brush, Hew and Glazewski (2008) stated that ICT is used as a technique for the student to find the learning topics and solutions for the problems in learning. It provides the solutions to the problem in teaching process (Brush, Glazewski & Hew, 2008). ICT is helpful in teaching as it makes knowledge gaining more accessible and theories in learning process are understood by engaging the students in implementation of Information and Communication Technologies.

According to Lowther, Inan, Strahl &Ross (2008), there are three major features, which are required to improve quality of learning and teaching with ICT. These are capability, autonomy and creativity. Autonomy indicates that students take the control of learning via use of ICT. Thus, they can be more able by themselves and with other people. Implementing group learning with ICT, the students may possess more opportunities to update their knowledge and they may become more confident to have risks and learn from their faults. In the sense of capability, when the students become more confident in the processes of teaching, then they can develop the ability to implement and transmit the knowledge by using the technology with more effectiveness and efficiency (Fu, 2013). ICTs can be used in the learning process by incorporating the systems in the course content. The teachers can use these technologies in promoting both education and computer literacy as well. In the classroom, computers and internet can be used in increasing the computer literacy. ICTs can improve the quality of education in different ways, like; by assisting in acquiring fundamental skills, by increasing the motivation and engagement of students and by facilitating the teacher training (Lowther, Inan, Strahl &Ross, 2008). These tools should be used appropriately, so that they can promote the change to learner-centered atmosphere. It can be developed by installing various new technologies in the school or classrooms.

The classrooms can use different types of technologies for improving the education like; laptops, computers, TV broadcasting, projector, teleconferencing, internet and other electronic systems. ICTs like television, videos and multimedia computer software, which combine the sound, text and colored and moving pictures, can be utilized to provide an understandable and authentic content, which will engage the students in learning and education process (Farrell & Isaacs, 2007). Although, using ICT is helpful for the education, but it is more helpful, when it is developed appropriately.

Reid (2002) stated that with the benefits of the ICTs in education, there are some concerns and problems, which the teachers face in using these technologies. The major problem, faced by the teachers is the maintenance of the tools and equipment, which are required to operate the technologically improved classrooms. The second difficulty is inequalities among students, who are using computers at their home and those who are not using. In the schools, there may be chances that the teachers are not familiar with the technology and equipment, so it can pose a challenge for the teachers. In this situation, there will be need of teacher training. Teachers have faced the hard time keeping up with the fast growing change in the school (Das & Kumar, 2010). In a research, one of the teachers said that students are stressed, their families are stressed and this level of stress is harmful for the young students. Some teachers stated that ICTs are demanding their more time. They noted that they have to give more time to learn about new software and to create new and innovative things for teaching as more expectations are placed on the teachers. In Australia, the most important barriers, which are faced by the high school teachers, are inadequate number of computers, lack of time for teaching and lack of time in the classroom for students to operate the computers or other electronic devices in the classrooms (Reid, 2002).

According to Farrell &Isaacs (2007), teacher training may play an important role in implementing the ICTs in the classrooms, because many teachers are reluctant to use the ICTs. It requires different skills, which are not included in the formal teacher training. So, ICT training should be used as compulsory element of teacher training. In-service training should be provided to the teachers to provide technical support and gain the knowledge about the use of ICTs in the education (Chen, 2008). The training program should include a specific subject on how the computers and internet can be used to teach the curriculum. From all the tools, computer is considered as an effective learning tool. It is useful as the students can find various information and resources to solve their problems. Use of computer enhances the overall technology literacy of students and it helps in understanding, how they can integrate their technological skills with their curriculum (Chai, Koh & Tsai, 2010). Computer with internet can be used for different kind of research. It is true that students can score good marks by using ICT in education, because the students find it more interesting to study with the computers and other electronic devices, so they keep themselves more motivated and engaged in the study. It helps them in scoring good grades in classroom. Thus, the literature reviews that implementation of ICTs in education is beneficial for the students in learning and teaching process.

Methods

In order to find out the view of people towards using ICTs in classroom qualitative technique was used. A ‘Grounded hypothesis’ approach of subjective research was applied to find the after effects of discoveries. This hypothesis includes creating substantial information until information achieves the immersed point. Four interviews were taken from four individuals and for the most part all have same perspectives about this theme. This procedure incorporates coding of regular topics showing up in the transcripts of meetings, comparative codes gathering to create ideas and ideas are consolidated to make hypotheses and classifications. 3Interviewees were from different part of the world and were student in Griffith University; one is from India from QUT. They all originated from various parts of the world. One was from China, second one was from Iran, third one was from India and foam one from Japan. They all had some teaching experience I also have 1 year teaching experience in India and I am interested in this topic. These interviews were taken from worldwide understudies for separating the perspectives of individuals from various nations with respect to this issue.

The first step of the interview was to know about the availability of the interviewee as everyone was busy in their studies. Two meetings were held on same day and other two interviewees gave their interview according to their availability.3 Interviews were taken in Griffith University Nathan campus of Brisbane as they were feeling more comfortable in giving interviews in campus. Fourth interview was taken at the place of the interviewee. Initially meeting was of ten minutes, second one was nine minutes in length, third meeting was seven minutes and last one was around five minutes thirty seconds. The whole interview procedure was around thirty-one minutes in length. The first 3 interviews were taken in the Library of the Nathan campus. The last interview was conducted at the house of the interviewee as she was happy to give interview at her rather than any place.

Before beginning the interviews information sheet was provided. In the data sheet there were information and the reason about conducting the interviews, also the interviewees need to sign the consent form before beginning the interviews. Elements were given about the reason of directing the meeting and furthermore interviewees need to sign the assent frame before partaking in the meeting procedure. Layout of data sheet and consent form is joined in the reference sections of this report. The main aim of the questions were to reflect the research. The first question was about the perspective of the interviewees whether they have positive or negative view about utilizing ICTs in classrooms. In the second question if they are positive in using ICT then they have to describe the strategies for utilizing ICTs to show youngsters in classrooms and the other way around. Third question was intended to discover the cases of Technologies that interviewees themselves use in their classes. Fourth question was about finding the difficulties that educators or schools confront in regards to utilization of ICTs in classrooms. Fifth question of the meeting was arranged in a way which depicts the vision of interviewees about the need of teachers’ training for utilizing ICT in classrooms. Second last question of the interview was to find how students improve their learning skills by PCs in their reviews. The last one is to know how students can enhance their score by these technologies. After taking all interviews the transcripts of interviews was made in order to do analysis the data. Main points were highlighted as part of coding of the data. Four themes   were produced using the primary purposes of gathered information. These subjects can be considered as results of the meetings.

Finding from the interviews

Mostly all the interviewees have shown positive attitude towards use of ICT to teach students.  There was also discussion about the challenges that teachers or schools faces because of using technologies in classes. After finding the data the main challenge for the teachers was how to use technology properly and for the schools it was cost and less funding. Moreover, interviewees were agreeing on the importance of teacher training for effectively using the Technologies to teach the recourses. Furthermore, they clearly said that use of technologies makes the classroom interesting and it is also helpful in increasing the student’s knowledge. There is discussion about the four themes of the collected data and its finding below.

Importance of ICT in classrooms

Interviewee 1 said that the use of ICT is very important to teach the recourses in class. Base of the education is very important Therefore, it is important to make a good base for further higher studies. Interviewee1 said in her first statement that use of ICT is a way to build foundation for higher study. The words of the interviewee 1 were

“Well, I think information communication technologies are very important in teaching       because that is a way that we are building the foundation for higher study”

Interviewee 2 said that use of ICTs is important because it makes the class interesting and interactive. According to interviewee 3, use of technologies are necessary in order  to better understanding of  recourses and fourth  interviewee  made her point clear that the use of these technologies are important because it is helpful in increasing critical thinking among children. Her words were

“Yes of course, I consider these technologies are very useful in building their critical thinking”

Moreover, according to the last questions of all interviewees it can be said that students’ score also improved by using these technologies such as computer. Interviewee 1 said that these technologies are used to reinforce learning and according to interviewee 2 students can get help from doing things online.

 ICT with other materials

In this fast paced era ICT is the main resource of teaching recourses .This fact came after analyzing the data. All interviewees mention that they usually use this resource for teaching and learning processes in their classes. One Interviewee said that nowadays children loves to play computer games so teachers have to use software that seems as games but should work as transferring knowledge tool. Her words are

“As children love to play computer games we try to find the way how children can gain knowledge along with entertainment which seems like games firstly but in reality they are trying to learn recourses with the help of ICT.”

There are many other resources available that teachers can use to teach in classes. By using computers student can get vast information and knowledge. According to interviewee, computers help to manage the studies by keeping up to date with new information. The interviewees gave many examples of other resources such as manipulative resources, computers, digital blackboards textbooks, worksheets, and daily usage material that can be used to enhance the teaching level at elementary stage. Interviewee 2 has provided the examples of many resources as she said-

“We can use the computer, technology to teach various subjects such as science, mathematics. To teach these subjects we can use projector, power-point slides with animated slides or pictures can use text books to follows the formulas and do calculations, moreover we can use technologies as a online collaboration tools.

The interviewee three and interviewee four gave almost same example. So, from the questioning process and its finding it is clear that with the help of ICT, lecturers and tutor make teaching interesting and effective in classrooms.

Difficulties faced by teachers or schools:

From the statement of the interviewees regarding difficulties faced by the teacher during using these technologies was handling the technology expeditiously. Mostly teachers do not know about computer maintenance. Moreover, interviewee three made the point that student of lower classes is mostly premature in order to understand the technology specially the computer activities. So it becomes very hard to use the computer. Here the words of interviewee Three

“It is becomes hard for tutors to manage the whole class while using computers or doing activities because at the early stage students are premature to learn.”

Three and four interviewee four talked over the problems of schools whereas other two interviewees said nothing about this mater. Interviewee three said that the schools fronting the difficulty of funding as they cannot sustain the costly resources such as ICT. Moreover, interviewee four says-

“Mainly, not every school has enough resources and information for using these technologies in classes”

This statement showed that schools do not have enough materials for using technologies in class rooms.

Necessity of teacher training:

From the finding of the data process it is clear that teacher should be trained before using these technologies for better outcomes. Interviewees said that teachers must have understanding about computers and software. Interviewee two pointed out that to teach youthful scholar, teacher must have knowledge of using ICT in classrooms. She said

“Of course, I think so because the tutor must have the proper understanding about using ICT in classrooms, because with the help of technologies teacher can generate the learning environment in order to provide the better understanding of the concept and convey the appropriate knowledge in to the youthful scholar”

As today’s youth always enjoy their learning with the help of technologies. So, it is teacher responsibility to use appropriate material in order to provide them better knowledge .In regard to this third interviewee said that

“Surely, if teachers are going to use ICT then they have to get training before using these technologies. Teacher should have the knowledge or experience of using resources or doing activities.

Using information communication technology in classroom is not an easy task. Every school should have the facility to provide better training before using this as it is important for the teachers to be trained for better outcomes. With the help of these technologies teacher can encourage students for creative learning.

Discussion:

Finally, ICT plays an important role in enhancing the representation of learners. Undoubtedly, doing things practically makes their notions more clear. Using technology in classrooms create the interesting environment and makes student more curious about the concept. It provide the understanding to students to explore new knowledge from the internet and learn problem solving skills ( Long, 2013). It has been shown in Research that through technology such as computer aided teaching have a positive attitude on the academic skills of children. It has made it easy for learners to understand the difficult concepts of various subjects. With the help of technologies Software can be made for the students in order to provide them appropriate assistance.

Mostly teachers do not have proper understanding of using these technologies in classrooms. They do not have any proper training for the implementation of these technologies like computer in classrooms (Aliasgari, Riahinia & Mojdehavar, 2010). Mostly all the computerized instruments are of high costs. Therefore many schools are unable to afford the cost of implementation of technologies in their schools. (Aliasgari, Riahinia & Mojdehavar, 2010).

Limitations:

There is some limitation on this qualitative research. The interviews were very short in length and it is taken from only 4 students. Therefore, it is hard to conclude the data to make any powerful declaration furthermore, these interviews were taken from the students of the course master of education. So, these finding could have been dissimilar if these interviews were conducted from the real teacher or tutor of this course.

Conclusion:

This report is built on a qualitative research and interview method. These interviews were conducted to find the people’s attitude towards using ICT in classrooms. Transcripts of the interviews were made to analyse the findings of the interview. There were similar views of all the interviewee regarding using ICT in classrooms. According to them for effective learning the use of ICT is compulsory as Nowadays the use of computers has increased for effective learning. Computers has proved to be effective learning tools for the students as well as for the teachers, as with the help of computers teaching process is becoming more interesting and effective .In this qualitative report all Interviewees have  discussed about the hurdles encountered by teachers and schools of using ICTs in classrooms. They also have given some recommendation about the implementation of teachers’ training which is very important for the teacher in order to use these technologies effectively. These interviews were not taken from the real teacher of this course and it has some limitations.

References:

Chai, C. S., Koh, J. H. L. &Tsai, C.-C., (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology and Society, vol. 13, pp.63-73.

Chen, C. H., (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, vol. 102, pp.65-75.

Das, V.V. &Kumar, R.V. (2010). Information and Communication Technologies: International Conference, ICT 2010, Kochi, Kerala, India, September 7-9, 2010, Proceedings. Springer Science & Business Media.

Farrell, G., & Isaacs, S. (2007). Survey of ICT and Education in Africa. A Summary Report, Based on 53 Country Surveys. Washington, DC: infoDev/ World Bank.

Fu, J.S. (2013). ICT in Education: A Critical Literature Review and Its Implications. International Journal of Education and Development using Information and Communication Technology, vol. 9, Issue 1, pp. 112-125.

Lowther, D. L., Inan, F. A., Strahl, J. D. &Ross, S. M., (2008). Does technology integration work when key barriers are removed?. Educational Media International, vol. 45, pp.195-213.

Reid, S. (2002).The Integration of ICT into Classroom Teaching. Retrievedfrom http://legacy.oise.utoronto.ca/research/field-centres/TVC/RossReports/vol7no1.htm.

Appendices:

Information sheet:

TO WHOM IT MAY CONCERN

Introduction to Research Methods 7017EDN

As a part of the assessment requirements of this course, students are undertaking a small project on an issue of education research involving a small number of interviews. These projects, while identified by the students are subject to discussion and agreement with the Course Lecturer.

Provide a brief description of your study here.

Item 17 Griffith University Ethics Handbook identifies that ethics clearance is not required for activities satisfying the defined conditions (see below).

Note that for this project:

• Analysis will be undertaken only for the purposes of learning;
• Results will only be reported in a paper for assessment purposes;
• The focus of discussions is not on a sensitive topic and participation is voluntary;
• Discussions in the project report will not identify individuals.
• Data from interviews will not be disclosed outside the course nor retained after the conclusion of the course.