Over the past two decades, Information Technology (IT) has broadened to become Information and Communication Technology (ICT), and has become better established within schools (Abbott, 2001). Many claims have been made about its potential contribution to pupils’ learning (Pachler, 1999) and official rhetoric has presented it as set to ‘transform education’ (Blair, 1997). It has no doubt that power of information is such that almost all decisions made in different sectors like science, technology, economics, and business development will be based on information that has been generated electronically. Information has become a key asset of the organization for its progress. Therefore, access to information is a key factor in the generation of wealth and there is a strong link between a nation’s level of development and its level of technological development.
Educators and policymakers believe that ICT are of supreme importance to the future of education and, in turn, for the country at large. Thus government also tried to integrate ICT to teaching learning process. All the stakeholders of teaching learning process are now mostly depending on the ICT world. So now there seen a paradigm shift of education. Digitalization of education became made as the need of the society as well as of the individual. Our Govt.
also taking several initiatives in this respect like the introduction of [email protected] Scheme. It is one of the creative evolutions which is being developed to boost secondary education sector in India by providing opportunities to students to mainly build their capacity on ICT skills and make them learn through computer aided learning process. But here the problem arises regarding the effective use of ICT in classroom. Is teacher being competent enough in use of ICT in classroom, what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in classroom dynamics and traditional time structures? In order to address the foregoing issues, the investigator go through the review of related literature to the selected problem, looking onto the review of related literature the investigator first categorized it under four heads like: relationship between computer technology and educational change, technology and organization of school, collaborative and constructivist learning environments and the role of the teacher in using ICT in classroom. In connection to the relationship between computer technology and educational change, it revealed that there including a number of perspectives of the positive and negative aspects of using computer technology in the teaching and learning process. Kerr (2006) suggests that a large part of the problem with technology and educational change is our stance towards it, what we think it is good for and what it means.
All technologies in the past seem to have been introduced into the school system with enormous expectations. With the new wave of interest in ICT, the expectations about how they will affect the teaching and learning process seem just as great (Davis and Tearle, 1999; Lemke and Coughlin, 1998; Yusuf, 2005; Al-Ansari, 2006). Similarly, in connection to the technology and organization of school it was found that not only may the use of ICT have an impact on teaching strategies, but also on the organization of classroom s and schools as a whole. This section explored some of the opinions and research on what aspects of school and curriculum organization might change; for instance, the student-teacher relationship and the nature of student learning. In addition; this section illustrated some areas which need to be explored further in order to embark on the task of reconceiving how we think about technology and the organization of schools. These areas included the future purpose of the school, the curriculum and the classroom (Holloway & Valentine, 2013; Becta, 2015; Facer et al.
, 2016). The next section reviews the literature on collaborative and constructivist learning environments. With respect to this it revealed that with the introduction of ICT, learners might take a more active role in their learning, as the teacher alone will no longer direct the control and flow of information. Further constructivist learning environments put an enormous amount of pressure on the teacher in terms of being in tune with individual student progress and being able to assess individually constructed learning (Wilson, 2015; Collis & Jung, 2016;). The last section of the review deals with the role of the teacher in light of the possible change resulting from them using more ICT into the classroom.
In this connection it was explored that some of the challenges teachers may face as they endeavor to implement ICT into their classrooms so there is a need of training to teachers to learn how to use ICT tools (Keengwe, J, 2007; Fatima, S, 2013; Natia, James & Wassan, 2015). So although the above foregoing review helped in making a concise idea on integration of ICT in teaching strategies and how far it makes improvement in teaching learning process but my rationale behind this study was to document some of the challenges teachers face in trying to integrate a new and powerful resource in the teaching and learning process. It is important to note that the essence of change outlined in this research was in the classroom. This study did not address the shifts and change seen with ICT tools, nor the potential change in relationships between the teacher and student. The research focused with specific reference to the central query i.e.
what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in classroom dynamics and traditional time structures?