Review Literature

2.1 INTRODUCTION

A literature review is a comprehensive summary of previous research on a topic. The literature

review surveys scholarly articles, books, and other sources relevant to a particular area of
research. The review should enumerate, describe, summarize, objectively evaluate and clarify
this previous research. It should give a theoretical base for the research and help you to
determine the nature of your research. The literature review acknowledges the work of previous
researchers, and in so doing, assures the reader that your work has been well conceived. It is
assumed that by mentioning a previous work in the field of study, that the author has read,
evaluated, and assimilated that work into the work at hand.

At this ‘field level’, a literature review discusses common and emerging approaches, notable
patterns and trends, areas of conflict and controversies, and gaps within the relevant literature.
When you can clearly observe these things, you will be able to situate your own research and
contribute to ongoing debates within the field.

In other words, when reviewing the literature, “not only do you need to engage with a body of
literature, you also need to be able to compare, contrast, synthesize, and make arguments with
that literature in ways that indicate a readiness to contribute to the literature itself” (O’Leary,
2010, p.81).

2.2 REVIEW OF RELATED LITERATURE

1. Sarangi (2003) found that teacher educators have a low positive attitude for ICT though
not negative. Teacher educators had a limited idea about how the available ICT
equipment’s could be used in teaching-learning situation.
2. Hew & brush, (2007) in their study found that negative attitudes of teachers and the
limited knowledge of teachers about technology integration are the main barriers for the
technology integration in education.
3. Mehra and Newa (2009) conducted a study on “Schoolteachers‟ Attitude towards
Information and Communication Technology (ICT)”. The schoolteachers, on the whole,
exhibited positive attitude towards ICT, so ICT must be given higher priority in teacher
education curriculum, so that the future teachers can cope with various challenges in
education system, more specifically the new roles of teachers in ICT based teaching-
learning system.
4. Husain (2010) found that, teachers have a positive attitude towards ICT and the teachers
think that using ICT skills in developing and presenting information is essential technical
competency that teachers need to require.
5. Ndibalema, P. (2014) on his study entitled “Teachers attitude towards use of ICT” result
indicated that the teachers have a favorable attitude towards the use of ICT.
6. Farrell (1999, cited in Sife et al, 2007) reported that ICT training and workshops are
needed not only to improve the skills of the instructors, but also as a means of getting
them involved in the process of integrating ICT in teaching and learning.
7. Charp (2000) noted that educational researchers find a positive connection between the
integration of ICT and the successful curricula outcomes when ICT is properly deployed.
8. Hasselbring et al. (2000) in his study ‘Technology to support teacher development’ had
shown that improving the quality of an education system depends upon teachers’ training
and development. He argues that teachers should be trained to view ICT as a resource and
to use technology in classroom activities, whilst earlier added that education authorities
are responsible for teacher training.
9. Knezek et al. (2000) reported that educators with higher levels of skill, knowledge, and
tools would exhibit higher levels of technology integration in the classroom
10. Kong et al. (2000) investigated study on ‘Possibilities of creative and lifelong learning’.
They found that the integration of IT and curriculum is the main force in promoting the
full acceptance of information technology by teachers and students
11. Law (2000) in his study ‘Changing classrooms changing schools’ found that teachers and
students have variously gained in their mastery of ICT skills. When the focus was on 36
 technology supported teaching, the teachers were all generally more competent, and
many of them have mastered the skills of multimedia production and programming.
12. Mumtaz (2000) worked on ‘Factors effecting teachers' adoption of technology in
secondary schools’. He pointed out lack of administrative, technical and financial support
as problems that prevent teachers from using computers in their teaching.
13. Cuban (2001) investigated study on ‘High access and low use of technologies in high
schools’. He found that teachers who used computers in their classrooms largely
continued their customary practice, A very few fundamental changes in the dominant
mode of teacher-centered instruction have occurred occasional to serious use of
computers in their classes had marginal or no impact on routine teaching practices. In
other words, most teachers had adapted an innovation to fit their customary practices, not
to revolutionize them. He noted that the overwhelming majority of teachers employed the
technology to sustain existing patterns of teaching rather than to innovate. In interviews
with 21 teachers he found that 13 said that their teaching had indeed changed because of
their use of information technologies. Changes include planning more efficiently,
communicating with colleagues and parents far more via the Internet, securing education
materials from the Internet, having an additional tool in their customary set of teaching
practice, and seeing students’ access to information as a phenomenal enhancement to
their teaching. Of the 13 teachers who said that their teaching had changed, only four said
that they had modified their daily practices in major ways: organized their class
differently, lectured less, relied more on securing information from sources other than the
textbook, gave students more independence, and acted more like a coach than a
performer on stage.
14. Grabe(2001) stated that technology should facilitate meaningful learning in the
classroom. Also, it should engage the thinking, decision making, problem solving and
reasoning behaviors of students.
15. M2 Communications Ltd (2001) conducted study on ‘ICT investment boost secondary
schools’. They found that there was a consistent trend for pupils in schools with better IT
resources to achieve better grades for English, math and science. It also indicated that
schools that used IT to support a particular subject, tended to achieve better in that
subject than schools which did not use IT.
16. Mooij et al. (2001) in the study ‘Modeling and supporting ICT implementation in
secondary schools’ found that teachers’ competence and confidence in their skills were
one of the main factors to influence teachers’ willingness to integrate technology in their
teaching and learning process. They claimed that educator’s lack of knowledge is a
serious barrier to integrate ICT into secondary schools. Educators must attain and
maintain an assured degree of technological competence to make instructional strategies
more effective.
17. Pelgrum (2001, cited in Afshari et al, 2009) conducted study on ‘The educational
potential of new information technologies’. He claimed that the success of educational
innovations depends largely on the skills and knowledge of teachers. The study reported
that teacher’s lack of knowledge and skills is among the most inhibiting obstacles to the
use of computers in schools.
18. Anderson (2002) conducted case studies on ‘The network and administrative’. The
findings of studies are:

I. Changing interactions within the classroom as a direct or indirect result of using

ICT to support teaching and learning; and
II. The involvement of others (non-teachers) outside the physical classroom in
students’ learning activities. He understood that how the innovative practices led
to a greater emphasis upon students who take responsibility for their own
progress, including self-imposed deadlines, and in other ways improving their
study and work skills.
19. Diezmann et al. (2002) conducted survey on ‘Framework for multimedia resources’.
They found clear evidence that students appropriated ICT resources as tools to construct
an understanding of the teaching-learning process in science. Being able to access and
revisit resources over time had the potential to strengthen effectiveness and heighten
students’ interest in science teaching. Although the project included pre-service and in
service teachers, the experience of using CD ROMs in teaching and learning applies
equally well in primary and secondary schools.
20. Green et al. (2002) in a study of the ‘Impact of the Internet on teacher practice and
classroom culture’ found that students were engaged when accessing the Internet. Girls
 were comfortable searching for information on the Internet and reading multiple pages of
text, and were likely to take the time to read what they found.
21. Haidar (2002) in his study ‘Emirates secondary school science teachers’ perspectives on
the nexus between modern science and Arab culture’ found that secondary school science
teachers did not view modern science as part of European culture and perceived no
differences between modern science and Arab culture. It appeared that Arab teachers
lacked an understanding of the social component of science and training was required in
this aspect of science. The author argues that when they are discussing culturally critical
scientific issues in class, Arab science teachers should assume the role of cultural brokers
to facilitate students’ understanding of science. Teachers may therefore find difficulty in
delivering the content of science within their community’s ethnic traditions and cultural
knowledge.
22. Hawkins (2002) reported that school administrators offer very little structural support
and incentives to teachers in effective use of ICT in the classroom. Though lecturers
enthusiastically engage in collaborative projects and constructivist pedagogy,
administrative support given in reference to ICT is not adequate. Teachers use computers
more often for their teaching-learning process if they perceived an adequate support from
39 the school administration. Teachers who receive adequate ICT support from the
administrators are more likely to use ICTs in their teaching practice while those who do
not receive ICT support from the higher authorities in school are less enthusiastic in using
computer or do not integrate technology at all. Administrators in school, such as the
principal acts as a mediator to integrate ICT into the educational system by playing a key
role in encouraging, supporting, and helping the teachers to use computers in their
teaching-learning process. The support of the school principal or administrator can
encourage and promote teachers willingness to use the computer as a medium to deliver
instruction. Thus, the role of the school administrator is crucial in providing the force,
support and conditions to enhance the use of computer in the teaching profession. Much
as administrative support is an important factor in positively influencing ICT integration
and implementation.
23. Levin et al. (2002) point out those students think of the Internet as an important way to
collaborate on project work with classmates more effective. They referred that the
 Internet provides ways of presenting material that differs from how it is presented in class
and it is also a resource that is always available, patient and non-judgmental.
24. Agaba (2003) conducted study on ‘Challenges and the way forward’. He found that lack
of skills as one of the problems explaining underutilization of Makerere University
Library electronic information resources by academic staff.
25. Berner (2003, cited in Afshari et al, 2008) in a case study on the ‘Relationship between
computer use in the classroom and two independent variables: beliefs about computer
competence; and administrative support’, found that the faculty’s belief not computer
competence was the greatest predictor of their use of computers in the classroom.
Therefore, teachers should develop their competence in ICT skills through training based
on the educational goals they want to accomplish in order to use computers in teaching.
26. Blackmore et al. (2003) in the study ‘Effective use of information and communication
technology (ICT) to enhance learning for disadvantaged school students’ found that using
ICT in learning offers advantages and opportunities to increase students’ motivation,
helps students to solve problems, and increases students’ attention span.
27. Deaney et al. (2003) in their study ‘Pupil perspectives on the contribution of ICT to
teaching and learning in secondary schools’ found that students viewed ICT resources as
helpful in tasks and presentations, and also useful in refining project reports and trial
options. They associated ICT with change in the study environment and classroom
relations; ICT applications raised interest and increased motivation on their part.
Nevertheless, whilst the participants valued independent study and the challenge of ICT,
they were concerned that this reshaping of learning might be displacing valuable
teaching.
28. Munyantware (2003) in his study ‘problems affecting adoption technology by
mathematics and science teachers in secondary schools’ found out that teachers with
lower ICT proficiency are not willing and have less confidence to use ICT for teaching.
This suggests that teachers’ information communication technological skills are critical
for successful ICT implementation in the classroom.
29. Rogers et al. (2003) in an analysis of 350 lesson reports submitted by secondary schools
engaged in a UK Science Consortium program. An interesting feature of these data is the
dominance of “normal” science teaching objectives, suggesting that, in general, ICT
 facilitates science learning rather than displacing it. Further, teachers rated 92 per cent of
their lessons with ICT as having successfully fulfilled their objectives. The researchers
also reported that successful outcomes were influenced by the following teaching
practices:
● Lesson objectives are clearly identified and tasks are clearly defined.
● The “time bonus” is used creatively, often involving interventions to encourage
41 discussion and investigative approaches ICT activities are explicitly linked to
other activities before, during and after the ICT lesson.
● Teachers plan a greater emphasis on interpretation of results and thinking about
science.
● Teachers recognize and build upon the technical skill already acquired by pupils.
30. Al-Moussa (2004) conducted study on ‘Integration of information and communication
technology in Gulf Cooperation Council Countries’. He reported that obstacles to the
integration of ICT into schools in the Gulf Cooperation Council countries were a lack of
computer skills training for teachers and insufficient technical support, plus costs. A
recent Omani higher education survey concerned a questionnaire based on literature from
developed economies faculty member’s perceived moderate levels in obstacles in
applying ICT to their teaching practices: lack of equipment, lack of institutional support,
disbelief of ICT benefits, lack of confidence, and lack of time.
31. Nachmis et al. (2004) stated that staff training should be a continuous process for regular
updates with the development of ICTs. Faculty staff requires ICT training not just in the
choice and use of appropriate technologies, but on how people learn and in instructional
design.
32. Schaffer et al. (2004, cited in Afshari et al, 2009) reported that when technology is
introduced into teacher education programs, the emphasis is often on teaching about
technology instead of teaching with technology. Hence, inadequate preparation to use
technology is one of the reasons that teachers do not systematically use computers in their
classes. Teachers lack the necessary skills and thus need to be given opportunities to
practice using information communication technology during their teacher training
programs so that they can see ways in which technology can be used to augment their
classroom activities. Teachers are more likely to adopt and integrate ICT in their courses,
 when professional training in the use of ICT provides them time to practice with the 42
technology and to learn, share and collaborate with colleagues. The statement suggests
that training teachers to update their ICT skills may aid the integration of computers into
the classroom setting. To promote ICT integration in schools, school leaders should adopt
strategies that make ICT part of their daily routine or tasks of the teachers. These
strategies may include using e-mail as the mode of communication among staff,
accessing the Intranet to download data and using a word-processor to complete lesson
plans for submission.
33. Bauer et al. (2005) stated in their study ‘Towards technology integration in schools’ that
although teachers were having sufficient skills, were innovative and easily overcame
obstacles, they did not integrate technology consistently both as a teaching and learning
tool. Reasons being outdated hardware, lack of appropriate software, technical difficulties
and student skills levels. The study found that professional development has a significant
influence on how well ICT is embraced in the classroom. This implies that teachers
training programmes often focus more on basic skills and less on the integrated use of
ICT in teaching. Despite the numerous plans to use ICT in schools, teachers have
received little training in this area in their educational programs.
34. Jhurree (2005) in his study Technology integration in education in developing countries
reported that education reform is occurring throughout the world and one of its tenets is
the introduction and integration of ICTs in the education system. The successful
integration of ICTs into the classroom warrants careful planning and depends largely on
how well policy makers understand and appreciate the dynamics of such integration.
Integration of ICTs in education has been a contentious issue he claims some people
argue that technology will change the educational landscape forever and in ways that will
create a dramatic increase in the performance of learners.
35. Kozma (2005) have demonstrated that ICT can help deepen students’ content knowledge,
engage them in constructing their own knowledge, and support the development of 43
complex thinking skills. He reported that ICT alone cannot create this kind of teaching
and learning environment. Teachers must know how to structure lessons, select resources,
guide activities, and support this learning process; many traditionally-trained teachers are
not prepared to take on these tasks.
36. Peansupap et al. (2005) conducted study on ‘Factors enabling information and
communication technology diffusion’. They found that lack of ICT skills as a key barrier
to adopting and using ICT applications in Australian construction organizations. They
indicated that the failure of ICT change derives from the traditional beliefs of managers
and ICT experts that technology is a magic bullet and so neglect role of people in any
change management task. Solving technical issues can minimize users resistance to
technological innovation and thus, ICT implementation success is often realized by
managers who understand the management of technological change. Thus, if teachers
perceive ICT as a beneficial tool, compatible with their current activities, easy to use and
have observable outcomes, they could demonstrate positive attitude towards ICT. This
can positively influence ICT Implementation in institutions of higher learning.
37. UNESCO (2005) reported that teachers, professors, technical and administrative staff
must be given training that enables them to integrate new information and
communication technologies into their teaching programs. The lack of technical skills of
maintaining the functionality of computers confused teachers to integrate ICT in the
classroom.
38. Akankwasa (2006) conducted study on ‘Problems affecting the levels of computer use
for instructional purposes by technology teachers in government schools’. He found out
that although many teachers share beliefs that educational technology could promote
learning and that the use of ICT is desirable, they are reluctant to use educational ICT
because of insufficient support and resources.
39. Albirini (2006) stated that technology competence comprises not only technology
knowledge but also the skills and experience essential to put them into use. Technology
44 competency allows the teachers to turn into most efficient individuals in dealing with
daily tasks such as to communicate with the students’ parents; to keep records; to do
research in their option domain; and to prepare presentations. Computer competence,
therefore, can be observed in terms of teachers beliefs concerning their knowledge, basic
skill, and capability of performing essential functions using the computer. Also he
reported that computer competence refers to educators’ beliefs about their computer
knowledge and skills. Computers are an essential part of many work places and
employers need both men and women with computers skills. Although some come to the
 job with computer related education, many workers need training or retraining to keep up
with new computer hard ware or software.
40. International Association for the Evaluation of Educational Achievement (2006)
held its Second Information Technology in Education Study, an international
comparative study of pedagogy and ICT use in schools in 22 countries. The study
focused on the role of ICT in teaching and learning in mathematics and science classes,
and examined the extent to which practices conducive to the development of “21st
century skills” were present, in comparison to traditionally important practices. The study
found that the impact of ICT use on students was highly dependent on the teaching
approaches adopted. Greater student gains in 21st century skills were reported by
teachers who provided more student centered guidance and feedback and who engaged
more frequently in advising students on group work and enquiry projects. On the other
hand, the study found that higher levels of reported ICT usage did not necessarily equate
with higher levels of learning gains. No significant correlation was found between using
ICT in traditional instructional activities and perceived students’ learning outcomes.
41. Munyantware (2006) in his study ‘Problems affecting teachers’ adoption of technology
in classrooms among science and mathematics teachers in Kisoro District’, reported that
in addition to social support from colleagues, perceived support from the school 45
influences teachers adoption decision. The study suggested that continuous support to
teachers gives them confidence in using computers in teaching their relevant courses in
institutions of higher learning.
42. Aryatuha (2007) studied on ‘Relationship between computerization and organizational
effectiveness’. He found that the availability of computer hardware and software should
be accompanied with training of the users and constant technical support. Without this,
even though high quality hardware and software are available, they could be wasted or
remain underutilized by the users.
43. Cox et al. (2007) conducted study on what factors support or prevent teachers from using
ICT in their classrooms? The researchers argue that decades after the introduction of ICT
into classrooms, there were unanswered questions about the impact of technology on
students’ learning, and the manner by which it affects simple and complex learning tasks.
 In relation to the outcomes and recommendations for their study, they highlight the
absence of rigorous studies as impacting:
a) Government policies;
b) Teacher education programs:
c) Advancing national curricula;
d) Designing or reforming classroom implementation, and
e) Analyzing costs and benefits.
44. Farrell (2007) conducted study on Survey of ICT and education in Africa. He found that,
though the Faculty of Computing and Information Technology at Makerere University
trains staff in e-learning and support e-learning in the whole university, comparatively
few teachers have the skills to make pedagogical use of ICT for teaching across the
curriculum. This could be due to inadequate ICT training skills, lack of time and negative
attitude by teachers towards ICT implementation.
45. Fleming et al. (2007) studied on ‘Predicting preserves teacher competence in computer
technology, modeling and application in training environments’. They surveyed 79 pre-
service teachers on their training experience and computer technology skills. Results
suggest that the more extensively pre-service teachers observe computer technology
being used and the more they use ICT in and out of the student teaching classroom, the
more likely they were to report competence in the computer technology skills.
46. Hennessey et al. (2007) studied on ‘Teacher perspectives on integrating ICT into subject
teaching, commitments, constraints, and caution and change’. They examined
pedagogical approaches to use ICT tools such as multimedia simulations, data logging
tools, and interactive whiteboards, and the means by which they may be adapted to the
cognitive and structuring resources available in the classroom setting. The researchers
found that teachers were moving away from only using practical experiments towards
“What if” explorations where the outcomes of ICT-based experiments can be
immediately accessed; for example through the use of simulations to demonstrate
scientific concepts and physical processes; thereby bridging the gap between scientific
and students’ informal knowledge. ICT was also integrated with other practical activities
to support incremental knowledge building, consolidation, and application.
47. Wolcott et al. (2011) in their study ‘Faculty participation: Motivations, incentives, and
rewards’ found that intrinsic motives, such as job satisfaction and trying new technology
tools and teaching strategies, were the most influential factors in faculty decisions to get
involved in online learning. They found that faculty who wanted to participate were least
influenced by extrinsic motivations such as monetary support, course release time, and
tenure and promotion credit. Furthermore, some universities who did not provide faculty
release time to develop online courses have had other staff members do this work, as with
instructional designers, multimedia developers, and technology experts.
48. Granić et al. (2009) studied on ‘Design, implementation and validation of a Europe-wide
pedagogical framework for e-learning’. The study was pedagogical framework for online
learning in secondary schools from static e-learning and mobile (m-learning) approaches.
They found that successful integration required administrative support, adequate
resources and appropriate continuing professional development; however, with
experience, the teachers’ knowledge improved and their opinion of the program’s
effectiveness increased. The researchers note that effective implementation of the ICT 50
framework offered scope for both collaborative and autonomous learning which
improved teaching and learning performance in the Europe-wide network of schools.
49. Young et al. (2012) studied on ‘Preparing instructors for quality online instruction’. They
found that warned an instructor’s online role can be more difficult than one experienced
in traditional classrooms. Online instructors were thought to have the extra burden of
preparing courses well in advance, constantly facilitating the course, modeling good
communication skills, and adjusting courses for the varied needs of students.
50. Reid (2013) studied on ‘Quality assurance, open and distance learning, and Australian
universities’. They found that determined online instructors moved through different
phases of their online learning experience, and their needs changed at each stage.
Furthermore, considering educational leaders were responsible for the quality of online
programs and instruction they also needed to engage in professional development, and
experiment with online learning environments, infrastructures, and technologies.
2.3 CONCLUSION

The related literature from various scholars and past researchers collected from secondary
sources i.e. textbooks, magazines, internet and journals, it shows that to a large extent ICT
implementation in developing countries is still less. Majority of the students and teachers had
positive reaction to ICT programmes. Teachers and principals believed that teaching through
ICT is better than traditional way of teaching. Information Communication Technology (ICT)
can motivate children to perform better and change their attitude toward school and learning.