PERCEIVED USEFULNESS OF ICT TO UNIVERSITY STUDENTS GLOBALLY

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Pearl: A Journal of Library and Information Science, 2022

ICT, an acronym for information and communication Technology is the slogan of the 21st century. Amazingly, information and communication technology has changed human society into what is commonly called information society. As rightly observed by Alagu and Thanuskodi (2018) ICT has been integrated into every work of life and it plays a pivotal role for knowledge acquisition and dissemination for onward advancement of education and the society at large. Information and communication technology has a number of components such as CD-ROM, Cable Television, Cellular Phones, computer system, opaque projectors, filmstrip projectors, cassette recorders etc. When two or more of these components are put together on a working platform manipulated by telecommunication, it is referred to as information and communication technologies. In education sector, prior to the emergence of information technologies, teaching, learning and research in India were conventional or traditional that is, an interactive between the teacher and the learners, the main source for information available then was the "library" with its associated problems (lack of professional staff, lack of current materials, staff care free attitude, theft and mutilation of the available resources among others). This process of providing and acquiring knowledge was restrictive by content and geographical barriers. However, with the emergence of the technologies, most challenges of teaching and learning are gradually easing out for technological teaching and learning processes, especially for schools, teachers and learners who have taken advantage of the emerging technologies.

2018

The impact of ICT on learning is currently in relation to the use of digital media, primarily computers and internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means; they provide an array of powerful tools that may help in transforming the present isolated teachercentered and text-bound classrooms into rich, student-focused, interactive knowledge environments. To meet these challenges, learning institutions must embrace the new technologies and appropriate ICT tools for learning. The direct link between ICT use and students' study habit and academic performance has been the focus of extensive literature during the last two decades. Some of them help students with their learning by improving the communication between them and the instructors (Valasidou & Bousiou, 2005). Leuven (2004) stated that there is no evidence for a relationship between increased educational use of ICT and students' performance. In fact, they found a consistently negative and marginally significant relationship between ICT use and some student achievement measures. For instance, some students may use ICT to increase their leisure time and have less time to study. Online gaming and increased communication channels do not necessarily means increased achievement. On the other hand, Abdulla and Twizell (2008), state that ICT has the potential to transform the nature of education; where and how learning takes place and the roles of students and teachers in the learning process. Karim and Hassan (2006) noted the exponential growth in digital information, which changes the way students perceive study and reading and in how printed materials are used to facilitate study. Based on the extended usage of ICTs in education, the need appears to unravel the myth that surrounds the use of information and communication technology (ICT) as an aid to teaching and learning, and the impact it has on students' study habits and academic performance.

2018

According to Daniels ICTs have become within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconception that ICTs generally refers to ‗computers and computing related activities'. This is fortunately not the case, although computers and their application play a significant role in modern information management, other technologies and/or systems also comprise of the phenomenon that is commonly regarded as ICTs. Pelgrum and Law state that near the end of the 1980s, the term ‗computers' was replaced by ‗IT' (information technology) signifying a shift of focus from computing technology to the capacity to store and retrieve information. This was followed by the introduction of the term ‗ICT' (information and communication technology) around 1992, when e-mail started to become available to the general public. According to a United Nations report ICTs cover Internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network-based information services, and other related information and communication activities. According to UNESCO information and communication technology (ICT) may be regarded as the combination of ‗Informatics technology' with other related technology, specifically communication technology. The various kinds of ICT products available and having relevance to education, such as teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counselling, interactive voice response system, audiocassettes and CD ROMs etc have been used in education for different purposes. The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research. A great deal of research has proven the benefits to the quality of education. ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change. As states, much has been said and reported about the impact of technology, especially computers, in education. Initially computers were used to teach computer programming but the development of the microprocessor in the early 1970s saw the introduction of affordable microcomputers into schools at a rapid rate. Computers and applications of technology became more pervasive in society which led to a concern about the Abstract: Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centred learning settings. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21 st century. In this paper, a literature review regarding the use of ICTs in education was provided. Effective use of ICT for Education, along with ICT use in the teaching learning process; quality and accessibility of education; learning motivation. Learning environment. Besides, an overview of the ICT and scholastic performance.

Information and Communication technology (ICT) has an enormous impact on the lives of individuals, societies, industries, business, education and overall development of any nation. In this knowledge driven society, ICT is emerging as an important tool of information and learning and due to this the recent global development agenda recognizes the need of developing technical and vocational skills among youth and adults for employment, decent jobs and entrepreneurship. ICT is being used in the field of education much longer than it is usually recognized and the innovative educational programmes started with the help of ICT have proved quite successful for the expansion of education in remote areas and also for enhancing the learning of children, youth and adults in almost all the countries of the world. This article is an attempt to review the ICT based innovative programs and projects of different countries which have proved quite successful for enhancing the access of education and for promoting learning of all. In this globalized world, where the educational inequality like the other forms of inequality is rising day by day, such ICT based programs can reduce the prevalent inequalities in the access of education.

Today's generation is more at ease with online, collaborative technologies than today's young people-"digital natives", who have grown up in an immersive computing environment. Where a notebook and pen may have formed the tool kit of prior generations, today's students come to class armed with smart phones, laptops and iPods.

Education can be identified as one of the fast growing sociological subsector in any country in the world. Many developing countries have picked this as the key for the success and any sort of development in education has a direct impact to the development of the country. Knowledge and the information play a vital role in individual level or at university level. Technological improvements such as printing machines, postal services, telephone, radio, television, and the Internet, have been a driving forces yielding to new delivery methods and platforms. The purpose of this study was to determine how the education system has grown and identify the current trends and patterns in higher education teaching and learning. Journal articles were referred to identify the trends and patterns, which have evolved in the higher education. Educational technologies are used in most educational systems for a variety of purposes; such as delivering knowledge and managing teaching/ learning process, a...

2018

The purpose of writing this paper is to find out how far the modern technology that developed today is used by teachers in the process of learning in the classroom. This presents new challenges to teachers in their ability to collaborate optimally used technology and learning methods. This research uses descriptive methods with data collection techniques in the form of observation and interviews with relevant sources. The results of the research have been conducted, ie from 12 teachers in 4 elementary schools in Bendosari, all teachers have and use smartphone and laptop. However, there are still many obstacles in the field to be some factors why teachers have not been able to take advantage of rapid technological development opportunities. The factors are age limitations, skills in technology operations in learning and the absence of obligations for teachers to use technology as a media of learning. Despite in many studies, it is said that modern technology can have a positive impac...

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2014

The purpose of this study was to investigate the benefits and challenges using laptop computers (hereafter referred to as laptops) inside and outside higher education classrooms. Quantitative and qualitative data were collected from 156 university students (54 males, 102 females) enrolled in either education or communication studies. Benefits of using laptops in class were active note taking, particularly when instructors provided materials ahead of time, searching for academic resources, use of subject-specific software, communicating and sharing information with peers, and engaging with online interactive tools. Challenges of using laptops inside the class included surfing the web for personal reasons, social networking with peers and, to a lesser extent, entertainment in the form of watching video podcasts or playing games. Benefits were reported far more often than challenges inside the classroom. Benefits of using laptops outside of class included collaboration with peers, incr...