Introduction

Providing the quality Education is the top priorities of the universities especially in developed countries. The administrators and teachers believe that the traditional teaching is never been the same in the new generation of learners. This idea gives rise to the idea that the education should be a subject in development. Unlike the development in curriculum, the system that the pedagogical settings are attempting to build is the use of computers in teaching.

Background and Problem Statement

The introduction of Information Communication Technology (ICT) in schools is proposed to change the learning and teaching techniques in the schools. The reality-based type of teaching promotes the learning of both teachers and students in which they can use in the future. Since the areas of education is evolving based on the needs and preferences of the students it is appropriate for the schools to turn in the teaching and learning technique through the ICT? Aside from the learning and teaching strategies that can be gained in the application of ICT, what is the role of ICT in the entire education and building the confidence among the students?

Research Aims and Objectives

The main aim of the study is to investigate the role of ICT in education. In order to gain the necessary information regarding the topic, there are four objectives that should be considered. First is to determine the level of understanding of the teachers and the students regarding the application of the ICT among the schools. Second is to identify the impact of ICT in teaching proficiency and the effectiveness of it in learning by reviewing the pedagogical settings that uses the principles of ICT. Third is to recognize the perception of the students in terms of innovative teaching. And lastly is to identify the constraints or barriers that might affect the successful implementation of ICT in education.

Literature Review

Generally, young people of today are aware about the importance and uses of computers. At an early age, a child can learn to use the computers and his experience in using the technology might be continued until he reached the university level (Loveless & Dore, 2002). However, many educators argued that the use of ICT in teaching is a crucial resource. This is true upon the comparison between the developed and developing countries as based on their educational level. For example, New Zealand identified the potential in ICT application and therefore the government has identified a number of success factors for local economic development. Due to economies of scale and scope, central government can reduce transaction costs and add value by acting as a catalyst and facilitator for the formation of economic development networks for capability building and for ensuring the provision of quality information. This includes the strong Internet access and ICT penetration, and electronic commerce which make New Zealand to be a country with very high rate of engagement with new technology (Toland & Yoong, 2005). However, when these facts are compared to the educational level of South Africa and other African countries, the education seems to be less important because of the high position of economic and political depression due mainly in part on the imposition of the foreign model. In addition, there is a slow pace of development in Africa like the means of communication were not constructed as traced back in colonial period. The colonization has negative effects in the country which affects the economic and political lives of the people. Faced with problems such as poverty, poor infrastructure with regards to electricity and telephone lines as well as low education levels and computer skills, the South African government decided on focusing the ICT in education. However, the plan is not that strong unlike the other countries (Langmia, 2006).

Methodology

The applied method in the study is the use survey and interview. In the survey, the students will be the participants and will answer a questionnaire in a Likert Scale form. Through that, the researcher/s will determine the openness of the students as well as the perceived outcome in the application of ICT in education. On the other hand, the interview will be held among the group of the teachers and will be asked about the activities that might involve in teaching through the use of ICT. The answers of the educators will be the basis of the study is the ICT is an answer in achieving the quality education or it is just another burden and workload for the educators. Both results will be analyzed and at the end, the role of the ICT in education will be assessed and concluded.

References:

Langmia, K., (2006) The Role of ICT in the Economic Development of Africa: the Case of South Africa, International Journal of Education and Development using Information and Communication Technology, 2(4):144+

Loveless, A., & Dore, B., (Eds.) (2002) ICT in the Primary School, Open University Press, Philadelphia

Toland, J., & Yoong, P., (2005) Learning Regions in New Zealand: the Role of ICT, International Journal of Education and Development using Information and Communication Technology, 1(4):54+