THESIS

Importance of Technology in Education

Submitted By Asjid Ali

Roll Number BP620572
Submitted To Ghulam Mustafa

A Thesis submitted in partial fulfillment of requirements for the degree of

B.ed 1.5 year

IN

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

1
2
 DECLARATION
I hereby declare that the contents of the report “Importance of Technology in
Education” are product of my own research and no part has been copied from any published
source (except the references, standard mathematical and genetic models/ equations/ formulae/
protocols etc.). I further declare that this work has not been submitted for award of any other
diploma/degree. The University may take action if the information provided is found inaccurate
at any stage.

______________________
ASJID ALI

3
 We, the supervisory committee, certify that the contents and form of the thesis submitted
Asjid Ali, have been found satisfactory and recommend it to be processed for the award of the
degree.

Supervisory committee:

Advisor: ----------------------------------------
Ghulam Mustafa

4
 ACKNOWLEDGMENTS

In the name of almighty Allah, the merciful, the beneficent all praises (belong) to Allah alone,
the Cherisher and Sustainer of the world. He is the First, he is the Last, He is the hidden, and He
knows about everything. He brings the night into the day and brings the day into the night, and
He knows the thoughts of hearts (Al-Quran). I have the pearls of my eyes to admire countless
blessings of Allah Almighty because the words are bound, knowledge is limited and time of life
is too short to express His dignity. It is the one of His infinite benedictions that He bestowed
upon me with the potential and ability to complete the present research program and to make a
meek contribution to the deep oceans of knowledge already existing. I deem it my utmost
pleasure to avail an opportunity to express my heartiest gratitude and deep sense of obligation to
a very hardworking and personalized men and women especially my honorable supervisor,
Ghulam Mustafa for his kind behavior, generous knowledge, moral support, constructive
criticism and enlightened supervision during the whole study period. His available words will
always serve as a beacon of light throughout my life.

I do not have words at command in acknowledgment that all credit goes to my loving
Mother and Father for their mellifluous affections, inspiration, well-wishing and keen interest
which hearten me to achieve success in every sphere of life. Their prayers are the roots of my
success. I can’t ignore my dear Brothers and Sister who have always inspired and encouraged
me. Their prayers have been with me and will always be with me for my success.

5
 Table of Contents
DECLARATION .......................................................................................................................................... 3
ACKNOWLEDGMENTS ............................................................................................................................ 5
ABSTRACT.................................................................................................................................................. 7
CHAPTER .................................................................................................................................................... 8
INTRODUCTION ........................................................................................................................................ 8
CHAPTER 2 ............................................................................................................................................... 16
REVIEW OF LITERATURE ..................................................................................................................... 16
CHAPTER 3 ............................................................................................................................................... 26
METHODOLOGY ..................................................................................................................................... 26
3.1. Instruments of Data Collection ............................................................................................................ 26
3.2. Qualitative Research ............................................................................................................................ 27
3.3. The Case Study .................................................................................................................................... 28
3.4. Statement of Research Questions Revisited......................................................................................... 29
3. 5. Participants.......................................................................................................................................... 30
3.6. Number of Participants in the Study .................................................................................................... 30
3.7. Teacher Interviews ............................................................................................................................... 31
3.8. Student Interviews ............................................................................................................................... 31
3.9. Questionnaire ....................................................................................................................................... 32
3.10. Ethics Approval ................................................................................................................................. 33
3.11. Data Analysis .................................................................................................................................... 34
CHAPTER 4 ............................................................................................................................................... 36
RESULTS AND DISCUSSION ................................................................................................................. 36
DISCUSSION ............................................................................................................................................. 38
LITERATURE CITED ............................................................................................................................... 40

6
 ABSTRACT

Everyone knows that Technology has contributed to existence of various definitions

and concepts of technology by the previous studies which are related to technology transfer. This
is the age of information technology. The use of science and technology can be seen everywhere
in our daily lives. Science and technology has been instrumental in bringing efficiency,
improvement and perfection in the process and product of human work. In case of teaching-
learning it also makes it more comprehensive and simple and helps to display more information
in a lesser time while making the process more interactive. Educational technology in the wider
sense includes the development, application and evaluation of systems, techniques and aids in
the field of learning and teaching. The shape of future schools, colleges, and universities is
bound to change radically due to technological impact in the years to come. There are hardly any
areas left, where you do not feel the necessity as impact of technology. So the research was made
on the use of internet for study in school. In this study all participants, teachers and students,
were required to give informed consent to participate in the study. This involved ensuring that
each participant knew they had a choice of whether they wished to “participate in the research
and that they know they have the right to withdraw from the research at any time The data were
then coded and analyzed on the basis of themes which emerged from the e-learning journals,
questionnaires and interviews. The comments page from the e-learning journals was transcribed
into a Microsoft Word file. One file was created for each class with a heading for each week.
Information that looked at a student’s pattern of use was entered into a Microsoft Excel file. One
Excel file was created for each school and in the file there was one worksheet for each week of
the school term. The questionnaire responses were entered directly into a Microsoft Word file
with a file created for each class. All responses from each student were placed under each
question from the questionnaire.

7
CHAPTER 1

INTRODUCTION

The term technology has been given various definitions by previous literatures. According to

Kumar et. al (1999) technology consists of two primary components: 1) a physical component

which comprises of items such as products, tooling, equipments, blueprints, techniques, and

processes; and 2) the informational component which consists of know-how in management,

marketing, production, quality control, reliability, skilled labor and functional areas. The earlier

definition by Sahal (1981) views technology as ‘configuration’, observing that the transfer object

(the technology) relies on a subjectively determined but specifiable set of processes and

products. The current studies on the technology transfer have connected technology directly with

knowledge and more attention is given to the process of research and development (Dunning,

1994). By scrutinizing the technology definitions, there are two basic components that can be

identified: 1) ‘knowledge 2) ‘doing things’. Technology is always connected with obtaining

certain result, resolving certain problems, completing certain tasks using particular skills,

employing knowledge and exploiting assets (Lan and Young, 1996). The concept of technology

does not only relate to the technology that embodies in the product but it is also associated with

the knowledge or information of it use, application and the process in developing the product

(Lovell, 1998; Bozeman, 2000).

The dynamic nature of technology has contributed to existence of various definitions

and concepts of technology by the previous studies which are related to technology transfer. The

discussion on the concept of technology is crucial in getting a clear understanding of the nature

of technology and examining what the technology consists of. Past studies have shown that

defining the concept of technology is not easy (Reddy and Zhoa, 1990); therefore technology has
8
been defined from different perspectives. Existing studies on technology transfer and

international technology transfer have attracted researchers from cross-section of disciplines

including organizational management, political science, economics, sociology, anthropology,

marketing and recently management of technology (Cusumano and Elenkov, 1994; Zhoa and

Reisman, 1992). The term ‘technology’ is inherently abstract concept which is difficult to

interpret, observe and evaluate (Blomstrom and Kokko, 1998). Regardless of the extensive

research done on this subject, many of the literatures are fragmented along different specialties

and generally there is no commonly accepted paradigm (Reddy and Zhoa, 1990). Lan and Young

(1996) stress that the technology definition is varied according to authors and context of

disciplines. Because of this the concepts, variables and measures relevant to the study are

different from one study to another (Kumar et. al, 1999). Therefore, the main objective of this

paper is to contribute to the existing literature by comprehensively reviewing the development,

definitions and concepts of technology and technology transfer

Lesson planning is a significant element of teaching-learning system. A lesson plan is a

step-by-step guide that provides a structure for an essential learning. Before planning a lesson, it

is essential to classify the learning outcomes for the class. It is important because it helps the

teacher in maintaining a standard teaching pattern and does not let the class deviate from the

topic. Pre-planning helps the teacher to be better equipped in answering questions asked by the

students during the lecture. An effective lesson plan has three basic components; aims and

objectives of the course, teaching and learning activities and, assessments to check student

understanding of the topic.

Educational technology is the effective use of technological tools in learning. As a

concept, it concerns an array of tools, such as media, machines and networking hardware, as well

as considering theoretical perspectives for their effective application.[1][2] Educational

9
technology is not restricted to high technology. Nonetheless, electronic educational technology

has become an important part of society today. Modern educational technology includes (and is

broadly synonymous with) e-learning, instructional technology, information and communication

technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-

enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction,

computer-based training (CBT), computer assisted instruction or computer-aided instruction

(CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online

education, virtual education, personal learning environments, networked learning, virtual

learning environments (VLE) (which are also called learning platforms), m-learning, and digital

education. These labels have been variously used and understood, and conflate to the broad

domain of educational technology and e-learning.

Having a carefully constructed lesson plan in hand allows you to enter the classroom

with considerably more confidence. Effective lesson planning, especially during your early days

of teaching, rests heavily in good habits such as setting aside quality time for planning and

putting the plan in writing. • One key strategy for establishing rapport with students is expressing

interest in them, their country, and their nation. Creating a warm, friendly class atmosphere

makes teaching and learning easier for all concerned. Fun is a legitimate part of the language

classroom. For all but the most self-confident volunteer teachers (VTs), the overwhelming

priority during the first few months of teaching is getting through as many class periods as

possible without disasters such as exercises that take twice as long as planned, instructions that

students completely misunderstand, and activities that students respond to with overwhelming

apathy

According to Bull and Ma (2001), technology provides offers unlimited resources to

language learners. Harmer (2007) and Genç lter (2015) emphasized and teachers should

10
encourage learners to find appropriate activities through using computer technology in order to

be successful in language learning. Clements and Sarama (2003) declare that the use of suitable

technological materials can be useful for learners. According to Harmer (2007), using computer-

based language activities improve cooperative learning in learners. Furthermore, Tomlison

(2009) and Genç lter (2015) say that computer-based activities provide learners rapid

information and appropriate materials. They continue that internet materials motivate learners to

learn more. In addition, Larsen-Freeman and Anderson (2011) supported the view that

technology provides teaching resources and brings learning experience to the learners’ world.

Through using technology, many authentic materials can be provided to learners and they can be

motivated in learning language.

Today technology is progressively being recognized as a significant learning tool for

helping young children in developing their cognitive, social and learning skills. Although some

researchers are against the use of technology for the learning of children, in spite of this the

effects of technology have been extensively recognized in the area of education and have proved

to be very positive for the development of young children. Children who make use of technology

show better language skills, intelligence, structural knowledge and problem solving skills as

compared to children who do not use technology for their learning (Couse and Dora W. Chen

2010). Today’s children are more exposed to the advance technology even at an early age. The

experiences with the latest technology can surely pave the way for extraordinary learning

opportunities. On the other hand without an educational element, technology cannot reach to its

full potential for supporting the learning and development of children. The educational

component in early childhood programs often means that an adult is nearby, interacts with the

children and also provide the opportunities for peer-to-peer learning in order to encourage and

help children gain the skills they require for success (Lilla Dale McManis and Susan B 2012).

11
 According to a New Zealand Education Review Office report (1997), change driven by

information technology is having a significant impact on every aspect of life and is an

increasingly critical issue for education. Nearly twenty years ago Papert, (1980, p21) claimed

that the computer is “not just another powerful educational tool. It is unique in providing us with

the means for addressing what Piaget and many others see as the obstacle which is overcome in

the passage from child to adult.” Papert goes on to say “I am essentially optimistic-some might

say utopian - about the effect of computers on society” (Papert, 1980, p26). Enormous amounts

of technology, specifically computers, have been installed in schools based on a belief in this

effect. Not all agree with this belief. A British report says that the impact of technology “can

only be described as disappointing” (McCormick, 1999). It also suggests that although a large

amount of money has been poured into technology, there has been little benefit and little

changes.

With the growing increase in children’s use of computers there is concern about how

little consideration is given to the ergonomic factors associated with computer installation and

use (Noro et al 1997; Bennett 2002). The literature on teacher or student awareness of

ergonomics of computers is scarce. Lai (2000) conducted a study of the awareness of health risks

of computer use among administrators, principals, and teachers in primary and secondary schools

in New Zealand. Most of the respondents (between 69% and 91%) were aware of possible health

risks, but the study highlighted the lack of implementation of any preventive strategies to avoid

the identified risks. The lack of continuing professional development related to health issues

associated with computer use for school staff was also commented on. Sotoyama et al (2002)

examined student education in computer ergonomics. Over 60% of both elementary and high

schools and 30% of junior high schools did not give any ergonomic information to their students.

Approximately 30% of elementary and high schools and 60% of junior high schools included

12
limited ergonomic education. Overall less than 10% of schools were ‘actively’ incorporating

ergonomic information into the computer education of the pupils.

Today knowledge and information are the main keys of obtaining the productivity,

competition, wealth and comfort. So countries have concentrated on approaches for increasing

the gaining of better-quality education. In order to develop the human capital, it is necessary to

look at our schools and education and see if our education is progressing in step with the world

that is changing and developing quickly (The problem is that if we compare the modern world

with the last-century, we are confronted with dazzling developments of sciences, business,

medical services, communications and many other fields. But visiting the schools, we,

surprisingly, see no difference between the contemporary classrooms and the last-century ones;

students sitting in rows, holding pencil and paper, noting down hurriedly what the teacher is

saying and writing so that they know them by heart and give them back at the time of test

quickly. This is while many matters have been changed through the sciences and technical

development, but education and the students learning methods and the teachers. In most parts of

the world, the most effective forward leap has been for applying IT (information Technology) in

the higher education since 1990.

The era of 21st century is often regarded as an era of the technology. Technology, today,

plays a very important role in our life. It is seen as a basis of growth of an economy. An

economy which is poor in technology can never grow in today’s scenario. This is because

technology makes our work much easier and less time consuming. The impact of technology can

be felt in every possible field one such field is Education. Visual images always have a strong

appeal compared to words. Using projectors and visuals to aid in learning is another form

of great technological use. Top institutions around the world, now rely on the use of

amazing PowerPoint presentations and projections in order to keep the learning interactive

13
and interesting. Technological use such as projectors within the schools and colleges can take

the interaction and interest levels right up and also improve motivation. Students like to see

appealing visuals and something that entices them to think rather than just reading words. The

learning part also becomes pretty efficient when it comes to technology.

Despite the fact that in society today, we are becoming increasingly dependent upon science and

technology on a number of fronts, much of the population has little scientific or technological

knowledge and the image of a professional career in the natural sciences and technology is not

very positive. Although various measures have been undertaken to attract more students in

science and technology studies, the interest in these disciplines has declined further among

young people over the past decade (de Grip & Smits, 2007). While this lack of interest in science

and technology often only manifests itself when young people must choose their high school

study subjects, most students have already excluded the choice of a science or technology study

long before this, during their elementary school period (Tai, Liu, Maltese, & Fan, 2006; Walma

van der Molen, 2008).

proposed reforms in what is taught and how it is taught [as described in the standards document

teachers will have to unlearn much of what they believe, know, and know how to do (Ball, 1988)

while also forming new beliefs, developing new knowledge, and mastering new skills. The

proposed reforms constitute, if you will, a new curriculum for teacher learning. If they do not

specify precisely what teachers should know and be able to do, they do outline it rather clearly

and exemplify aspects of it with a nearly literary vividness. Finally, there are many studies of

approaches to teaching and use of curriculum materials based on models for learning that draw

on these lines of research (Anderson, 1998; Shymansky, Kyle, & Alport, 1983).

The term m-learning (or mobile-learning), the next development after e-learning, has recently

made its way into the literature on tertiary education. M-learning refers to the advantages

14
afforded by mobile technologies such as the latest generation of mobile telephones and tablet

computers. Such technologies have the potential to fundamentally change the ways that learning

and teaching are carried out, greatly favoring constructivist and collaborative approaches to

learning, and flexible and adaptive approaches to teaching. The latest developments in such

technology include the iPad, referred to as ‘post-PC devices’ or PPDs by Murphy (2011) in his

discussion of early adoption in tertiary education of iPad technology. Although the iPad is a new

product (the first version was released in 2010), it has already been the subject of studies

investigating its use in higher education. Kinash et al. (2011) described an Australian

investigation to evaluate the impact on learning of students’ use of mobile devices such as the

iPad; feedback from students was positive and optimistic, even though most students did not

believe that their learning had improved. Hall and Smith (2011).

Electronic era commenced with the use of wireless electronic communication over 100 years

ago. Transmitting telegraph messages and the radio are among the important applications of this

technology. The messages were passed through the air, invisibly, on radio waves. Since then the

technology use has moved from radio, to recordings, to movies, to television, to computers, to

CDs, CD ROMs & the Internet. This technology was very useful to convey instant urgent

messages and well as to make people be aware current local and international news. This has

become an informal but effective form of education. The transformation of analogue signals to

digital emerged a new technology that was capable of eliminating transmission errors and

performing the same task some efficiently. Digital technology has been around for over 50 years

with the wide use of the technology for computers and other electronic equipment. Since early

1960s educators and computer scientist began using computers for teaching purposes.

15
CHAPTER 2

REVIEW OF LITERATURE
Wahab (2012). Contributed to the research by existing literature by the comprehensively

reviewing the development, definitions and the concepts of technology and technology transfer

based on a literature review conducted on these wide research areas. This review covered various

definitions and dimensions of both technology and technology transfer from the early technology

concept i.e. from the development of Solow's (1957) growth model up to Maskus's (2003)

definition and concept of technology and technology transfer. While the term 'technology' itself

is difficult to interpret, observe or evaluate, as argued by many scholars, this review attempts to

provide in-depth discussion and enhance understanding on these concepts from various

perspectives, research background and disciplines. This review could shed some dynamic ideas

for future researchers to further identify, conceptualize and understand the underlying theories

and perspectives which strongly influence the previous, current and future concept of technology

transfer.

Margarita and Gallego (2007). Determined that the Lesson Planning in the Preschool Education

in terms of the design and preparation has been approached, taking into account all its different

subjects and courses. It has been argued that such Planning incorporates some decisions

regarding the sequencing of each didactic unit. This chapter will analyze Lesson Planning in

Primary and Secondary Education. At these stages, the teacher must face the analysis of the

context as well as the goal setting, additional and reinforcement contents, methodological

strategies and evaluation.

Vidakovic et al (1997) described the Role of Technology in Lesson Planning. In this he

describrd preservice teachers’ ideas of how technology can be used to help high school students

16
develop an understanding of the mathematical concept under consideration. The subjects in the

study were the five preservice teachers enrolled in the methods course, Teaching Mathematics

with Technology. The analysis of the lesson plans developed by the subjects revealed the

differences in preservice teachers’ ideas of the role of technology in their lesson planning. Some

teachers planned to use technology to enhance their lesson while others planned investigations in

which students would use technology to explore mathematical ideas.

Dagiene (2017). Analyzed current situation and he also suggests how the information

technologies can assist in the development of lesson plans, their accumulation and retrieval, thus

ensuring their effective application. The authors disclose the problems of lesson plan creation

and their description as well as make comparative analysis of information and lesson plan

templates provided at learning objects storages. The authors identified the main components of

lesson plans and their description, based on application of learning objects metadata standard

model and the principles for improving the model elements as well as on the results of the

analysis made, and proposed the templates for creating the technology-based lesson plans and

their description. The development of lesson plans and descriptions will allow educators reuse

didactic resources (lesson plans) as an effective learning tool. The storage of didactic resources

will allow teachers to use the best practices, and the same learning objects in different learning

scenarios. Keywords: technology enhanced learning, lesson plan, lesson plans template, learning

object, met a data. Today, more than ever, the role of educational technology in teaching is of

great importance because of the use of information and communication technologies. With the

help of various applications for distance education, the Internet, teachers, and students

themselves, they see the advantage of educational technology. The question is whether schools

and teachers themselves are ready for the use of technology in education and whether they are

17
aware of its benefits? In this paper, we try to give an overview of the importance and use of

educational technology in the classroom

Kubilinskein and Valentina (2010). Determined that the lesson plan is very important

methodological component of the learning system. The key purpose of the article is to analyse

the current situation and suggest how the information technologies can assist in the development

of lesson plans, their accumulation and retrieval, thus ensuring their effective application. The

authors disclose the problems of lesson plan creation and their description as well as make

comparative analysis of information and lesson plan templates provided at learning objects

storages. The authors identified the main components of lesson plans and their description, based

on application of learning objects metadata standard model and the principles for improving the

model elements as well as on the results of the analysis made, and proposed the templates for

creating the technology-based lesson plans and their description. The development of lesson

plans and descriptions will allow educators reuse didactic resources (lesson plans) as an effective

learning tool. The storage of didactic resources will allow teachers to use the best practices, and

the same learning objects in different learning scenarios.

Warren 1999. Proposed that how to look at the impact some technology has had on

primary school teaching in New Zealand and propose future threats and opportunities that

technology might bring.

Walma and van der (2010). Focused on the importance of the starting science and also

the technological education at the young age and at the consequential importance of providing

primary school teachers with the enough professional background to be able to effectively

incorporate science and technology into their teaching. We will discuss a large-scale program in

18
The Netherlands that is aimed at the professionalization of elementary school teachers in the

field of science and technology. Theoretical and practical considerations will be provided for the

three pillars that ideally should be included in teacher training programs in this domain: (1)

Primary school teachers’ knowledge of and competency in scientific concepts and scientific

reasoning; (2) Primary school teachers’ attitude towards science (in terms of cognitive, affective,

and behavioural dimensions of attitude); and (3) Primary school teachers’ pedagogical

competency to enhance inquiry-based

Budhwar (2017). Determined that the era of 21st century is often regarded as the era of

technology. Today, technology plays an important role in our life. It is possible only through

technology that distances are no more barriers and education can be brought to the student’s

doorstep. The impact of technology can be felt in every possible field and one such field is

education. Education in its general sense is a form of learning in which the knowledge, skills and

habits from a group of people are transformed from one generation to next through teaching,

training and research. Today, more than ever, the role of educational technology in teaching is of

great importance because of the use of information and communication technologies (ICT).

Educational technology is an organized process of applying modern technology to improve the

quality of education. It is a systematic way of conceptualizing the execution and evaluation of

the educational process, i.e. learning and teaching and help with the application of modern

educational teaching techniques. The paper is a conceptual attempt to explore the new roles of

technology in education which has increasingly become more than a sole medium, as was its

description in the past.

Rose (2008). Demonstrated the effect that computer technology use in the classroom had

on students' grades, motivation, attitude and attendance. Teacher/student technology surveys

were used to measure teacher use, student use, and overall use of technology in the classroom.

19
The sample for this study consisted of teachers from the Kaiserslautern School District. Results

of the study indicated that teachers' technology use, students' technology use, and overall

technology use depended on how well the teacher used the technology in the classroom. For the

most part, the use of technology was motivating for the students, but it had no significant

positive effect on their grades and/or attendance, including "at risk" students. In addition, the

study found that the continued use of technology was low among the teachers in the sample.

These results suggest that for technology to be effective and make changes in students' grades,

motivation, attitude, and attendance, schools must be prepared for technology use in the

classroom. Leaders must develop a model of implementation that includes a shared vision among

111 teachers and leaders and includes entire school community involvement. They must also

offer consistent and specific training for staff, time during the school day for the training, a full-

time technology director, and time for the staff to communicate and share with peers for

technology to be an effective tool in the classroom curriculum.

Suleman (2011). Conducted the study to explore the role of educational technology at

primary school level in District Karak (Khyber Pakhtunkhwa). The main objectives of the study

were; to investigate the availability, usability and importance of educational technology; and to

investigate whether primary school teachers are for the effective use of technologies for teaching

learning process. The study was descriptive in nature. All the teachers and students at primary

level in District Karak constituted the population of the study. Only three hundred and sixty six

(366) primary school teachers; and two thousand and two students (2002) of primary schools (@

of 25% and 5% respectively) were selected randomly as sample of the study. The study was

descriptive in nature. Two different questionnaires were prepared for teachers and students for

the collection of data. After analysis of data, the researcher arrived at results that educational

20
technology is very useful for the effective teaching learning process at primary level. It was

found that educational televisions, radios, film strips, flip charts, VCRs, overhead projectors,

multimedia projectors, educational softwares, computers, and internet facilities were not

available in schools. Majority of the teachers were not using the available technology in their

teaching learning process. It was also found that teachers were not trained for the effective

utilization of educational technology.

Tahir and Fahim (2016). Assessed that today technology is progressively being

recognized as a significant learning tool for helping young children in developing their cognitive,

social and learning skills .Now a day’s even young children are exposed to the latest technology

such smartphones, tablets and e-readers as observed by many teachers and parents. The new

mode of technology is considered to present some potential as an educational tool. Many new

platforms are available for the educational media content. Undoubtedly technology is an

important element in the lives of most children now days. Although many schools have also

incorporated the use of technology as a learning tool in their curriculum still some researchers

and teachers have lots of concerns regarding the use of technology in schools and specifically the

use of mobile technology by young children. In this paper we have conducted a survey with the

teachers of 12 different primary schools in Pakistan (N=104). This paper is an attempt to

investigate the use of technology in primary schools for children and teachers. The paper also

explores the attitude of teachers towards the use of mobile technology for primary school age

children and specifically in the context of education by using educational or learning applications

(apps) for children both in homes and in school environment. This paper also sheds light on the

use of technology in primary schools and also aspires to provide the guidance in order to

overcome the concerns of teachers regarding technology usage in schools and to increase the

accessibility of mobile technology in education for young children.

21
 Rouge (2011). Described the two current trends in Educational Technology: distributed

learning and electronic databases. (Findings) Topics addressed in this paper include: (1)

distributed learning as a means of professional development; (2) distributed learning for content

visualization; (3) usage of distributed learning for educational purposes within other fields; (4)

electronic databases and their effect on education; (5) emergence of blended learning and

knowledge management as educational fields; (6) issues in the implementation of educational

technology; (7) future trends in distributed learning and electronic databases; (8) classroom

applications of each technology; (9) future recommendations for the use of distributed learning

and electronic databases. (Conclusions) Further development and use of educational technology

for both teachers and students should be pursued as a worthwhile investment for educational

achievement

Keswani (2008). Estimated that the future of India will be fashioned in the

classroom. While India has made great strides in improving the education system but much still

remains to be done. If you see the current scenario then you will find that there is a flood of

advanced technology all over the globe but our education system is not benefiting due to the lack

of information and knowledge of teachers, students and the administration. The students have

their own restrictions, teachers have there own and the administration is also admitting the fact

that the education system is really in a poor shape today. The goal of this paper is to outline how

information technology can help to create an education system that is based on the principles of

helping teachers, students and administration to be effective in what they do, improving the

quality and relevance of teaching learning process.

22
 Garrison and Zehra (2009). Argued in this article that the convergence of collaborative

constructive ideas and emerging instructional technologies are transforming higher education.

The article begins with an overview of instructional and communications technology and how

this technology is being used in the service of either sustaining or transforming teaching and

learning in higher education. Next, the idea of collaborative constructivist approaches to teaching

and learning are explored and the case for a guiding framework is made. The Community of

Inquiry framework isbriefly described and assessed from a theoretical and practical level.

Finally, the discussion turns to the nature and importance of institutional leadership if

instructional technologies are to transform the quality of the teaching and learning experience in

higher education..

Manuguerra (2011). Determined that the teachers in the tertiary education need the new

strategies to communicate with the students of the net generation and to shape enticing

educational experiences for them. The use of new approaches such as video-recorded lectures to

communicate directly and individually with all students has been the preserve of technology-

savvy educators. However, a recent technological advance – the Apple iPad – has the potential to

change this situation, offering access to effective and efficient pedagogy in an easy and intuitive

way. This paper is a report on the use of the iPad in teaching activities over the past 15 months,

showing how it can be used to enhance engagement with learning for tertiary students, both those

studying live on campus and those studying at a distance.

Cicek1and Hidayet (2014) demonstrated yearly and daily lesson plans in both U.S. and

Turkish education. Similarities and differences of lesson plans of both countries were worked

out, and their functions and effects in learning and teaching process were analyzed. How the

lesson plans were prepared and implemented in education process was explained. New ways of

writing and implementing lesson plans are proposed in this study taking into account effective

23
use of class time and classroom management by having positive expectations for student. More

effective use of lesson plans via incorporation of C-Scope program into Kindergarten thru 12th

grade United States public schools’ academic program is examined.

Fraser et al (2011). Reported that how preservice secondary mathematics teachers

(PSMTs), who had experiences doing and practice-teaching mathematics in a technology-rich

environment, subsequently used this technology when planning lessons and how the use of

technology affected other aspects of the PSMTs’ quality of classroom life. These results emerged

in the process of studying how the PSMTs’ integrated technology into their student teaching for

the purpose of increasing their pupils’ mathematics understanding. Consistent with the purposes

of this study, the data collection is both descriptive and qualitative. Data were collected through

observations, interviews, and artifacts. We found that technology enhanced PSMTs’ quality of

life by facilitating their lesson planning, helping them stay on track, reducing their stress, and

making it easy for them to adjust, modify, and reuse their lessons. However, since this study

focused on student teachers in a technology-rich, five-year teacher education program, it is

unclear how the findings would convey to other pre-service and in-service teachers.

Nevertheless, these results provide insight into some of the benefits of teachers’ technology use.

Seamon and Mary (1999). Focused on the designs of effective lesson plans by using the

Internet technology. Effective lesson design helps students to explore ideas, acquire and

synthesize information, and frame and solve problems. The creative problem solving which

depends upon context, interrelationships, and real-world activities is available through Internet

projects. Communication among schools, home, and community will increase with collaborative

projects. The paper explores a multi-level, interdisciplinary problem solving scope and sequence

for integrating technology into the curriculum. This framework depends on a multi-tiered

conceptual framework. The framework helps teachers visualize how the World Wide Web can be

24
incorporated into a class where students are at various levels of ability in using computers. The

structure can be summarized in five steps: (1) learn to search; (2) create a hotlist; (3) create a

guided tour; (4) create an HTML file; and (5) post your Web Page. Conceptual frameworks are

also presented for guided tours, scavenger hunts, Internet discoveries, Cyber inquiries, and

WebQuests. An annotated list of Web sites for lesson plans and additional resources is included.

25
CHAPTER 3

METHODOLOGY
This chapter describes the research process and includes a description of the research
methods, data collection procedures and analysis procedures, together with the processes adopted
for evaluating and interpreting data. A qualitative research methodology has been used in this
study and, specifically, a case study approach was utilised. Both the qualitative research
methodology and the case study methodology are outlined below in detail. This chapter revisits
the research questions and describes in detail the sources of research data collected from both the
students and teachers. The chapter also includes a detailed section on the data analysis
techniques employed

3.1. Instruments of Data Collection

Each class teacher was interviewed twice, once at the beginning and once at the end of
the data collection period. Class teachers also completed an optional Teacher Checklist, which is
located in Appendix B. Certain students participated in focus group interviews at the beginning
and end of the data collection period. Each participating student in each class also kept an e-
learning journal weekly for the duration of the term and completed a questionnaire at the end of
the term. This e-learning journal is located in Appendix A. These data collection tools are
described in detail below.
Interviews Both the teacher and student interviews were semi-structured while the
student interviews occurred in a focus group format. According to Creswell (2002, p. 206) the
focus group format “is the process of collecting data through interviews with a group of people”.
Focus group interviews for the students were chosen for several reasons with the main reason
being that the students were young and they may have felt uncomfortable being interviewed
individually and that group interviews may be less intimidating for children than individual
interviews (Cohen et al., 2000). Importantly “focus groups provide insight and attitudes that
underlie behaviour” Carey, 1994, p. 225). An important reason was that focus groups provided
in-depth information that was gathered in a short period of time (Johnson & Christensen, 2004).
Conducting focus groups meant that a wide range of students could be interviewed within the
time constraints. Also, data collected from the focus groups could also be more informative than

26
other data (Carey, 1994), because such interviews provided for more detail to be gained
depending on individual student responses.
Teacher interviews were also an important data collection method with a semi structured
range of questions being asked. This was because structured ‘teacher interviews’ would have
allowed for little variation of the responses (Fontana & Frey, 2000), while semi structured
interviews allowed leeway for the teachers when answering open ended questions. They also
allow the interviewer to ask clarifying questions where necessary. As a consequence this study
thus used semi structured interviews for both the initial and final teacher interviews. Both the
student and teacher interviews were recorded using a handheld Pocket PC which was a small
device that was an electronic audio recorder as well as an electronic organiser. This computer
recorded the interviews as audio wave (.wav) files and these were uploaded to the computer. A
software program which was available from the Internet as a free download called Express
Scribe was used along with a USB connecting foot pedal to transcribe the interviews. Express
Scribe worked in the same way as a traditional transcribing machine, but allowed all data to be
kept electronically as document.

3.2. Qualitative Research

Qualitative research provides “a source of well-grounded, rich descriptions and
explanations of processes in identifiable local contexts” (Miles & Huberman, 1994, p. 1). This
study was primarily qualitative because in-depth understanding was required (Creswell, 2002).
Qualitative research was chosen as the basis for this study because it has a greater emphasis on
description (Wallen & Fraenkel, 2001) and allowed the researcher a holistic overview of the
context that was being studied (Miles & Huberman, 1994). Qualitative research is research that
generally occurs in a natural setting (Creswell, 2003), which in this instance was the classroom.
Other characteristics of this qualitative research included it being “fundamentally interpretive”
(Creswell, 2003, p. 182). The researcher was able to interpret the data making the research
“emergent rather than tightly prefigured” (Creswell, 2003, p. 181). This meant that aspects of the
study changed throughout; for example research questions changed and were refined during the
period of the study (Creswell, 2003). Qualitative research was appropriate for this study due to
the nature of the research questions and the focus of the study. To ensure this study was thorough
and systematic a variety of data collection methods were used. The main data sources were
interviews with the teachers involved in the study and groups of six students from each class
27
involved in the study. Qualitative data collection methods also included observations and note
taking throughout the student interviews. A journal was completed by the student participants for
the duration of the study. Although this study primarily used a qualitative research paradigm it
did also apply two quantitative data collection tools. These included a student questionnaire and
teacher checklists. Although these data collection tools were quantitative in their nature,
information was extracted and included in the qualitative data. That is, the data were analysed
using qualitative techniques, which included using a qualitative software analysis program,
NVivo. Although quantitative methods were used, the study was still primarily a qualitative
study, supporting the notion that it is not a question of “whether a particular piece of research is
or is not absolutely qualitative; rather it is an issue of degree” (Bogdan & Biklen, 1998, p. 4).
This case study methodology and its application to this study are described in detail in Section
3.4, which expands on how the study employed a qualitative research paradigm.

3.3. The Case Study

A case study approach was the most appropriate method of inquiry for this study because
it provides a holistic view of the classroom. A case study can be defined as the study or detailed
examination of a single individual or a single discrete social unit (Ary, Jacobs, & Razavieh,
1990). This study is a detailed examination of how teachers used the Internet to enhance their
teaching and learning in the classroom. This definition of a case study is supported by Miles and
Huberman’s definition where they define “a case as a Chapter 3 Methodology 38 phenomenon of
some sort occurring in a bounded context” (Miles & Huberman, 1994, p. 25). The bounded
context for this study was the five individual classes, meaning this study had five individual and
unique cases. Yin provides a broader definition, when he suggested that a case study
“investigates a contemporary phenomenon within its real life context” (Yin, 2003, p. 13), in this
case the study of Internet use in five real life classrooms. By using case study methodology to
focus “on process rather than outcome, on discovery rather than confirmation” (Burns, 2000, p.
460), this study was intended to gain an in-depth understanding of Internet use in the classroom.
According to Stake (1995), it is important to maximise what information can be learnt by
conducting a study and using case study methodology. Case studies allow readers to judge the
implications of the study for themselves as it is possible to recognise the complexity and
“embeddedness of social truths” (Adelman, Jenkins, & Kemmis, 1983, p. 8) which other forms
of research may not necessarily reveal. This methodology was also chosen because case studies
28
“observe effects in real contexts” (Cohen, Manion, & Morrison, 2000, p. 181), with contexts
being both unique and dynamic (Cohen et al., 2000). Five primary classrooms formed the basis
of this study. Schools and classes by their nature are different which means each case in this
study is individual and unique. Each school and in turn each class is unique in its nature of
having different students and teachers. Expanding on this, it was decided that each of the five
classes comprised an individual case within a multi-case design. The advantage of using multiple
cases is the depth of knowledge that can be achieved. Yin (2003) suggests that using multi-case
design is increasingly common and multi-case studies can consist of multiple holistic cases (Yin,
2003). The use of multiple cases allowed for more compelling evidence (Merriam, 1998; Yin,
2003) to be gathered with single case designs possibly being vulnerable “because you will have
put all your eggs in one basket” (Yin, 2003, p. 53). For this reason a multiple case design was
chosen for this study. As this study has more than one case in a multi-case design it may generate
more powerful conclusions than results coming from a single case (Yin, 2003). Merriam (1998),
similarly suggests that with more cases in a study the interpretation is likely to be more
compelling and show greater variation, which could enhance the findings. This study is based
upon the principles of naturalistic research and used qualitative research methodology in a
multiple case study format. Although two of the data collection methods could be viewed as
quantitative in nature, in this study they have been employed in a predominately qualitative
manner, thus keeping the overall integrity of the research. It is important when describing the
chosen methodology of the study to revisit the specific questions being investigated.

3.4. Research Statement Questions Revisited

How is the Internet used to enhance teaching and learning activities in the primary school
classroom? The question was broken down into the following sub-questions:

1. How does the class teacher use the Internet to support teaching and learning in the primary
school classroom?

2. How do students use the Internet both in school and in their everyday lives?

3. What impact does ICT availability have on the use of the Internet in the classroom?

29
3. 5. Participants
Data were collected for the period of one New South Wales school term, which consisted of ten
weeks, in Term 2, 2004. Several different schools were approached to be involved in the study to
strengthen the multi-case methodology. Schools were chosen based on the following criteria:

1. Proximity to the researcher;

2. Students from a variety of socio-economic backgrounds; and,

3. Willingness of a teacher and students in the school to participate in the study.

The schools were chosen through contacts previously established by the researcher, and four
different schools were involved in the study with a total of five classes. Each class had between
25 and 30 students, with the majority of the students from each class involved in the project. The
classes were ultimately chosen for several reasons, one being that the class was located in the
primary section of the school, and another having a class teacher who would participate in the
study. The researcher also needed to have access to the schools. To facilitate a deep
understanding, the researcher gained data from both the class teacher and students in each of the
five classes. As shown in Figure 3.1, two schools were located in South Western Sydney and two
schools were in Wollongong. The schools selected displayed differences in terms of:

1. Socio-economic backgrounds of the students;

2. Location

3. Practice of using computers and the Internet at the school.

3.6. Participants in the Study

As participation in the study was voluntary the number of journals and surveys completed
by the students varied for each class. This occurred for different reasons, one being that classes
are fluid in nature; for example, a child may have been absent from school the day the survey
was conducted. Occasionally a child left the school during the data collection period causing
their withdrawal from the study. All students in each of the classes were invited to participate
and informed consent was given by the students and their parents

30
3.7. Teacher Interviews
Each of the class teachers were interviewed to enable data gathering concerning teacher’s
implementation and choice of resources related to the use of the Internet. This occurred at the
beginning of the school Term 2 and again at the end of Term 2. The interviews were semi
structured and the teachers were given the choice of bringing their teaching and learning program
along to the initial interview if they wished. The class teachers were also encouraged to bring
along a completed checklist regarding class Internet use to the final interview. The semi
structured interview questions are listed below
Initial Teacher Interview
• How long have you been teaching?
• In general, how long have you been integrating technology into your lessons?
• Tell me about the units of work you are teaching this term?
• What types of Internet resources are you using with the units of work?
• Where do you get those resources from?
• How are you integrating Internet resources into your lessons?
• Have the children used these kinds of Internet resources before?
Final Teacher Interview
• How have you been using the Internet as part of your class activities?
• Is this in a different way than you initially thought?
• Has this changed during the term?
• Have you received any training and development with regard to information technology this
term? If so, what?
• How has this training and development helped you?

3.8. Student Interviews

A focus group format was used for the student interviews, as described in Section
3.7.1.1. Approximately six students from each class were selected to participate in each focus
group interview. The students were chosen by the teacher and had parental permission to
participate. Again there was one interview with each group at the beginning of Term 2 and one at
the end of the term. Students were interviewed twice so that more in-depth data could be
gathered. In order to gather a variety of data the interviews were quite different from each other.
They are described in detail below. Following the process developed for this study at the initial

31
interview, the students paired up as agreed and interviewed each other. The students were given
a card that contained focus questions for reference and as a guide for the students. These
questions included the students asking each other how they feel about using the Internet, what
they like using the Internet for and how they would like to use the Internet in the future. The
students were encouraged to find out if their partner had the Internet at home and if they were
allowed to use it. They were also asked to find out any other information regarding Internet
usage they could. During this time the researcher observed the students working together, took
field notes of her observations and answered students’ questions. After the students interviewed
each other, they then reported back to the group on the information they discovered about their
partner. This was also recorded. The final interview was held at the end of the school term with
the students paired up once more. Some focus groups kept the same pairs of students but others
chose to change partners. This time the students were asked to design an activity that their class
would be able to do using the Internet. The students were given the option of relating it to a unit
of work they had been studying or were perhaps going to study in the future. The students were
given note paper and were able to write notes if they wished. Again the researcher observed the
students, answered their questions and took field notes. The students then presented their ideas to
the rest of the group. Finally, the researcher facilitated a discussion amongst the students about
how they had been using the Internet in class during the past term. They also discussed any
problems they had encountered. Chapter 3 Methodology 44 As mentioned above, while the
students worked in pairs they were observed by the researcher who took field notes. This allowed
the researcher to observe in the group setting and particularly to observe and record behaviour,
such as the dynamics of each pair. This was naturalistic observation and played an important part
in the study by possibly indicating differences between stated attitudes and actual behaviour
(Johnson & Christensen, 2004). This observation was another form of data collected as it was
important to observe the dynamics of each pair to ensure the views of both students involved
were given and not just one.

3.9. Questionnaire
A questionnaire which is located in Appendix C, was developed to gather additional information
as well as for triangulation purposes. The questionnaire was designed to ask students questions that were
different to those posed by the e-learning journal so that further more detailed information could be
obtained. This was designed to complement the information obtained elsewhere throughout the study. It

32
was given to all participating students in order to allow them to express their views on using the Internet
in class. Each school was visited during Week 10 of term and the students completed the questionnaire
during this time. The questionnaire allowed for data to be collected on student perceptions of using the
Internet and Internet resources during class time and asked whether the students used the Internet at home
for school work and whether they preferred to use the Internet at home or at school. The questionnaire
asked students what they learnt during school time and whether they had learnt new skills during the term.
The questionnaire included both closed and open ended questions. Questions were structured so that first
a closed question was asked, such as “Where would you prefer to use the Internet?”, with students having
a choice of ticking the box to answer either home or school. These closed questions allowed for
quantitative data to be collated with students choosing “from a limited number of responses
predetermined by the researcher” (Johnson & Christensen, 2004, p. 168). An advantage of using closed
questions prior to open ended questions to gather this type of data is that it was perhaps possible to
discover the reasons behind a certain answer (Creswell, 2005). After each closed question there was an
open ended question that required an explanation to be provided. Having open ended questions in the
questionnaire allowed “participants to respond in any way that they please” (Johnson & Christensen,
2004, p. 168) with questions mostly open ended to allow for discovering any “’gems’ of information that
otherwise might not have been caught in the questionnaire” (Cohen et al., 2000, p. 255). Open ended
questions provided rich information with the researcher gaining insight into what the participants were
thinking (Johnson & Christensen, 2004).

3.10. Ethics Approval

One of the main ethical considerations in this research study was obtaining informed
consent of the participants in the study. The principle of informed consent arises “from the
subject’s right to freedom and self-determination” (Cohen et al., 2000, p. 51). In this study all
participants, teachers and students, were required to give informed consent to participate in the
study. This involved ensuring that each participant knew they had a choice of whether they
wished to “participate in the research and that they know they have the right to withdraw from
the research at any time” (Greig & Taylor, 1999, p. 149). The participants also had a right to
privacy which required “protecting the identity of the subject” (Fontana & Frey, 1994, p. 372).
All participants in this study have been given an alias. Participants also needed to know their
exact role in the research (Greig & Taylor, 1999) and were treated with respect at all times
(Bogdan & Biklen, 1998). As children perceive and understand their world differently than
adults do it is important that students were treated as “developing and growing beings who have

33
their own specific characteristics” (Greig & Taylor, 1999, p. 156) and not as adults. Chapter 3
Methodology 47 Confidentiality was ensured as well as anonymity. Both verbal and written
information gathered was anonymous (Bogdan and Biklen, 1998), and participants were able to
withdraw from the study at any time. Ethics approval was sought and given by both the
University of Wollongong and the NSW Department of Education. Appendix E contains copies
of the consent forms and information sheets.

3.11. Data Analysis

After data collection, the data were firstly organised and then transcribed as described
earlier in this chapter. The data were then coded and analysed on the basis of themes which
emerged from the e-learning journals, questionnaires and interviews. The comments page from
the e-learning journals was transcribed into a Microsoft Word file. One file was created for each
class with a heading for each week. Information that looked at a student’s pattern of use was
entered into a Microsoft Excel file. One Excel file was created for each school and in the file
there was one worksheet for each week of the school term. The questionnaire responses were
entered directly into a Microsoft Word file with a file created for each class. All responses from
each student were placed under each question from the questionnaire. The interviews, student
interview notes and researcher’s notes were also transcribed directly into Microsoft Word.

Approach to Analysis
As this study used a qualitative research framework, the data were analysed by “examining,
categorising, tabulating, testing” (Yin, 2003, p. 109) the data. This was completed in the ways
described below. After all data were transcribed the student comments from the e-learning
journals, notes and interviews were placed into a data analysis software program called QSR
NVivo. This program facilitated organising and managing the data and provided a searching tool
(Creswell, 2002, p. 261) for this research. NVivo also allowed the researcher to manage text data
that were often unstructured, assisting with the “processes of indexing, searching, and
theorising” (Creswell, 2005, p. 237) and helping the researcher to “examine features and
relationships in texts” (Gibbs, 2002, p. 11). After transcription there was a preliminary
exploration of the data which allowed the researcher to become familiar with them and then
create memos containing any ideas that were formulated (Creswell, 2002). The data were then

34
coded, which was “the process of segmenting and labelling text to form descriptions and broad
themes in the data” (Creswell, 2002, p. 266). New ideas emerging from the data were noted. The
data were then looked at in terms of answering the research questions with themes being
developed by looking at the codes that the students most frequently discussed (Creswell, 2005).
These themes were refined during the analysis of the data with the data being linked by
“recognising substantive rather than formal relations between things” (Dey, 1998, p. 152).
Analysing the Individual
Cases The cases were analysed and reported one at a time. This process was facilitated through
the use of NVivo by using the case node. This allowed for all text related to each case to be
grouped together to allow for searches within each particular case.
Assessing the Quality of the Study
As this study is primarily qualitative it is important for the researcher to be aware of researcher
bias. This has been overcome by actively using reflexivity, which consists of engaging in self
reflection about any potential predispositions and biases (Johnson & Christensen, 2004).

35
CHAPTER 4

RESULTS AND DISCUSSION

Technology has greatly affected and impacted the way things are presented and taught in the
classroom. Technology has had a large impact on the materials that are used and the way we use
these materials to teach in the schools. Most everything that is used in today’s classroom has been
a result of technology. All materials, including textbooks and the Internet, have been invented and
have had some connection to the growth of technology in the school setting.

The research was made on the use of internet for study in the school. The data were then coded
and analyzed on the basis of themes which emerged from the e-learning journals, questionnaires
and interviews. The comments page from the e-learning journals was transcribed into a
Microsoft Word file. One file was created for each class with a heading for each week.
Information that looked at a student’s pattern of use was entered into a Microsoft Excel file. One
Excel file was created for each school and in the file there was one worksheet for each week of
the school term. The questionnaire responses were entered directly into a Microsoft Word file
with a file created for each class. All responses from each student were placed under each
question from the questionnaire.

Today technology is progressively being recognized as a significant learning tool for helping
young children in developing their cognitive, social and learning skills. Although some
researchers are against the use of technology for the learning of children, in spite of this the
effects of technology have been extensively recognized in the area of education and have proved
to be very positive for the development of young children. Children who make use of technology
show better language skills, intelligence, structural knowledge and problem solving skills as
compared to children who do not use technology for their learning

Despite the fact that in society today, we are becoming increasingly dependent upon science and
technology on a number of fronts, much of the population has little scientific or technological
knowledge and the image of a professional career in the natural sciences and technology is not
very positive. Although various measures have been undertaken to attract more students in

36
science and technology studies, the interest in these disciplines has declined further among
young people over the past decade

This is the age of information technology. The use of science and technology can be seen
everywhere in our daily lives. Science and technology has been instrumental in bringing
efficiency, improvement and perfection in the process and product of human work. In case of
teaching-learning it also makes it more comprehensive and simple and helps to display more
information in a lesser time while making the process more interactive

37
 DISCUSSION
A lesson plan does not necessarily have to be a detailed script that contains the plan of every
interaction with students in the classroom. It should preferably have the general overview of the
aims and objectives of the course, the plan of teaching and learning activities of the course and
the activities planned to check the students’ understanding. The driving force behind lesson
planning is the motivation for the teacher and hunger to learn more by students is what keeps a
teacher going.
It is evident there has been limited research on using the Internet in primary school classrooms,
particularly in the New South Wales public school setting. Due to this gap in the research this
study focused on the use of the Internet and aimed to find out more about teachers’ and students'
experiences of Internet-based activities in the classroom. Despite the continuing improvements in
technology available in schools, many teachers are not making effective use of technology such
as computers or the Internet. It has been said that “children’s actual experiences with previous
media often have fallen short of the early visions of the promise of the technology when first
introduced, and quality of content issues that have been raised across all media persist today”
(Wartella & Jennings, 2000, p. 39). Actual classroom experiences have not met the high
expectations of using computer technology, as has occurred in the past with the introduction of
other new media such as television and radio (Wartella & Jennings, 2000).
In today’s world education needs modern, moderate and simple technologies in order to meet its
needs for its arrival and correct use. Education should perform policies, most important ones are:
1. Expanding human sources of IT through educational programs and promoting skills for
increasing work force efficiency in education. 2. Using IT for increasing educational institution
efficiency for better education accompanying creativity. 3. Supporting IT, for example
supporting costs related to research and expansion in education . 4. Establishing proper
atmosphere and participation morale in education by the use of IT. 5. Establishing cooperation
and coordination between various parts in the field of using the aforementioned tools . 6.
Expanding the culture of using IT through providing and encouraging its consumption in
education. In evaluating kinds of information technologies education should consider matters
such as need, properties of scientific efficiency, economy and facilities and skill potentials
existing in this case.
With technology, education has taken a whole new meaning that it leaves us with no doubt that
our educational system has been transformed owing to the ever advancing technology. Now we

38
can prepare students for their lifelong learning which requires new approaches to education that
incorporate technologies increasingly as a part of students’ everyday lives. It’s accepted that a
well-rounded education is a gateway to personal success. It sets students on a path to lifelong
learning that enables them to succeed in ever changing world. Through education, individuals
can expand their minds and new ideas and opportunities, and at the same time, build better lives.

39
 LITERATURE CITED

Arifah, A. (2014). Study on the use of technology in ELT classroom: Teachers’ perspective.
M.A. Thesis, Department of English and Humanities, BRAC University, Dhaka,
Bangladesh.
Bassett, P. (2005). Engineering schools for the 21st century. Phi Delta Kappa, 87 (01), 76-78,
83.Retrieved May I5.2007, from http://goliath.ecnext.comlcoms2/gi_019950416781.
ReengineerinLSchoolsjor_the_21 st
B.stensaker,P. Maassen.M.Borgan,M.oftebro &B.Karseth. Use, Updating integration of ICT in
higher education: lonking purpose, people and pedagogy. Higher education 2007,
Vol,54. 417-433. 2007.

Ball, D. L. 1996. “Teacher Learning and the Mathematics Reforms: What We Think We Know
and What We Need to Learn.” Phi Delta Kappan 77 (7): 500–508.

Barab, S.A., & Luehmann, A.L. (2003). Building a sustainable science curriculum:
Acknowledging and accommodating local adaptation. Science Education 87, 454-467.
Barrero, M. and Hedge, A. 2002, Computer environment for children: a review of design issues,
WORK: A Journal of Prevention, Assessment, and Rehabilitation, 18, 227–237.

Becker, H. J. (2000). Access to classroom computers. Communications of the ACM, 43(6), 24–
25.

Bennett, C. 2002, Computers in the elementary school classroom, WORK: A Journal of

Prevention, Assessment, and Rehabilitation, 18, 281–285.

Bennett, D., Culp, K. M., Honey, M., Tally, B., & Spielvogel, B. (2000). It all depends:
Strategies for designing
Berg, S., (1998). Exemplary technology use in elementary classrooms. Journal of research on
Biswajit Saha (2005), “Knowledge Management: Strategy, Technology and Application”, Proc.
of Intl. Conf. on Information Management (ICIM) in a Knowledge Society, pp.684-
694.

Borwein, J. M., & Bailey, D.H. (2003). Mathematics by experiment: Plausible reasoning in the
21st Century. Natick, Ma: aK Peters.

40
Boyle T. (1997), “Deign for Multimedia Learning”, Prentice Hall.

Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience, and
school. Washington, DC: National Academic Press.
Brill, J. M., & Galloway, C. (2007). Perils and promises: University instructors’ integration
of technology in classroom-based practices. British Journal of Educational
Technology. 38(1), 95-105.

Brunetti, G. J. (2001). Why do they teach? a study of job satisfaction among long-term high
school teachers. Teacher Education Quarterly, 28(3), 49-74. Certo, J. L., & Fox, J. E.
(2002). Retaining quality teachers. The High School Journal, 86(1), 57-75.

Clark, R. E. (1983). Reconsidering the research on learning from media. Review of Educational
Research, 53(4), 445-459.

Clarke, O., & Gronn, D. (2004). Learning by design: TLF Mathematics and numeracy learning
objectsin classroom contexts in the Catholic Archdiocese of Melbourne. Melbourne:
The Learning Federation.

Clements, D.H., & J. Sarama. (2003). “Strip Mining for Gold: Research and Policy in
Educational Technology: A Response to ‘Fool’s Gold.’” AACE Journal, 11 (1): 7–69.

Cohen, D. K., and J. P. Spillane. 1993. “Policy and Practice: The Relations between Governance
and Instruction.” In Designing Coherent Education Policy: Improving the System, ed.
S. H. Fuhrman, 35–95. San Francisco: Jossey-Bass.

Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. (5th ed.).
London: RoutledgeFalmer.

computing in education 31 (2), 111-122

D. Randy Garrison and Terry Anderson; Definitions and Terminology Committee (2003). E-
Learning in the 21st Century: A Framework for Research and Practice. Routledge.
ISBN 0-415-26346-8.

De Grip, A. en Smits, W. (red.) (2007). Technotopics II. Den Haag: Platform Beta Techniek.

41
De Silva Harsha (2003), “The Vishwa Grama Fund: An Innovative Funding Mechanism to
Overcome Rural ICT Infrastructure Bottlenecks, Proc. of 22nd Nat. IT Conf., Computer
Society of Sri Lanka.

Department of Education and Science. 1997, Schools IT 2000: A policy framework for the new
millennium. Lai, K.W. 2000, Health risks with computer use in New Zealand schools,
Proceedings of ICCE/ICCAI 2000 Conference, Taipei, Taiwan November 21-24.

Eagly, A.H., & Chaiken, S. (1993). The psychology of attitudes. Belmont CA:
Wadsworth/Thomson Learning.
Ellington, H. P. F. and Race, P. (2005). The Handbook of the Educational Technology, Third
Edition,London: Kogan Page Ltd.
Frant, A.S. (1991). Instructive Instructional Strategies: Ways to Enhance Learning by TV in
Designing for Learner Access: Challenges & Practices, University of Wisconsin,
Madison.

Frobisher,L. (1994). Problems, investigations and an investigative approach. In A. Orton & G.

Wain (Eds.), Issues in teaching mathematics. New York: Cassell.

Graft, M., van & Kemmers, G. (2005). Onderzoekend en ontwerpend leren in het basisonderwijs
[Inquiry and design-based learning in primary education]. University of Amsterdam:
Amstel Institute.

Grossman, P. L. 1990. The Making of a Teacher: Teacher Knowledge and Teacher Education.
New York: Teachers College Press.

Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into
subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum
Studies, 37(2), 155-192.
IGNOU, (2000). ES-361: Educational Technology, B.Ed. Programme, New Delhi: IGNOU, pp.
9-11.
IGNOU, (2009) MES-031, Introduction to Educational Technology? New Delhi: IGNOU,
Januszewski, A. and Molenda, (2008) Educational Technology: The Development of a Concept.
Libraries Unlimited.

42
Kinash, S., Brand, J., Mathew, T. & Kordyban, R. (2011). Uncoupling mobility and learning:
when one does not guarantee the other. In R. Kwan et al. (eds.), Enhancing Learning
Through Technology – Education Unplugged: Mobile technologies and Web 2.
Communications in Computer and Information Science 177, Springer, Berlin, pp. 342–
350.
Lilla Dale McManis and Susan B. Gunnewig, “Finding the Education in Educational Technology
with Early Learners”, Technology and Young Children, May 2012

M. Ataran. A critical analysis approach on the ICT development in education,Conference

curriculum in the age of information and communication technology. Tehran
university. 2003. 2.

M.G.Kelly and M.C Anear. national educational technology standards for teachers,preparing
teachers to use technology. Eugene, OR: International society for technology in
educational (ISTE).2002 3.

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance
learning environments: Are they the same? The Internet and Higher Education, 14(2),
129-135.
Dagiene,V., Kurilovas, E. (2008). Informacines technologijos švietime: patirtis ir
analize. Monografija. Vilnius,Matematikos ir informatikos institutas.

Murphy, G. (2011). Post-PC devices: a summary of early iPad technology adoption in tertiary
environments. e-Journal of Business Education & Scholarship of Teaching, 5(1), 18-
32. [Online] Available: http://www.ejbest.org/upload/eJBEST_Murphy_2011_1.pdf .
Richey, R.C. (2008). Reflections on the 2008 AECT Definitions of the Field. TechTrends. 52(1)
24-25

Sazali A. W., & Raduan C. R. (2011). The Handbook of Inter Firm Technology Transfer – An
Integrated Knowledge-Based View and Organizational Learning Perspective. Germany:
LAP LAMBERT Academic Publishing.

43