Benefits and concerns of ICT integration in teaching and learning

ICT integration in learning and teaching has benefits and concerns; Several

researchers explain the benefits that come from successful ICT integration and the factors that hinder ICT integration effectively (Al-Harbi, 2014; Alahmari & Kyei- Blankson, 2018; Albugami, 2016). The benefits and concerns of ICT grouped into five subsections: a) Improvement of understanding science; b) Enhancement of enjoyment; c) Ease of use flexibility; d) Communication and collaboration skills; e) Concerns regarding ICT integration in teaching and learning.

a) Improvement of understanding science

Using ICT could support students being more active in the learning process through interactivity, viewing simulations, and enhanced visualisation, to build their

conceptual understanding (Mann, 2014). Indeed, ICT integration can act as a teaching assistant for the students. The aim of learning science is to develop learner understanding by building and connecting ideas. In other words, when learning new

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concepts, ICT can help students build on their previous knowledge and

understanding with new knowledge through critical thinking, problem solving, and discussion of experiments (Krajcik & Mun, 2014; Oyaid, 2009). The positive impact of using ICT in the teaching and learning process is valuable even though teachers may need to spend a long time preparing the lessons. For example, a European report regarding the impact of ICT in schools revealed that teachers motivate

students and enrich their lessons by using interactive whiteboards. Because the board is large and the content is presented clearly, teachers believe that students are more motivated (Balanskat, Blamire, & Kefala, 2006). Integration of ICT in the classroom through interactive whiteboards enhances students’ motivation and focus through a variety of learning approaches such as presenting pictures or videos (Essig, 2011). Osborne and Hennessy (2006) reported that when students are motivated to search for science information by using online resources to solve problems, they are more engaged in the learning process and there is an increase in self-confidence and improve their understanding in a certain topic. Similarly, Watts and Lloyd (2004) and Kashkoul and Ba-Isa (2002) argued that using ICT may enhance students’ engagement in learning because students are motivated to play an active role rather than be a listener. Akpan (2001) showed that the most effective way of using ICT to improve science achievements is to engage students in active learning, such as through simulations. Moreover, students can improve their education level by using ICT because they are likely to have better understanding and motivation and

enjoying learning, which can lead to improved learning outcomes.

ICT could support students’ deep understanding of subjects, as teams of students engage in solving complex, real-world problems, thereby enhancing higher-order thinking and student self-efficacy (Robertson & Al-Zahrani, 2012). Integrating ICT in teaching and learning science contributes to the development of pedagogy, moving away from a focus on recalling factual material (which is now readily

available), to a new focus on learning or knowledge creation through a social process (Choi & Hanafin, 1995; Elliott, 2007). Clearly, using ICT in learning could helping them to search and understand rather than memorising, and promoting collaborative rather than competitive learning.

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b) Enhancement of enjoyment

The literature confirms that both teachers and students find the learning and teaching process more enjoyable and more interesting when ICT is integrated into the lessons. When students and teachers engage with their lessons, there is likely to be

productive, diverse and motivated learning. Thus, the importance of increasing the perceived benefits of ICT integration may encourage teachers to use ICT in the teaching process and thereby improve and enhance learning outcomes (Cox, Cox, & Preston, 2000). Current studies argue that ICT integration can support an increased quality of the learning and teaching process (Lawrence & Tar, 2018; Selwyn & Cooper, 2015; UNESCO, 2012). Students enjoy using ICT while learning, and can increase their thinking skills, their creativity and achievement. Moreover, teachers can use ICT to prepare and design the lessons in an interesting, creative, and effective way.

Thus, students are likely to engage and be motivated in learning and become active learners. Some recent studies have shown that students’ abilities in active learning improve the learning process through the effective integration of ICT in teaching by Finger and Trinidad (2002); Jorge, Jorge, Gutiérrez, García & Díaz, (2003); Young (2003); and Jamieson-Procter, Albion, Finger, Cavanagh, Fitzgerald, Bond, & Grimbeek, (2013). Students are usually motivated and enthused when ICT tools are integrated, especially when they can use ICT tools by themselves to solve problems. ICT is useful because provides games or other fun ways to help students to enjoy while learning (Li, 2007). Using ICT in the teaching and learning system supports education in an enjoyable way. For instance, teachers can present interesting and enjoyable real-world examples with stimulating visual and audio material from a variety of resources (Alkahtani, 2016). An important component of classroom teaching is enjoyment for both teachers and students; the present study focuses on this aspect and examines whether or not participants in the current study enjoy learning while using ICT.

c) Ease of use flexibility

Ease of use and flexibility is another benefit to be gained from using ICT in science education. The growth of using ICT tools has opened up a vast arena of opportunities

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for the improvement of education because ICT tends to be integrated in all aspects of society. A natural outcome is that teaching and learning can take place anytime and anywhere through the use of ICT (Cradler & Bridgforth, 2002). Integrating ICT in the teaching and learning process plays a vital role in improving learning outcomes through flexible learning experiences, anywhere and anytime, to suit the needs of individuals (Lawrence & Tar, 2018; UNESCO, 2012). In other words, students can learn and enrich their knowledge by choosing where and when to study, thus

becoming independent learners. Jacobsen and Kremer (2000) also found that primary science teachers and students can benefit from flexible access to educational

resources, using ICT at any time and place and not just in school hours. They can complete their work at home, in a café, or in a community centre. Tools that allow such flexibility for teachers and students are E-library, educational databases, or blackboards that are interactive between a teacher and her students, or between students (Sivakumar, 2014).

d) Communication and collaboration skills

Student communication and collaboration skills may improve when ICT is used in primary education, enabling students to express their ideas with teachers, experts, colleagues via email, social networks, and e-discussion. Gillespie (2014) asserted that using ICT in science education develops students’ communication and collaboration skills; for example, students can search for science information and cooperate by sharing different resources such as videos and pictures. Bransford (2000) emphasised that students can achieve great outcomes in learning science by working with peers and communicating with them by using ICT. In a study of how ICT tools can be used in the primary classroom, Lim and Tay (2003) noted an improvement in communication between teachers and students and among students working together (Hertlein & Ancheta, 2014). ICT provides a communication channel not only for learning purposes but also by giving students’ parents a chance to collaborate with the school by using ICT as a bridge for communicating and sharing their opinions, and for following students’ attendance and behaviour in school (Albugami, 2016; Jewitt, Hadjithoma-Garstka, Clark, Banaji, & Selwyn, 2010). Thus, using ICT in primary schools could enhance communication skills of teachers, students, and parents.

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e) Concerns regarding ICT integration in teaching and learning

Some studies, however, have found that the use of ICT has no effect or even a negative effect on students’ outcomes (Bitter & Legacy, 2008). UNESCO (2012) reported some concerns to regard integrate ICT effectively in the classrooms and hinder teachers to effective integrate such as technical issues, time consuming, lack of professional development workshops, and lack of providing ICT tools.

Another issue with ICT integration is that this increases the school budget, because many ICT tools are expensive, and not all schools can afford them; this can give rise to a digital divide between well-resourced and poorly-resourced schools (Hanley, 2014). In addition, Al-Alwani and Soomro (2010) mention that ICT integration may raise ethical issues because students might come across unsuitable text or pictures while searching for information.

Overall, even though using ICT could improve primary science education, its success is dependent on the ways in which teachers are supported to use it (Noss & Hoyles, 1996). Considering the variability of teachers’ experience and skills, and the benefits and potential risks of ICT integration in school science education, it is important to investigate how Saudi teachers and students are practising and perceiving ICT integration as required by the new curriculum.