This chapter seeks to review relevant literature to determine how technology in the classroom

can improve students' literacy. The following subtopics will be addressed:

 The usefulness of technology in the classroom

 Availability of ICT equipment

 Teachers and Students attitudes towards technology being used in the classroom in the

classroom

The usefulness of technology in the classroom

Technology, in general, has reformed the educational system for the better, providing

some solutions and creating new problems to solve (Zhang 1998). However, there are several

advantages of incorporating technology in classrooms, especially as students become

increasingly digitally literate. In addition, technology in schools enables more interactive

educational tools, which allows for a dynamic learning experience that directly benefits students.

Technology can help facilitate the knowledge-constructed classroom. Several researchers

(Bork, 1985; Ragosta, 1982) views computers as having a significant effect on the teaching and

learning processes. It is stated that with the use of computers in the classroom, schools would

become more student-centered and that more individualized learning would take place. In the

student-centered classrooms of today, with the aid of the computer, students can collaborate, use

critical thinking, and find alternatives to solutions to problems (Jaber, 1997).

However, the shift from teacher-centered delivery to a student-centered model potentially

leads to resistance to change. Student-centered teaching challenges educators to restudy their

(1991) research indicate that computers can collaborate for all subject areas. Teachers have to

consider the different styles of teaching and the students involved in this learning. This type of

teaching requires an adjustment in the teacher's method of teaching and learning, the time needed

to learn how to use the technology, and the location of models that work with technology

(Sheingold & Hadley, 1990)

As classroom technology is being used for different types of communication (for

presentation, collaborations, and class interactions), students are required to be readers, writers,

editors, and publishers. Therefore, they must be willing to collaborate and co-create closely with

others, which students will need to enter the workforce.

Additionally, the benefit of using technology in the classroom includes its flexibility and

adaptability to differentiated learning. Technologies such as podcasts and blogs can offer

students the chance to learn at their speed and the liberty to go back and relearn any information

they wish. This could be especially important for students with learning disabilities and those

students who may require additional support with phonation and common terminologies that

might be new to them. Other students may present difficulty reading and reviewing complex

texts. The ability to access podcasts and podcasts on classroom computers can help address these

students' needs. Therefore, using technology in the classroom can help combat the "lecture style"

system of education, which does not cater to various learning processes. (Zhang, 1998).

Further, Student Response Systems and Interactive Whiteboards are two technologies

that play an essential role in the education field. However, such technology in the classroom

depends on many factors, such as how a school district chooses the best technologies for the
school and how the appropriate training is made available for teachers to use this technology

properly. Student Response Systems and Interactive Whiteboards enhance the material presented

in the classroom and are an excellent way for learners to use their higher-order thinking skills.

By using these technologies in the school, it is not only giving students access to technology but

also allows teachers a new way to enhance the delivery of their material. (Farmer, 2008)

Research, which examines constructivist teaching and learning models, indicates that

technology brings complexity to students' tasks and raises student motivation. In addition,

technology brings about changes to the classroom roles and organization and allows the students

to become more self-reliant. Thus teachers may function more as facilitators than lecturers

(Means, 1997).

Availability of ICT equipment

To integrate technology into instruction, teachers must have access to technology.

Unfortunately, many teachers find hardware and software availability is limited in their schools.

The costs of upgrades, support, training, hardware, and software, are often not considered in

school planning. Technology is usually placed too far from the classroom, and much of the

hardware is too old to handle the new software applications. More senior schools found it

difficult to meet the wiring needs to use telecommunications (Byrom, 1997). Studies also

highlighted that the absence of software would keep teachers from integrating computers into

their curriculum (Dupaggne & Krendl, 1992).

Another factor that affects the availability of ICT equipment is that although the number

of computers is increasing continually and significantly and computers are widely distributed,
many researchers still report that the lack of computers is still a severe problem in many schools

and countries (Winnas & Brown 1992). For example, elementary school teachers said they had

students use computers in their classrooms, but only one or two computers were in those

teachers' classrooms (Pelgrum & Plomp, 1991). Because of this difficulty, students did not

generate good learning experiences with computers, especially for individual learning.

Additionally, the problem would reduce the teachers' enthusiasm toward using computers and

change the learning activities (e.g., whole-class vs. group) (Becker, 1994).

The attitude of Teachers towards ICT in the classroom

According to Barron and Goldman (1994), beginning teachers having learned models of

instruction in their subject areas in a lecture-based mode tend to teach the same way they were

taught. They replicate that teacher-centered approach. The expectation that such teachers should

somehow change to teaching with a learner-centered approach is not very realistic. For teachers,

research has shown that positive attitudes toward technology and self-efficacy with computers

are essential prerequisites to helping others learn about computers (Zhang 1998) and to

successfully integrating technology into the classroom (Tsitouridou 2004). Wenzlaff (1998)

posits that teachers' attitudes are among a handful of factors determining the formal and informal

curriculum in the school. Further, if teachers do not challenge these attitudes and beliefs, they

remain fixed even when change comes.

Additionally, Sharpe (2004) and Tsitouridou and Vryzas (2004) found that teachers view

technology adoption as an essential strategy for improving education. However, change is slow,

and messages are mixed. Zhao, Tan, and Mishra (2001) state that educational technology has

focused on assisting teachers, not learners, for a very long time. They posit that teachers are
taught that technology is a tool to help teachers guide, emphasizing conveying and

communicating messages through presentation software rather than allowing students to

construct knowledge.

Overall, teachers appear to have an optimistic but cautious view of technology in general and

of technology use in the classroom. Two broad trends emerged in the review of the literature.

Specifically, prior experience with technology is significantly correlated with teachers' positive

attitudes, and that teachers' specialty or field of study relates with attitudes toward technology.

Two trends were also found when teachers were asked about using technology in the teaching

and learning process. First, teachers sense that technology use brings about a paradigm shift in

the classroom, creating tension for the teacher who views the change at odds with broader

educational paradigms. Second, teachers view training as a critical aspect of the adoption of

technology in the classroom.

The attitude of Students towards ICT in the classroom

For students, research in traditional curriculum subjects such as Mathematics

demonstrates a strong relationship between students' attitudes toward maths and their

achievement in that area (Cognition and Technology Group at Vanderbilt 1992). Similarly,

students' attitudes toward technology are pointers of their enthusiasm to use the technology as a

part of their learning process in school (Sanders & Morrison-Shetlar 2001) and adopt technology

as part of their lifelong learning strategy (Pelgrum 1996).

When students' attitudes are solicited about learning with technology, several trends

emerge. Two contexts have specifically been studied in detail. First, multimedia and

communications technologies are areas of interest to many educational researchers. Additionally,

Specifically, students are requesting guidance in using technology-based resources for study.

Second, students perceive some pedagogical issues with using technology in the learning

process. Finally, students express some dissatisfaction with the technical problems that

accompany learning with technology.

Overall, students are pretty optimistic about using technology in general. The literature

review found two prevalent trends for students. First, students believe using technology is

relevant in their lives. Second, like teachers, students with prior experience using technology

tend to have more positive views about the technology. A third general aspect is also included,

though without a conclusive trend. Students' gender has been shown in some studies to correlate

with positive attitudes, and other studies found no gender difference.

These studies have demonstrated that students have viewed computers as relevant to their

lives for many years. That relevance is still an essential aspect of learning about and with

computers. Further, as students grow older, their perception of the computer's relevance in their

lives heightens.
Summary of the Literature Review

The Literature Review has found several variables to consider when attempting to

determine if technology can be used to improve stdy7enst competency in Social Studies. Various

studies conducted by researchers have found that technology is beneficial in the school as it aids

in improving the performance of students. Thus, teachers are willing to implement the use of

ICT. However, there are many downsides in its implementation as some teachers are reluctant to

adjust their teaching strategies to accommodate ICT in the classroom..

Frequent use of ICT equipment has been proven to allow both teachers and students the

time needed to better acquaint themselves with devices and pedagogical strategies to incorporate

their use in the classroom. However, until teachers are given proper training and adequate

equipment to meet the needs of the learners, the full benefit of technology in the school cannot

be realized.