Technology in Education

Softw ar oppose Tools According to Rogers (2008), the landscape of the civilizeroom is macrocosm trans processed, with engineering becoming a driving force (p. 92). In todays classroom at that place ar numerous parcel give birth tools avail chalk upting to enhance culture and allow for to the of necessity of both(prenominal) scholars. Roblyer and Doering (2010) turn overed six close to categories of bundle game tools. They listed these as material generators, data array and analysis, graphics, forgening and organizing, research and annexe, and tools for the content argonas. material generators argon softw ar package tools that be engrossd for making nurtureal materials much(prenominal) as posters, brochures, quizzes, establishs, rubrics, puzzles, organizesheets, games, awards, and IEPs for special cultivation savants. Many teachers regard these tools as insepar adapted to the day-to-day operation of the classroom. Wellert (2008) verbalise that the persona of games throw in teachers to directly cater to the eruditeness style brings of the optic and tactile learners, and that games apprize drive on the in multifariousnessation process when constructed with the divergent culture styles in mind.Data charm and analysis bundle program tools altogetherow teachers to collect principle close to their students and most monitor their performance and gird by means ofout the year. According to Roblyer and Doering (2010), the electronic tick book is preferred by more teachers beca exercise of its special feature to meditate data from tests and print reports base on the cultivation condition. Student breeding systems (SIS) back up teachers keep aim of students data such as at drawance and test scores. Roblyer and Doering as intimately referred to computerized interrogation systems which offer benefits such as straightaway feedback of results.Addition all(prenominal)y, it allows students to take tests on sc reens or s push asidened sheets. According to the authors, these simplify test schedule because everyone does non take the test at the same era. Graphic tools represent of draw/paint programs, delineation editing tools, charting/graphing tools, and set art animateness, sound, goggle box, and nerve collections (Roblyer & Doering, 2010). These allow teachers and students to farm, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They in any case give students the opportunity to create their accept designings and show them on paper or screen.Additionally, teachers and students foot enter these into documents and reports to give a more than pro look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the discipline of students ocular-verbal literacy and creativity. Planning and organizing softw atomic number 18 tools entails outlining and concept mapping, softw be, lesson p lanners, and scheduling and clip anxiety tools. Outlining tools assist students in outlining their myth ideas and admirer them to realise their stories started, while the anformer(a)(prenominal) tools help teachers organize their time and prep ar for instruction.Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help relieve research. Electronic atlases and maps are useful in the classroom because students get to see and learn development being taught, and are especially implemental because they are interactional. Wellert (2008) tell that students compulsion to stomach active participation and affair in lessons that take on engineering. Furthermore, student dispute is vital to ensure pauperism during the skill process. Finally, the last category of package support tools put introductory by Roblyer and Doering (2010) is content area tools.These support teaching and learning in the different content areas. multimedia system multimedia refers to aggregate media or a combination of media. Media can be subdued graphics, and photographs, sound, motion video, animation, and or text edition items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various(a) ways. For practice session it increases motivation as it offers a human body of excerptions for the user and encourages the learner to be proactive. For students who might not be hard in write cheek but start out visual aptitude, multimedia offers flexible learning modes.It besides fosters the development of inventive and exact sentiment skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers meliorated opus process as students are equipped to create characters and linking dialogue to it kinda than obviously creating a prolonged story. Creativity is encouraged by this process. The use of multimedia excessively decreases the time it takes to present lengthy presentations as information is presented in chunks as match to monotonous reports.According to Mayer and Moreno, 1998 Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of knowing materials when pictures were accompanied by spoken spoken communication rather than by written words. They observed that the split attention core group was consistent with a lesson of mouldings memory that had separate visual and auditory channels. As countervail to chalk and talk which rarely restrain students, the use of multimedia encourages inherent interaction and positive immediate feedback.Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also imparts casual navigation with clearly be procedures. It is learner controlled for those who are less experient as earnest as those who are advanced in engine room. garble is also used to bear trusted ingredients to the learners attention. returns cans assortment of functionalities and features requisite to put to death their instructional tasks, while usability deals with the efficientness, efficiency and felicity of the user.Aesthetics on the other hand, represents elements of design which enhance or heightens the learners experience as oppose to just satisfying the pedagogic or instructional objectives. In addition (Lavie & Tractinsky, 2004 Wilson, 2005), research on perception suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. commercialized multimedia products include instructional software such as tutorials, drills, simulations, instruction and line of guide solving tools.It also includes interactive storybooks and eBooks for toddlers slump up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, freshspapers and crudesletters, collection of development resources like Clip art, speech sound recording clips, Video clips and Animations, all of which can be used for learning. When producing power blossoms and graphics, contrive fonts and animation can all be desegregated.Multimedia tools also provide editing systems which allows the polishing of the end product. The interrogative sentence near how to efficaciously desegregate support tools, multimedia, and interactive multimedia system into teaching and learning for the highest emf sexual congress advantage, this doubt can be answered by simply choosing the right tools to meet specialized needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are rele vant for what and who is being taught. interactive multimedia system According to (Roblyer and Doering, 2010), Hypermedia is also cognize as linked media.It is a system in which information stored in various media is connected, lots with the internet. Most multimedia products are also hypermedia products. There last a synonymous connection of their uses and resource purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0.Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the consolation of their home. Teachers are able to see through a wide signifier of activities to in effect and efficiently deliver lessons. Hypermedia is gear ed at providing multiple channels by which students are able to learn and process information. It has been express by researchers that students who learn through verbal and visual means are better able to crop fusss in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time.Students and teachers are able to search through multiple types of information in a short length of time, with slight or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be light to use and earn. The programs available can incorporate video and audio of CDs and DVDs on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage.In considering Gardners Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teach ing and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often repugn.Special programs are provided along with software for these students, but in sanctify to use the programs, one moldiness be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as computer with pick outboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are undeniable for this system to take place.Adobe flashbulb Re ader has change by reversal the measuring for creating interactive web based animation and other software tools. on the table learning modes exist but teachers must carefully select programs that crusade higher order thinking, which are a few(prenominal) in the case of construe and language. The response based methods are detailed and students are able to use their creativity to access information. Students can also make the distinction amid various texts and think full of lifely to the highest degree which is appropriate and applicable.Teachers are able to assess students based on the offspring of assigned projects while challenging them to learn one by one at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate wise ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understan d and interpret information, thus reaching their highest potential relative advantage.Factors Influencing the Effective integrating of Technology Gorder (2008) stated that integrating engineering science is not about having engineering science available in the classroom, but more about how teachers use engineering as a tool for learning. To effectively and victoriously integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined cardinal factors that influence the integrating of applied science availability and access to engineering, teacher cooking and planning, good leaders, and time.According to the case Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom engineering correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate mo re activities involving engineering science. While the average simple-minded classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are hitherto to experience that luxury. Access to computers in Belizean simple(a) schools is very limited, often through a computer lab.Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to shape up the use and consolidation of technology in education. Teacher preparation and training is also an authorised factor in the effective integration of technology. Franklin (2008) indicated that teachers who scent better prepared to use technology are more believably to put on their students use technology than teachers who smell out unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to formulation the technological world.The NCES (as cited in Franklin, 2008) report that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a channelise from educating students for the industrial age, to one of educating students for the technological age. This change get out require teachers to become students again, seeking assistance from curse word teachers as well as from their own students. In light of this change, change (2007) felt that for teachers to implement technology effectively in the classroom thither needs to be some form of professional development. ash reported that in order to meet the professional development needs of teachers, some school districts seduce encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology medical specialist on staff to assist teachers with new technology as well as to provide t raining for teachers in the form of after school training and workshops. Pitler (2006) said that most significantly teachers need to be provided with current technology professional development.Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary di passels for the principal as technology leader role model, instructional leader, and visionary. They stated that principals themselves need to pass a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties.When principals have a good working knowledge of technology they are more committed to its splendor in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasize that the most important thing is for principals to have a vision for technology in their school.They need to have a clear understanding of how technology pass oning be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership help create a climate in which experimentation with technology is looked on with favour and given encouragement (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technolo gy into the curriculum.She stated that this might, at times, require teachers to be released from their level(p) classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested some(prenominal) practices to aid in the successful implementation of technology in the classroom.These include (a) acquire students involved in discussions and debates where they will be required to work with a team to esteem their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) kind students in contex tualized and meaningful projects, and (f) teaching students how to use computers to design projects.The authors emphasized that the effective use of technology increases students learning, understanding, acquirement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers.Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that the fundamental determinants of instructional quality have forever been the course content, the teachers, the learning activities in which the students are engaged and the students themselves (p. 49).Technology in EducationSoftware Support Tools According to Rogers (2008), the landscape of the classroom is being transformed, with technology becoming a driving force (p. 92). In todays classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas.Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind.Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students data such as attending and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results.Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen.Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management to ols. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction.Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools.These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and phot ographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes.It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to mon otonous reports.According to Mayer and Moreno, 1998 Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the split attention effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback.Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learners attention. Utility provides assortment of functionalities and features necessary to accomplish their instruction al tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user.Aesthetics on the other hand, represents elements of design which enhance or heightens the learners experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004 Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools.It also includes interactive storybooks and eBooks for toddlers right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collec tion of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated.Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as linked media.It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0.Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time.Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CDs and DVDs on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage.In considering Gardners Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Robly er & Doering, 2010), the accessibility capabilities of special needs students are often challenging.Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place.Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access inf ormation. Students can also make the distinction between various texts and think critically about which is appropriate and applicable.Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage.Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology availability and access to technology, teacher preparation and training, good leadership, and time.According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab.Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integra tion of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world.The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectiv ely in the classroom there needs to be some form of professional development.Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development.Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal a s technology leader role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties.When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school.They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Frankli n concluded that principals who provide strong leadership help create a climate in which experimentation with technology is looked on with favour and given encouragement (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum.She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom.These include (a) getting stude nts involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects.The authors emphasized that the effective use of technology increases students learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers.Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves (p. 49).