In teaching, many academic researchers and teachers consider that ICT has both pros and cons. It is a common assumption that once hardware and software are made available to school and installed, ICT integration will automatically follow. This is a flawed assumption as it is of utmost importance that the teachers must be competent in the use of ICT and necessary aid is provided to them by the school. The over-dependence on ICT for teaching has both enhanced and challenged pedagogue.
Scholars who have researched in the field suggest ICT’s integration opens the multiple doors for teachers from those designed to boost students to consume knowledge to those designed to enhance students’ ability to create their own knowledge. The embedding and enhancing of ICT in classroom and workplace environment presents opportunities such as increased students’ motivation, behavior management and effective engagement in learning. The graduate teachers of today enter the profession with basic ICT skills because this is now the part of their study and they grew up using digital technologies, hence it is generally implied that these individuals will be open to integrate ICT in their teaching.
Another consensus among the researchers is that teachers tend not to take full advantage of the potential of the opportunities provided by ICT. According to a research teachers could not synergize their pedagogical and content knowledge with their technical knowledge and this result into an ineffective integration of ICT in classroom teaching. One of the major limitations of all the research done in this field is the over-emphasis on ICT’s introduction and related struggles which teachers face. There is no mention of the degree of distraction which ICT creates for teachers. Also, the distraction which ICT causes to children is not discussed in depth. IPads, laptops and smart phones can be misused by the kids which will ultimately result in the failure of the very motive of introducing ICT in classroom – learning. Another shortcoming of the research done in this area is the lack of insight into financial aid provided to the schools in metropolitan and rural areas. Unlike schools in metropolitans, the schools in low socioeconomic areas have to struggle for the funds. For those schools which do not get enough money for basic stationery, ICT’s incorporation is a distant dream. Hence, there must be an equitable distribution of educational budget among the schools which is not mentioned in most the research done. One question which is still unanswered is about the future of school system of education when ICT will start to teach children at home.
In the 21st century, it is cardinal to have ICT in a classroom because today’s students are future workforce. ICT has already taken over most of the industries today and is a necessity to enter any job. So, it makes it important to include ICT in learning spaces at school.