Apparent to educators, is that learning environments have changed considerably, with the inception of ICT. Although associated pedagogies implemented by educators are still gathering momentum, research identifies similar inconsistencies across education. Hence, highlighting parallel impediments, yet to be overcome, before the scope of ICT is fully evident.
As discussed by Bull et al., (2016), although many pioneering endeavours have incorporated ICT into learning, evidence indicates slow growth throughout the past four decades (p. 117). Furthermore, Wastiau et al., (2012, p. 25), attributes the ICT gap to the underutilization of ICT within home environments. Even with conceited efforts to narrow the gap between home and school, evidence suggests, many learners have inadequate access to ICT within their homes, impacting equality in learning (Trust, 2018, p. 54). Moreover, (Wastiau et al., 2012, p. 54), states, the utilisation of ICT has been impacted by problematic incorporation into educational design, along with deficient assumptions, as discussed by Bain & Weston, (2012, p. 1). The importance of strategic leadership in ICT implementation is fundamental in ensuring educator training needs are met. Educators, themselves require ICT professional development that is engaging, builds confidence and assists with changing attitudes regarding ICT utilisation (Wastiau et al., 2012, p. 54).
Overall the inception of ICT into learning environments has created fundamental changes to education, it is only through strategic leadership and implementation policies, that challenge issues of inequality, educator education and usability within learning environments, that ICT can reach its full potential in education.
References
Bain, A., & Weston, M.E. (2012). Education and technology. In the learning edge: what technology can do to educate all children (pp. 1-24). New York, NY: Teachers College Press
Bull, G., Thompson, A. D., Schmidt-Crawford. D., Garofalo, J. (2016). Evaluating the Impact of Educational Technology, Journal of Digital Learning in Teacher Education, 32:4, 117-118. https://doi.org/10.1080/21532974.2016.1217052
Trust, T. (2018). Why Do We Need Technology in Education? Journal of Digital Learning in Teacher Education, 34(2), pp. 54–55.
https://doi.org/10.1080/21532974.2018.1442073
Wastiau, P., Blamire, R., Kearney, C. (2013). The Use of ICT in Education: A Survey of Schools in Europe, European Journal of Education, Vol.48(1), p.11-27.