Introduction

Education is more than just teaching a student to write, read, and play with numbers.

With the current rise in technology age, the internet, computers, and advanced electronic devices

are becoming a basis need every day and have significantly changed the way information is

gathered and shared across all spheres. How this new technology is used in schools and applied

in the curriculum and managed by teachers will have a significant role to play in widening the

resource and knowledge base for all students. Technology affects learning. Hence, the teachers

and students interact in the classroom during the leaning process. To make the best use of IT

(information technology), schools need a feasible plan to fully incorporate it into all aspects of

the curriculum so students are taught why, when, and how to use technology to improve and

further enhance their learning. If a school lacks a clear plan of why and how it wishes to

implement Information Technology, then it runs the risk of wasting resources and money.

Nearly all schools have access to technology in the form of a computer. However, many

schools misjudge this as incorporating IT into the curriculum. School management needs to

conduct research on the available IT and what would best serve the school's objective and

purpose, not just purchasing the modern equipment. There should be a policy stating how IT is

going to support and help pupils' development and what they want to achieve as well as teachers

(Reksten, 2000). Management needs to specify clearly on they want Information Technology to

do for them before they can begin integrating it into their curriculum.

IT can only be useful to schools if all members of staff are well-informed, fully versed

and supported. It is the principal's obligation, and to plan and guarantee that all staff are

consulted on the changes, and that the change is carefully planned and implemented. Training

becomes essential in the implementation of IT into the curriculum because some teachers may be
resistant, particularly if they lack the knowledge or have little experience with computers. They

must feel involved in the process of obtaining new technology, and in learning how to use it so

they can increase their confidence in using the technology as a curriculum tool. Teachers will be

able to integrate IT into their lessons only if they are proficient users (Reksten, 2000).

Moreover, teachers must be aware that IT within the classroom is very flexible, so they

need to plan the purpose the technology serves in each lesson. The skills a student acquires in

each lesson are equally important with learning technology. IT needs to be understood and

implemented in all subjects in the same way as the ability to read is essential for all subjects, and

must be used across the curriculum (Ager, 2000, p. 15). The best approach to strategize the

use of IT in the classroom is to view it as just a learning tool that is more exiting and advanced

than the traditional paper and pen.

It is very important for students to be taught and learn the strategies for using IT.

Children also need to be fully conversant on the capabilities of IT before being asked to practice

it. Students should be aware what the appropriate use of IT is and what is not because the

contexts in which they use IT will change. While it is significant that pupils learn to use IT

efficiently, teachers must underline that IT is not always appropriate. (Apter, 1968) observes the

risk is that the computer degrades people and unavoidably leads them to act like machines (p.

58). Instructors must make sure they plan to use variety in their lessons. Too much IT training

may be just as detrimental to a student as not enough.

Conclusion

As with any learning tool in the classroom, the usefulness of IT also depends on the

teachers imagination and innovation. It is important that the implementation of IT into the

school is wisely planned. The modern information explosion makes it vital that IT be used
broadly within the classroom so students learn on how to use IT effectively and appropriately.

Teachers must, thus, be fully conversant on the available types of IT are available and whether or

not they are suitable for classroom use. School management should therefore guarantee that all

staff has a consistent plan on what they want their students to accomplish through IT. The proper

integration of IT into the classroom will widen the skills and minds of students, enabling them to

be better prepared for more technological advances in the future.

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 Works cited

Ager, R. The art of information and communications technology for teachers. London, England:

David Fulton. (2000). Print.

Apter, A. J. The new technology of education. London, England: Macmillan. 1968. Print.

Reksten, L. E. Using technology to increase student learning. Thousand Oaks, CA: Corwin

Press. 2000. Print